Responding to the Challenges of Gifted Education in Rural Communities

Autor/inn/en	Azano, Amy Price; Callahan, Carolyn M.; Brodersen, Annalissa V.; Caughey, Melanie
Titel	Responding to the Challenges of Gifted Education in Rural Communities
Quelle	In: Global Education Review, 4 (2017) 1, S.62-77 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Academically Gifted; Rural Schools; Talent Identification; Place Based Education; Evidence Based Practice; Intervention; Program Effectiveness; Poverty; Access to Education; Reading Instruction; Writing Instruction; Barriers; Cognitive Tests; Rating Scales; Scores; Curriculum Development; Stereotypes; Underachievement; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Begabtenanalyse; Talentsuche; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Leseunterricht; Schreibunterricht; Kognitiver Fähigkeitstest; Rating-Skala; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klischee; Performance deficiency; Leistungsschwäche
Abstract	There are both achievement and opportunity gaps for low-income students when compared to their economically advantaged peers; and, for rural students, these gaps may be even more pronounced. In this manuscript we draw from our ongoing work in a five-year federally-funded, Jacob K. Javits grant focusing on promoting gifted education in rural schools. To address issues of under-identification of gifted students in these settings, and to investigate ways to maximize achievement, we established an alternative process for identifying gifted students in rural schools; and we created units integrating place-based pedagogy within an evidence-based curriculum model as an intervention. Finally, we discuss preliminary findings from the pilot year and first half of the second year of the study documenting success in augmenting the pool of identified students and engaging teachers in implementing the curriculum. Perhaps more importantly, we document lessons learned and more global takeaways for the field. Specifically, we discuss the influence of deficit thinking with regard to rural schooling (and subsequent recognition of gifts and talents), the risk of generalizing rural to all rural places, and the nuances of rural poverty not captured in commonly used metrics, such as Free and Reduced Lunch. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01