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

Abstract

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...

Exploring Gifted Education Program and Practice in Rural Appalachia

“…Once in practice, teachers in rural communities are less likely to receive robust professional learning opportunities specific to their academically talented students' needs (Fraser-Seeto et al, 2015;Miller, 2019). Untrained teachers typically rely on traditional ideals of giftedness as measured by verbal acquisitions, academic achievement, and work ethic (Peterson & Margolin, 1997).…”

“…More recently, scholars have been exploring the contextual, placespecific curricular needs of rural gifted students, including considerations for the teachers responsible for delivering culturally relevant content. Teachers, however, may not be pedagogically positioned to incorporate a culturally comprehensive and critical approach into curricula without explicit rural place-sensitive learning opportunities (Azano, 2011;Azano et al, 2017;Miller, 2019). Therefore, scholars propose incorporating place-sensitive curricula and pedagogy in teacher education and professional learning opportunities to support teachers who practice in rural areas (Azano & Stewart, 2015Howley & Howley, 2005;Hudson & Hudson, 2008;White & Reid, 2008).…”

“…Moreover, scholars have recently developed and implemented advanced and integrated modelbased curricula in rural communities. These models enable teachers to implement a place pedagogy that respects rural talented students' academic as well as contextually placed needs (Azano et al, 2017;Miller, 2019;Paul & Seward, 2016). Empirical evidence suggests that place-based practices (a) encourage a tangible alignment to students as individuals in place, (b) position students as change agents, and (c) foster affective growth (Miller, 2019); (d) support exploration of challenges affecting rural people and places (Kuehl, 2020); (e) allow for an expanded understanding of place (Bass, 2019); and (f) heighten teachers' reflexive practice (Azano et al, 2017;Miller, 2019).…”

“…These models enable teachers to implement a place pedagogy that respects rural talented students' academic as well as contextually placed needs (Azano et al, 2017;Miller, 2019;Paul & Seward, 2016). Empirical evidence suggests that place-based practices (a) encourage a tangible alignment to students as individuals in place, (b) position students as change agents, and (c) foster affective growth (Miller, 2019); (d) support exploration of challenges affecting rural people and places (Kuehl, 2020); (e) allow for an expanded understanding of place (Bass, 2019); and (f) heighten teachers' reflexive practice (Azano et al, 2017;Miller, 2019). This current and increasing attention to the needs of rural talented students aligns with the Pre-K-Grade 12 Gifted Education Programming Standards, which asserts that educators are responsible for developing "activities that match each student's developmental level and culture-based learning needs" (NAGC, 2019b, p. 1).…”

“…Researchers in gifted education have considered these cultural contexts and increased efforts to support teachers and create accessible and effective gifted services for rural gifted students (Azano et al, 2014(Azano et al, , 2017Azano & Stewart, 2016;Miller, 2019;Pendarvis & Wood, 2009). The literature on rural gifted programs is growing, but understandings of programmatic features and the teachers within gifted programs in rural Appalachia are still largely underdeveloped.…”