Exploring Gifted Education Program and Practice in Rural Appalachia

Miller, Myriah; Brigandi, Carla B.

doi:10.3776/tpre.2020.v10n2p101-118

Cited by 5 publications

(2 citation statements)

References 47 publications

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“…Place-based pedagogy, based on ensuring learning is grounded in “local phenomena and students’ lived experience” (Smith, 2002, p. 586), is an approach supported by rural education scholars (e.g., Azano, 2011; Corbett, 2009; Theobald, 1997). Scholars in gifted education have identified place to address the values and lived experiences of gifted rural learners (Azano et al, 2017; M. Miller & Brigandi, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Consequences of Implementing Curricular-Aligned Strategies for Identifying Rural Gifted Students

Callahan

Azano

Park

et al. 2022

Gifted Child Quarterly

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Analysis of assessment data from an initial pool of second-grade students ( n = 4549) in low-income rural communities and a subgroup of students identified from that pool for gifted services ( n = 524) provided evidence for the validity of a curricular-aligned process including universal screening and local norms for identifying rural students in high-poverty schools as gifted. We first compared identification data on a group identified with existing, more general identification strategies to data on students identified specifically in language arts using universal screening and local norms as part of the identification criteria, providing staff development focused on indicators of rural giftedness prior to teacher ratings of students, and using a profile in decision making. This comparison confirmed the hypothesis that talent in rural students from low-income areas may manifest in ways that are not captured by more generic identification processes. Despite concerns about the implementation of identification processes using local norms, students identified through the project’s alternative approach scored higher on a measure of verbal aptitude and scored as well on postintervention assessments as students identified using the district-identification process. This outcome provides evidence that students identified with local norms in a specific academic domain reach similar or higher levels of achievement as students identified using national norms and more general means of assessment.

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Section: Literature Reviewmentioning

confidence: 99%

Consequences of Implementing Curricular-Aligned Strategies for Identifying Rural Gifted Students

Callahan

Azano

Park

et al. 2022

Gifted Child Quarterly

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“…With more than 56.3 million school-age children in the United States (National Center for Education Statistics [NCES], U.S. Department of Education, 2019) and 259 million worldwide (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2021) experiencing the pandemic, exploration of how classrooms are changing and how teachers, students, and parents are developing in response to this change is apropos. Because educational experiences for children in rural communities are qualitatively different from those of their urban and suburban peers, and with 12.5 million students or 25% of the total American student population attending rural schools (Aud et al, 2013), this study responds to calls for more research that informs educational processes specific to rural communities (e.g., Sherwood, 2000;Miller and Brigandi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Supporting the College and Career Needs of Gifted and Talented Learners in Rural Elementary Schools: Strategies for School Counselors

Boulden

Stone

Raisa

2021

The Clearing House: A Journal of Educational Strategies, Issues

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Exploring Gifted Education Program and Practice in Rural Appalachia

Cited by 5 publications

References 47 publications

Consequences of Implementing Curricular-Aligned Strategies for Identifying Rural Gifted Students

Consequences of Implementing Curricular-Aligned Strategies for Identifying Rural Gifted Students

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

Supporting the College and Career Needs of Gifted and Talented Learners in Rural Elementary Schools: Strategies for School Counselors

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