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The Forgotten Many: Rural Gifted Learners

The Forgotten Many: Rural Gifted Learners

Rachelle Kuehl, Carolyn M. Callahan, Amy Price Azano
Copyright: © 2022 |Pages: 21
ISBN13: 9781799881537|ISBN10: 1799881539|ISBN13 Softcover: 9781799881544|EISBN13: 9781799881551
DOI: 10.4018/978-1-7998-8153-7.ch011
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MLA

Kuehl, Rachelle, et al. "The Forgotten Many: Rural Gifted Learners." Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation, edited by Julia L. Nyberg and Jessica A. Manzone, IGI Global, 2022, pp. 1-21. https://doi.org/10.4018/978-1-7998-8153-7.ch011

APA

Kuehl, R., Callahan, C. M., & Azano, A. P. (2022). The Forgotten Many: Rural Gifted Learners. In J. Nyberg & J. Manzone (Eds.), Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-7998-8153-7.ch011

Chicago

Kuehl, Rachelle, Carolyn M. Callahan, and Amy Price Azano. "The Forgotten Many: Rural Gifted Learners." In Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation, edited by Julia L. Nyberg and Jessica A. Manzone, 1-21. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8153-7.ch011

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Abstract

Limited 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.