A cooperative publication of the National Association for Gifted Children and Prufrock Press, Serving Gifted Students in Rural Settings provides a framework for educating the gifted in rural settings. The book outlines practical, theoretical, and evidence-supported approaches for understanding, teaching, and leading programs for this unique population. Case study vignettes and practical ideas for administrators and teachers are combined with theoretical applications.
The first of three sections in the book outlines the various philosophies and current status of rural education. The second section focuses on practical strategies and evidence-supported approaches for identifying and serving rural gifted students based on their unique geography. Section three highlights support structures that are necessary for leading and supporting gifted education in rural schools. This book helps bridge the gap existing between rural education and accessible, effective gifted education.
Table of Contents
Foreword Part I: The Rural Life Chapter 1 National Context of Rural Schools Chapter 2 Leaving or Staying Home Belief Systems and Paradigms Chapter 3 Education in Rural America Challenges and Opportunities Chapter 4 Like Finding a Needle in a Haystack Gifted Black and Hispanic Students in Rural Settings Part I Summary Part II: Identification, Curriculum, and Instruction for Rural Gifted Learners Chapter 5 Celebrating Talent Identification of Rural Gifted Students Chapter 6 Grouping and Instructional Management Strategies Chapter 7 Challenges and Solutions for Serving Rural Gifted Students Accelerative Strategies Chapter 8 Serving the Rural Gifted Child Through Advanced Curriculum Chapter 9 Programming and Rural Gifted Learners A Review of Models and Applications Chapter 10 Best of Both Worlds Technology as a Pathway for Meaningful Choice Chapter 11 Serving Rural Gifted Students Through Supplemental and Out-of-School Programming Part II Summary Part III: Affecting Change for Gifted Learners in Rural Communities Chapter 12 Counseling and the Rural Gifted Chapter 13 “Mommy, I’m Bored” School-Family-Community Approaches to Working With Gifted, Rural Black Males Chapter 14 Leading Policy, Advocacy, and Relationship Building in Rural Schools Chapter 15 Rural Teachers of the Gifted The Importance of Professional Development Chapter 16 Concluding Thoughts and Voices From Gifted Individuals in Rural Areas About the Editors About the Authors
Dr. Tamra Stambaugh is the Director of Programs for Talented Youth at Vanderbilt University. She is the coauthor (with Dr. Joyce VanTassel-Baska) of Comprehensive Curriculum for Gifted Learners, Overlooked Gems: A National Perspective on Low-Income Promising Students, and the Jacob's Ladder Reading Comprehension Program.
Susannah M. Wood is currently an associate professor at the University of Iowa where she teaches both doctoral students and master's students in the school counseling program. She collaborates with the Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talented Development by providing professional development around the social and emotional needs of gifted students...
Serving Gifted Students in Rural Settings is a superb set of essays that would help practitioners in rural settings develop or enhance services for gifted students . . . This edited volume offers practitioners an understanding of rural America, rural schools, and rural gifted learners.,Jeanne L. Surface,Education Review, 3/2/16
Stambaugh and Wood provide a realistic view into the challenges of gifted education in rural America and offer guidance for helping rural gifted students and teachers effectively address the challenges they face.,Gifted Child Today, 3/16/16
Overall, Serving Gifted Students in Rural Settings is an essential resource for anyone who will interact on a regular basis with rural gifted students. The text's content is structured to suggest an approach that starts with creating changes in the classroom, the school, and then the community as a holistic strategy to improve the educational experience of rural gifted students. This effort to provide readers with ongoing educational opportunities and development is commendable. As a result, these readers are challenged to question practices and perspectives to discover what really works for gifted students in rural settings.,Melissa Rosario,Teachers College Record, 3/27/17