Context and Content in Rural Gifted Education: A Literature Review

Rasheed, Michelle

doi:10.1177/1932202x19879174

Cited by 24 publications

(37 citation statements)

References 45 publications

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“…Specifically, our polytomous approaches allowed us to observe effects of proximity on opportunities (Puryear & Kettler, 2017), in our case regarding school-based access to advanced coursework. These results emerged from our prior exploration of how operationalizations of rurality and remoteness converge and diverge (Thier & Beach, 2019) and accentuate how inequalities associated with geographic locale weaken democratic ideals that oppose ZIP code predicting opportunity (Rasheed, 2020). Employing more groups of schools revealed remoteness to be increasingly salient: disadvantages within rural and/or remote schools and effect sizes both grew observably as proximity increased from cities in concentric rings.…”

Section: Key Findingsmentioning

confidence: 84%

“…Normalizing imprecise geographic locale descriptions undermines researchers' attempts to capture what rurality and/or remoteness mean for school communities and inhibits equity of gifted education opportunities within communities that are geographically marginalized (Howley, 2009;Puryear & Kettler, 2017;Rasheed, 2020). Research often vaguely delineates suburbs, towns, and rural areas (Scribner, 2015).…”

Section: Geographic Precisionmentioning

confidence: 99%

“…On one hand, we advocate for education researchers' agreement on a definitional framework, an impulse that drew our endorsement of the Urban-Centric locale codes (Greenough & Nelson, 2015), at least to jump-start policy analyses. On the other hand, we recognize the need to specify locale in ways that comport with theory (Koziol et al, 2015) and avoid assuming any single coding schema to be flawless (Puryear & Kettler, 2017;Rasheed, 2020). Thus, we embrace the complexity standardized codes can afford, so long as researchers apply them in theoretically sound ways that add appropriate precision (Chen et al, 2017;Kettler et al, 2016;Puryear & Kettler, 2017).…”

Section: Theory and Practice In Rural Education | 74mentioning

confidence: 99%

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Thier

Beach

Martínez³

et al. 2020

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Education research that omits or insufficiently defines geographic locale can impair policy formulation, enactment, and evaluation. Such impairments might be especially detrimental for communities in rural and/or remote areas, particularly when they pertain to gifted education programs that struggle to operate at large scale (e.g., Advanced Placement). To enhance researchers’ precision when analyzing school-level data, we developed five statistical approaches to operationalize rurality and remoteness using the Urban-Centric codes from the National Center of Education Statistics. With national data, we found important variations across these statistical approaches in (a) percentage of schools identified as rural and/or remote, (b) effect sizes, and (c) characterizations of schools’ relative disadvantage in the breadth of opportunity to learn Advanced Placement content that they provide. These findings challenge prevailing practices of classifying communities dichotomously as nonrural or rural. The authors demonstrate several ways to address policy makers’ and practitioners’ needs by incorporating geographic locale into analyses of school data, operationalizing geographic locale precisely in theoretically sound ways, and avoiding dichotomies that can obscure meaningful variation.

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Section: Key Findingsmentioning

confidence: 84%

Section: Geographic Precisionmentioning

confidence: 99%

Section: Theory and Practice In Rural Education | 74mentioning

confidence: 99%

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Beach

Martínez³

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“…Rurality is a culture, and "culture is an active process of meaning making" (Street, 1993, p. 25). Rural cultures within places vary based on such circumstances as history, economy, politics, location, and people (Azano et al, 2017;Green & Corbett, 2013;Rasheed, 2020). Therefore, contextual and nuanced descriptions that illustrate places and people transgress the static rural oneness across places and time and create an open and pluralistic conception of ruralities (Green & Corbett, 2013;Rasheed, 2020) develop a truer picture of a rural place and people than delineations of geographic location.…”

Section: What Is "Rurality"?mentioning

confidence: 99%

Exploring Gifted Education Program and Practice in Rural Appalachia

Miller¹,

Brigandi

2020

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The literature on rural gifted programs is growing, but understandings of programmatic features and the teachers within the gifted programs in rural Appalachia are still largely underdeveloped. Through an exploratory case study of three rural Appalachian gifted programs, this study provides a glimpse into their organizational structures and the teachers’ experiences and perceptions. The illustrative findings indicate that teachers utilized their resources and knowledge to manufacture their gifted curricula and expressed competing narratives of place and globality. Also, misassumptions and unsupported practices in this rural place negatively influenced teacher retention. Implications and future steps are addressed.

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“…Hence, teaching from a place-based perspective, rather than one that privileges the perspectives of the larger dominant culture, can enhance gifted rural students' connectedness to the language arts curriculum by demonstrating that their "unique and individualized place-based interests" are valuable assets they bring to their learning experiences (Ruday & Azano, 2019, p. 19). In fact, according to Rasheed (2019), "Place has the potential to garner students' attention in the classroom and make meaningful curricular connections to their lives outside of the classroom" (p. 74), which can thus positively influence both individual children and the community in which they live.…”

mentioning

confidence: 99%

Gifted Rural Writers Explore Place in Narrative Fiction Stories

Kuehl

Azano

Callahan

2020

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Place-based writing practices can enrich a standardized curriculum while increasing student engagement and helping students improve essential writing skills. In particular, place, which includes both the geographic surroundings and the local community with whom one shares a common space, can be a point of access to the language arts curriculum for gifted rural students, especially because place-based literacy practices can demonstrate that students’ place-based knowledge and interests are valuable assets they bring to their learning experiences. This article examines narrative fiction stories written by 237 gifted rural fourth graders as the culminating project of a semester-length fiction unit of a place-based language arts enrichment curriculum to identify how gifted rural fourth graders describe setting in narrative fiction stories and how they reflect a sense of place in those descriptions. Students’ descriptions of settings were explicated to note how they represented spaces both similar to and different from the rural communities in which they lived. Thematic findings reveal rich descriptions of nature, depictions of close-knit rural communities, and feelings of displacement among story characters who find themselves in unfamiliar spaces.

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Context and Content in Rural Gifted Education: A Literature Review

Cited by 24 publications

References 45 publications

Take Care When Cutting

Take Care When Cutting

Exploring Gifted Education Program and Practice in Rural Appalachia

Gifted Rural Writers Explore Place in Narrative Fiction Stories

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