Gifted Education in Rural Schools: Developing Place-Based Interventions

by Amy Price Azano (Editor), Carolyn M. Callahan (Editor)

Overview

This text draws on data from a five-year longitudinal study focusing on gifted education programs in high poverty rural areas in the US. It provides a framework for the use of place-based interventions to effectively serve gifted students, reduce opportunity gaps, and address stereotype threat.

Recognizing that gifted learners are often underrepresented in rural contexts, the text adopts a social justice lens to outline the unique challenges of fostering advanced education in rural school districts. Using opportunities to learn and best practices in gifted education to inform interventions and practice, the text offers in-depth explanation of how place-based approaches can be used to identify gifted students and ensure that curricula are designed to respect the setting, students, and teachers. The text is structured into three parts, providing the reader with a logical and comprehensive progression through theoretical foundations, the practicalities of implementation, and the process and outcomes of measuring and validating outcomes.

Given its unique approach to gifted education programs, this book will prove to be an indispensable and timely resource for scholars working to develop gifted education and educational interventions with and for rural schools.

Product Details

ISBN-13:	9780367861223
Publisher:	Taylor & Francis
Publication date:	03/26/2021
Series:	Routledge Research in Achievement and Gifted Education
Pages:	236
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Amy Price Azano is Associate Professor in the School of Education at Virginia Tech, USA.

Carolyn M. Callahan is Commonwealth Professor of Education at the University of Virginia, USA.

Table of Contents

List of Figures x

List of Tables xi

List of Contributors xiii

Acknowledgments xv

1 Introduction to Promoting PLACE in Rural Schools Amy Price Azano Carolyn M. Callahan 1

Part I Place-Conscious Work in Rural Schools 9

2 A Focus on Rural Gifted Education: Integrating the Literature Michelle Rasheed Carolyn M. Callahan 11

3 Stereotype Threat for Rural Students Amy Price Azano Erica L. Bass Heather Wright 21

4 Place as Context and Content: Project Design Amy Price Azano Carolyn M. Callahan 28

Part II Place-Conscious Methods 39

5 Developing a Place-Based Identification Process Carolyn M. Callahan Amy Price Azano 41

6 Using Teacher Rating Scales: Professional Development Annalissa V. Brodersen Carolyn M. Callahan 50

7 Understanding the Sample Tiffany Karalis Noel Svetlana Dmitrieva 59

Part III Curricular and Mindset Interventions 77

8 Differentiated Instruction in Rural School Contexts Carol Ann Tomlinson 79

9 Depth and Complexity for Rural Learners Sandra N. Kaplan 91

10 The Schoolwide Enrichment Model: A Talent Development Approach That Works for Rural Schools Sally M. Reis Joseph S. Renzulli 98

11 Place-Based CLEAR Curriculum Carolyn M. Callahan Tracy C. Missett 108

12 Fidelity of Implementation in Rural Studies Melanie Caughey 119

13 Growth Mindset Intervention Maria El-Abd 130

Part IV Promoting PLACE Outcomes 139

14 Affective Outcomes: Instrument Development and Validation Carolyn M. Callahan Sunhee Park 141

15 Impact: Student Outcomes Carolyn M. Callahan Svetlana Dmitrieva Sunhee Park Michael F. Hull Amy Price Azano 152

16 Place-Conscious Writing Talks Erika L. Bass 165

17 Rural Families Through the Eyes of Fourth-Grade Fiction Writers Rachelle Kuehl 176

18 Case Study in Rural Appalachia Michael S. Matthews Amy Price Azano Michelle Rasheed 186

Part V Conclusion 205

19 Expanding the Promoting PLACE Model Amy Price Azano Carolyn M. Callahan 207

Index 216