The Rural Gifted Child

Spicker, Howard H.; Southern, W. Thomas; Davis, Beverly

doi:10.1177/001698628703100404

Cited by 44 publications

(33 citation statements)

References 3 publications

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“…Several reasons are offered for the problems that rural schools experience with disproportionate representation of minorities in special programs. The two most prominent reasons are the heavy reliance on standardized test scores of academic achievement and the limited number of culturally and linguistically diverse school professionals (De Leon & Argus-Calvo, 1997;Spicker, Southern, & Davis, 1987). Increasing the number of Indian teachers, paraprofessionals, administrators, psychologists, or other school personnel may provide Indian students greater access to educational opportunity.…”

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confidence: 99%

Increasing Native American Indian involvement in gifted programs in rural schools

Montgomery

2001

Psychology in the Schools

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Native American Indian students are not identified or served at the same rate as their majority counterparts. Javits Grants are part of a small federal program providing funding for direct service research and demonstration projects. The purpose of the grants is to resolve the problems in identifying and meeting the needs of underrepresented gifted populations. Herein is a description of Project LEAP, which was designed to identify and meet the needs of rural high school students who have gifts, talents, or high potential. The project was funded for three years. The information provided in this discussion was collected through on-site interviews with all project staff and written reports from students at the end of each project year. The project was planned with four conceptual goals: community collaboration, partnership with parents, culturally relevant identification, and appropriate curriculum. Two themes emerged from an analysis of the interview and project documentation data regarding the implementation of the four Project goals: (a) the rural linkages that existed and were forged and (b) the authenticity infused into all project activities to discover and nurture gifts, talents, or high potential.

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confidence: 99%

Increasing Native American Indian involvement in gifted programs in rural schools

Montgomery

2001

Psychology in the Schools

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“…An accelerated or advanced level curriculum is rarely adopted because teachers often lack the training in a specific discipline to provide appropriate accelerated learning (Dunne, 1977; Moore & Wood, 1988). The result is that a truly differentiated curriculum at a high level is difficult for many schools to provide.The consequences of these barriers and programmatic compromises are that highly gifted children rarely receive appropriate educational experience (Lewis, 1982;Spicker, Southern, & Davis, 1987). With this in mind, three years ago, four counties in upstate New York requested their intermediate unit (the Board of Cooperative Educational Services or BOCES) to identify and provide advanced level instruction to highly able elementary students.…”

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confidence: 99%

A Special Program for Highly Able Rural Youth in Grades Five and Six

Aldrich

Mills

1989

Gifted Child Quarterly

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There are many barriers to appropriate programming for highly gifted students in rural schools. This paper describes an attempt to overcome these barriers. Twp New York State County Boards of Cooperative Services (B.O.C E.S.) cooperated to begin a program for 32 fifth and sixth grade academically advanced students from 19 schools covering 2600 square miles. The local schools sent students one full day a week to one of five sites for advanced level study in humanities and science.Objective and subjective evaluation indicated that the model was successful. Now in its third year, serving 130 students, this model may serve as one approach for small, rural, geographically distant schools. Barriers to ProgramsThere have been at least three barriers to meaningful educational challenges for highly gifted students in rural schools. One has been the assumption that high level academic giftedness rarely exists in rural, sparsely populated areas. Because &dquo;rural&dquo; is often associated with &dquo;disadvantaged&dquo; or &dquo;impoverished&dquo; (Lewis, 1982), children from rural areas are assumed to be academically deficient. The second is that even if a case of unusual academic talent were uncovered, a school would not have the resources to educate that student properly (Carmichael, 1982). A third, more subtle barrier has been the assumption that if &dquo;gifted&dquo; services are to be offered by a school, they should be available to a relatively large number of their students (e.g., all those with above average abilities). The result is that the special needs of the small number of highly able children are often overlooked.In schools where gifted/talented programs do exist, quite often the program consists of enrichment activities within the regular classroom or a pull-out situation in which students meet for as little as one or two hours per week. An accelerated or advanced level curriculum is rarely adopted because teachers often lack the training in a specific discipline to provide appropriate accelerated learning (Dunne, 1977; Moore & Wood, 1988). The result is that a truly differentiated curriculum at a high level is difficult for many schools to provide.The consequences of these barriers and programmatic compromises are that highly gifted children rarely receive appropriate educational experience (Lewis, 1982;Spicker, Southern, & Davis, 1987). With this in mind, three years ago, four counties in upstate New York requested their intermediate unit (the Board of Cooperative Educational Services or BOCES) to identify and provide advanced level instruction to highly able elementary students. These counties are situated in a rural setting with large distances separating schools. In addition, the economic climate in these counties is weak.During the previous 10 years, the BOCES had actively encouraged the hiring of a teacher for the gifted or an enrichment teacher in each of the school districts on a shared or full-time basis. The BOCES also offered enrichment minicourses during and after school on a wide variety of ...

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“…For example, negative characteristics of and experiences in the neighborhood, family, school, and peer system are associated with low academic performance and behavior problems (Case & Katz, 1991;Malecki & Demaray, 2007;Malecki & Elliot, 2002;Pritchard & Wilson, 2003;Richman, Bowen, & Woolley, 2004;Spicker, Southern, & Davis, 1987). The knowledge base regarding risk and protective factors indicates that low income is a risk factor for school difficulties, as is minority racial/ethnic status and largely due to the association of minority status in the United States with low income (Richman et al, 2004).…”

Section: Background and Theorymentioning

confidence: 99%

A Quasi-Experimental Test of the Elementary School Success Profile Model of Assessment and Prevention

Bowen

Thompson

Powers

2012

Journal of the Society for Social Work and Research

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The Elementary School Success Profile Model of Assessment and Prevention (ESSP MAP) is an assessment and intervention strategy designed to improve student academic performance and behavior. The current analysis uses a quasi-experimental design to examine the relationship between a 3-year implementation of the ESSP MAP and aggregate academic outcomes. Students in one 3rd grade cohort (2007)(2008)) from 4 schools in 1 district received the intervention as they progressed from 3rd to 5th grade. Longitudinal hierarchical linear modeling with cross-classified effects of schools (N = 10) and cohorts (N = 11) was used to compare trajectories of reading proficiency percentages for the targeted group overall and its demographic subgroups with the trajectories of analogous groups of students across schools and time in the district. Findings suggest that the ESSP MAP was associated with greater growth in reading proficiency rates for Black and White students.

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The Rural Gifted Child

Cited by 44 publications

References 3 publications

Increasing Native American Indian involvement in gifted programs in rural schools

Increasing Native American Indian involvement in gifted programs in rural schools

A Special Program for Highly Able Rural Youth in Grades Five and Six

A Quasi-Experimental Test of the Elementary School Success Profile Model of Assessment and Prevention

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