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    The Challenges of Educating the Gifted in Rural Areas
    The Challenges of Educating the Gifted in Rural Areas
    The Challenges of Educating the Gifted in Rural Areas
    Ebook78 pages36 minutes

    The Challenges of Educating the Gifted in Rural Areas

    By Joan Lewis, Frances Karnes and Kristen Stephens

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    About this ebook

    This book addresses the challenges and opportunities associated with educating gifted students in rural areas.

    The Practical Strategies Series in Gifted Education offers a time-saving introduction to the most important issues in gifted and talented education. Filled with practical information and advice, these books are ideal for classroom teachers, preservice teachers, and graduate students.
    LanguageEnglish
    PublisherSourcebooks
    Release dateApr 1, 2009
    ISBN9781593637729
    The Challenges of Educating the Gifted in Rural Areas

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      Book preview

      The Challenges of Educating the Gifted in Rural Areas - Joan Lewis

      THE PRACTICAL STRATEGIES SERIES

      IN GIFTED EDUCATION

      series editors

      FRANCES A. KARNES & KRISTEN R. STEPHENS

      The Challenges of Educating

      the Gifted in Rural Areas

      Joan D. Lewis, Ph.D.

      PRUFROCK PRESS INC.

      Copyright ©2009 by Frances A. Karnes

      and Kristen R. Stephens-Kozak

      All rights reserved.

      No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher.

      Printed in the United States of America.

      ISBN-13: 978-1-59363-772-9

      At the time of this book’s publication, all facts and figures cited are the most current available. All telephone numbers, addresses, and Web site URLs are accurate and active. All publications, organizations, Web sites, and other resources exist as described in the book, and all have been verified. The author and Prufrock Press Inc. make no warranty or guarantee concerning the information and materials given out by organizations or content found at Web sites, and we are not responsible for any changes that occur after this book’s publication. If you find an error, please contact Prufrock Press Inc.

      Prufrock Press Inc.

      P.O. Box 8813

      Waco, Texas 76714-8813

      Phone (800) 998-2208

      Fax (800) 240-0333

      http://www.prufrock.com

      Contents

      Series Preface

      Acknowledgements

      Introduction

      Defining Rural

      Challenges and Perspectives

      Benefits and Accommodations

      Adapting Traditional Gifted Education for Rural Settings

      Conclusion

      Resources

      References

      About the Author

      Series Preface

      The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by an individual with authority on the issue. Several guides have been published. Among the titles are:

      Acceleration Strategies for Teaching Gifted Learners

      Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students

      Enrichment Opportunities for Gifted Learners

      Independent Study for Gifted Learners

      Motivating Gifted Learners

      Questioning Strategies for Teaching the Gifted

      Social & Emotional Teaching Strategies

      Using Media & Technology with Gifted Students

      For a current listing of available guides within the series, please contact Prufrock Press at 800-998-2208 or visit http://www.prufrock.com.

      Acknowledgements

      Thank you to Thomas Godfrey for his assistance in all phases of assembling this volume. The sample rows from parallel menu activities for typical and gifted students developed by Stacey Gibbs were used with permission. Her willingness to share her work with others is gratefully appreciated.

      Introduction

      Providing a high standard of education for our rural as well as urban students has been this country’s intent, but often we have failed to achieve this goal. A number of factors have made guaranteeing educational equality for all students, regardless of location, more of a work-in-progress than a reality. The reasons for the failure of our resolve have been well documented, but increasingly evidence has accumulated that favors rural classroom innovations as opportunities for achieving educational success, despite apparent obstacles.

      Awareness of rural education’s ingenuity in accomplishing much with very little budgetary support for curricular improvement has begun to take root in the educational community. There are important reasons for this new focus on rural education. More than 40% of all American schools are in rural areas and 30% of all students attend rural schools (National Research Center on Rural Education Support [NRCRES], 2005, para. 2). The poorest rural populations are in the poorest states [which are] least able to afford the cost of an adequate education (Johnson & Strange, 2007, p. vi). These statistics highlight the need for paying attention to rural education. The links between low incomes and poverty, reduced level of education, and small towns/rural areas are even greater for families of minority groups (Colangelo, Assouline, & New, 1999). Even though states with the highest percentage of culturally diverse students must provide for the highest percentage of public elementary students taking advantage of the federally funded free and reduced lunch program (Colangelo et al., 1999, p. 44), some modest redirection of state resources could incentivize teaching innovation in and outside classrooms.

      Rural education has gained respectful attention for a variety of reasons, despite the absence of uniform funding-allocation formulas among state legislatures. School enrollments have increased substantially in communities of 2,500 and under while larger communities have witnessed a decrease in students (Johnson & Strange, 2007). In fact, the 12 most populous states account for almost 50% of rural enrollees. The nation has denied proportionate financial support to small-town education in favor of urban or large suburban communities. Inequities of salary and benefits in smaller districts are slowly being addressed, but disparities still exist,

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