The Forgotten Many: Rural Gifted Learners

dc.contributor.authorKuehl, Rachelleen
dc.contributor.authorCallahan, Carolyn M.en
dc.contributor.authorAzano, Amy Priceen
dc.date.accessioned2022-12-02T14:47:22Zen
dc.date.available2022-12-02T14:47:22Zen
dc.date.issued2022en
dc.description.abstractLimited economic resources and geographic challenges can lead rural schools in areas experiencing poverty to deprioritize gifted education. However, for the wellbeing of individual students and their communities, investing in quality rural gifted education is crucial. In this chapter, the authors discuss some of the challenges to providing equitable gifted programming to students in rural areas and present approaches to meeting those challenges (e.g., cluster grouping, mentoring). They then describe a large-scale federally-funded research project, Promoting PLACE in Rural Schools, which demonstrated methods districts can use to bolster gifted education programming. With 14 rural districts in high-poverty areas of the southeastern United States, researchers worked with teachers and school leaders to establish universal screening processes for identifying giftedness using local norms, to teach students the value of a growth mindset in reducing stereotype threat, and to train teachers on using a place-based curriculum to provide more impactful language arts instruction to gifted rural students.en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.4018/978-1-7998-8153-7.ch011en
dc.identifier.urihttp://hdl.handle.net/10919/112770en
dc.language.isoenen
dc.publisherIGI Globalen
dc.relation.ispartofCreating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluationen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectRural educationen
dc.subjectGifted studentsen
dc.titleThe Forgotten Many: Rural Gifted Learnersen
dc.typeBook chapteren
dc.type.dcmitypeTexten

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