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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.
Inhaltsverzeichnis
1. Introduction to Promoting PLACE in Rural Schools; Part I: Place-Conscious Work in Rural Schools; 2. A Focus on Rural Gifted Education: Integrating the Literature; 3. Stereotype Threat for Rural Students; 4. Place as Context and Content: Project Design; Part II: Place-Conscious Methods; 5. Developing a Place-Based Identification Process; 6. Using Teacher Rating Scales: Professional Development; 7. Understanding the Sample; Part III: Curricular and Mindset Interventions; 8. Differentiated Instruction in Rural School Contexts; 9. Depth and Complexity for Rural Learners; 10. The Schoolwide Enrichment Model: A Talent Development Approach that Works in Rural Schools; 11. Place-Based CLEAR Curriculum; 12. Fidelity of Implementation in Rural Schools; 13. Growth Mindset Intervention; Part IV: Promoting PLACE Outcomes; 14. Affective Outcomes: Instrument Development and Validation; 15. Impact: Student Outcomes; 16. Place-Conscious Writing Tasks; 17. Rural Families Through the Eyes of Fourth-Grade Fiction Writers; 18. Case Study in Rural Appalachia; Part V: Conclusion; 19. Expanding the Promoting PLACE Model
Über den Autor / die Autorin
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.
Zusammenfassung
This text draws on data from a five-year longitudinal study focusing on gifted education programs in high poverty rural areas in the US and provides a framework for the use of place-based interventions to effectively serve gifted students, reduce opportunity gaps, and address stereotype threat.
