Understanding the Experiences of Gifted Education Teachers and Fidelity of Implementation in Rural Schools

Azano, Amy Price; Callahan, Carolyn M.; Missett, Tracy C.; Brunner, Marguerite M.

doi:10.1177/1932202x14524405

Cited by 32 publications

(63 citation statements)

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“…Although data analysis is ongoing, preliminary findings from my pilot study substantiate the limited research that exists on rural gifted programs, which in turn paralleled my own experiences. Rural teachers of students identified as gifted and talented are not aligning their programs with research-based gifted and talented frameworks (Azano et al, 2014;Miller & Brigandi, forthcoming). Moreover, frameworks for gifted education in general are not designed explicitly for rural places and often do not address the complex contextual nature of rural gifted programs, including the needs of rural gifted education teachers and their talented students (Ayers-Paul & Seward, 2016;Azano et al, 2011;Lewis, 2015).…”

Section: Pilot Studymentioning

confidence: 99%

“…Moreover, frameworks for gifted education in general are not designed explicitly for rural places and often do not address the complex contextual nature of rural gifted programs, including the needs of rural gifted education teachers and their talented students (Ayers-Paul & Seward, 2016;Azano et al, 2011;Lewis, 2015). This then limits fidelity of implementation (Azano, et al, 2014). The fact that many teachers are unaware of frameworks that support talented students further illustrates the need to prepare gifted education teachers and educate talented students (Miller & Brigandi, forthcoming).…”

Section: Pilot Studymentioning

confidence: 99%

“…Rural teachers of students with academic talents require support and learning opportunities specific to rural places (Azano & Stewart, 2016) and gifted pedagogy (Howley, 1986;Brigandi, Weiner, Siegle, Gubbins, & Little, 2018b;Brigandi & Miller, 2018). However, in practice they receive neither (Burton, Brown, & Jonston 2013; forthcoming) resulting in lower knowledge, use, and fidelity of implementation of research based gifted frameworks, models, and curricula (Azano et al, 2014;Bain, Bourgeois, & Pappas, 2003;Callahan, Moon, & Oh, 2017;Miller & Brigandi, forthcoming). Additionally, today's accountability measures have isolated and decontextualized curriculum from students' lived experiences and identities and have undermined the rural existence (Theobald & Wood, 2010) resulting in a devaluing of rural places and perpetuating a success mantra that results in the exodus of rural youth with academic talent from their rural places (Bartholomaeus, 2006;Corbett, 2009;Theobald & Wood, 2010).…”

Section: Purpose and Significance Of The Studymentioning

confidence: 99%

“…Lastly, an empirical article by Azano, Callahan, Missett, and Brunner (2014) provided an insightful glimpse into the rarely explored contextual nature of rural teachers of the academically talented. Azano and colleagues (2011) conducted a study piloting a scripted third grade gifted curriculum, the CLEAR curriculum, with teachers across the nation.…”

Section: Chapter 1: Introduction To Studymentioning

confidence: 99%

“…Specifically, "while rural teachers represented slightly less than one fourth of the teachers in the larger sample, they represented almost half of the total number of teachers in the 'low fidelity' group" (p. 91). Perplexed by this finding, Azano et al (2014) conducted a qualitative study to understand the phenomena. The findings of this study, which will be further explored in the literature review in Chapter 2, demonstrated rural teachers of academically talented students have "complex and demanding teaching loads" (p. 95).…”

Section: Chapter 1: Introduction To Studymentioning

confidence: 99%

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Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Miller¹

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Rural teachers of students with academic talents require support and learning opportunities specific to rural places and gifted pedagogy. Yet, research shows, in practice they receive neither which results in lower knowledge and use of research based gifted frameworks, models, and curricula. Additionally, curricular practices that are insular to students' lived experiences and identities marginalizes rural Appalachian realities and existences. Therefore, the purpose of this research was to build a conceptual foundation of gifted pedagogy for teachers specific to rural places that allowed them to support students' cultural needs and create curricula rooted in gifted education best practices for meaningful and longitudinal learning. Since no such framework previously existed, place-based education and Renzulli's Enrichment Triad were used to meet the twofold purpose. Gifted teachers in one rural Appalachian county received 10 hours of training on the hybrid framework. Using narrative inquiry, this case study explored how one teacher, who had deep connections to place, learned and utilized the place-based Enrichment Triad in her rural Appalachian elementary gifted program. Data collected included teacher, student, and parent interviews and classroom observations. Data were analyzed using a socio-cultural narrative analysis and narrative thematic analysis. Results from analysis created thick descriptions of the teacher's journey to teaching, her existing practices, her experiences learning and implementing the framework, and her future curricular intentions. Developments in the teacher's practice included establishment of scope and sequence, a sharing of power, and embracement of students' identities through internal motivation supports. Other curricular factors such as becoming a facilitator and limited intentions of continuing place inclusions were noted. Results also indicated an impact on students' affective developments, autonomous practices, and positionings within the curriculum and their place. Collectively, these findings indicate merit for place-based education and the Enrichment Triad in a small rural gifted program. Findings also suggest that written and unwritten policies of place impact a gifted teacher's positioning, structural conceptions and programmatic enactments. Lastly, a teacher's strong sense of place does not assure purposeful inclusion of a place sensitive curriculum. Implications for future curricular learning and support for rural gifted teachers to meet their rural talented students' needs are discussed. I would like to begin by thanking my committee. The completion of my dissertation would not have been possible without the continued support and nurturing of my chair, Dr. Sharon Hayes. Her patience and unwavering dedication to the development of my scholarship cannot be overestimated. I am also especially indebted to my mentor, Dr. Carla Brigandi. Her personal and professional standards of excellence challenged, motivated, and empowered me to achieve beyond what I previously perceived pos...

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Section: Pilot Studymentioning

confidence: 99%

Section: Pilot Studymentioning

confidence: 99%

Section: Purpose and Significance Of The Studymentioning

confidence: 99%

Section: Chapter 1: Introduction To Studymentioning

confidence: 99%

Section: Chapter 1: Introduction To Studymentioning

confidence: 99%

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Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Miller¹

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Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia

Kenny

Harreveld

Danaher

2016

Self-Study of Teaching and Teacher Education Practices

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In very different ways, dry stone walls and black stumps evoke sets of images and meanings ascribed to living in the rural areas of Ireland and Australia respectively. For the purposes of this chapter, they highlight as well the challenges and opportunities in professional learning encountered by teachers working in rural educational settings. To be successful, these teachers need to engage in effective self-study calibrated to the distinctive contexts of theirwork. Yet we argue that self-study must also take account of the politicised character of the places and spaces of current rural life. Throughout, our purpose is to examine how this then speaks back to a teacher education constituency against the backdrop of wider socioeconomic developments helping to frame the work of teachers and teacher educators in both countries.Deploying a comparative, exploratory case study research design, the chapter analyzes selected critical self-reflections of teachers in rural educational settings in Ireland and Australia. Data are generated through the three authors' collaborative autoethnographic accounts of their own respective rural teaching experiences. The analysis is framed by the French theorist Michel de Certeau's enduringly significant distinction between places and spaces. The key finding is both the need for, and the potential diversity of, rural teachers' successful self-study strategies if their professional learning is to be sustainable and possibly transformative for themselves, their students and their communities.

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Supporting Australian Gifted Indigenous Students’ Academic Potential in Rural Settings

Townend

Hay

Jung

et al. 2019

Handbook of Giftedness and Talent Development in the Asia-Pacific

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The aims of this chapter are to: 1. Examine the possible difficulties and academic potential of gifted Indigenous students in rural schools 2. Appraise the identification practices that are inclusive of gifted Indigenous students in rural settings 3. Explore culturally responsive programming for academically gifted Indigenous students in rural settings 4. Highlight some implications for future research and practice

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Understanding the Experiences of Gifted Education Teachers and Fidelity of Implementation in Rural Schools

Cited by 32 publications

References 4 publications

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia

Supporting Australian Gifted Indigenous Students’ Academic Potential in Rural Settings

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