The Forgotten Many

2022 ◽  
pp. 150-170
Author(s):  
Rachelle Kuehl ◽  
Carolyn M. Callahan ◽  
Amy Price Azano
Keyword(s):  
Stereotype Threat ◽  
Rural Schools ◽  
Gifted Education ◽  
Rural Areas ◽  
Large Scale ◽  
Rural Students ◽  
Federally Funded ◽  
Rural Districts ◽  
Gifted Programming ◽  
Language Arts Instruction

Limited economic resources and geographic challenges can lead rural schools in areas experiencing poverty to deprioritize gifted education. However, for the wellbeing of individual students and their communities, investing in quality rural gifted education is crucial. In this chapter, the authors discuss some of the challenges to providing equitable gifted programming to students in rural areas and present approaches to meeting those challenges (e.g., cluster grouping, mentoring). They then describe a large-scale federally-funded research project, Promoting PLACE in Rural Schools, which demonstrated methods districts can use to bolster gifted education programming. With 14 rural districts in high-poverty areas of the southeastern United States, researchers worked with teachers and school leaders to establish universal screening processes for identifying giftedness using local norms, to teach students the value of a growth mindset in reducing stereotype threat, and to train teachers on using a place-based curriculum to provide more impactful language arts instruction to gifted rural students.

scholarly journals Supporting Gifted Education in Rural Schools

2020 ◽  
Vol 41 (2) ◽  
pp. 47-54
Author(s):  
Amy Price Azano ◽  
Carolyn Callahan ◽  
Erika Bass ◽  
Michelle Rasheed
Keyword(s):  
Rural Schools ◽  
Low Income ◽  
Gifted Education ◽  
Rural Areas ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Rural Students ◽  
Promising Practices ◽  
Arts Curriculum ◽  
Alternative Identification

In this “promising practices” piece, we draw from lessons learned from a larger research study exploring how alternative identification processes and curricular interventions might influence gifted education programming for students in rural school districts. In the larger study we sought to (a) increase the number of rural students identified for gifted education services and (b) provide support for those programs in the form of a place-based language arts curriculum. As we implemented an innovative identification and curricular option for historically underrepresented students from low-income rural areas, we encountered hurdles stemming from four sources: conceptions of giftedness, teacher time and expertise, expectations for students, and fidelity of implementation. This article illuminates those challenges and discusses efforts to mitigate them and negotiate a path through to success—seeing the possible rather than limitations set forth by imposed systems affecting rural schools and communities.

scholarly journals Closed, Bused, Mixed: A Literature Review on the Impact of Rural School Closure; Effects of Busing on Rural Students; and Student Performance in Small Schools and Mixed-Age Classes

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Tatiana Zakharova
Keyword(s):  
Literature Review ◽  
Student Performance ◽  
Rural Schools ◽  
Large Scale ◽  
Small Schools ◽  
Rural School ◽  
School Closure ◽  
Rural Students ◽  
School Closures ◽  
The Impact

In 2000, Lauzon and Leahy completed a literature review on rural schools and educational reform, concluding that rural schools were indeed worth saving. In 2017, I conducted a literature review with the goal of offering an update to that article, investigating the post-2001 research on the impact of rural school closures; the effects of bussing of rural students to/from school; and student performance in small schools and mixed-grade classes. The results were mixed and contradictory, equal in their puzzling to the complexity of defining what is “rural” and what is “small school”. While some of the researchers continue to point out the unique place of local schools in rural settings, many also note the lack of large-scale studies into the impact of rural school closures, especially the impact on students – even "who pays and the price they pay, is always of interest" (bell hooks)… or is it?

scholarly journals Small Rural Schools: Unique Challenges, Unequal Treatment -- A Policy Analysis

2021 ◽  
Author(s):  
V. Sue Atkinson
Keyword(s):  
Policy Analysis ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural Poverty ◽  
School Enrollment ◽  
Education Policies ◽  
Rural Districts ◽  
Unequal Treatment ◽  
Left Behind ◽  
Small Rural Schools

The problems and challenges of rural education, made yet more challenging by the persistence of rural poverty, remain largely out the public eye but in need of policy solutions. Rural schools face inequities in the form of discrimination under current Title I funding allocation formulas, and school reform efforts to date have been a poor fit for rural districts. Nevertheless, students in rural schools achieve high test scores and a graduation rate approaching that of suburban schools, but attend college at much lower rates. Rural areas, and hence rural schools, face challenges of declining population and school enrollment, consolidation pressures, and an eroding economic base that is both a cause and an effect of youth out-migration. The problems of rural areas and rural schools are stereotyped, ignored, or exploited by policymakers. Consequently, rural schools are under-served by current education policies and initiatives, and their students left behind. This policy analysis concludes with recommendations aimed at multiple stakeholders to work toward revitalizing rural schools and communities.

scholarly journals Comparison of adolescent's values: Riga and Vidzeme region

2019 ◽  
Vol 68 ◽  
pp. 01006
Author(s):  
Sandra Mihailova ◽  
Kristine Martinsone ◽  
Arta Pipcane
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Personal Development ◽  
Rural Students ◽  
Individual Values ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Instrumental Values ◽  
The Difference ◽  
The Individual

The determination of individual values is the first step in the process of the personal development. Thus, the main purpose of this research is to investigate the difference between value hierarchies of Riga students and rural students and their subjective opinions about factors affecting them and compare the results with the values of previous generations. It is a pilot study with a comparative cross-sectional design. The study was carried out in several schools of Latvia in 2018: 2 schools of Riga and 2 rural schools of Vidzeme region. Participants were 11th and 12th grade students: 50 from Riga, 50 from rural schools. The research of values was based on the M. Rokeach value ranking test. It is found that the individual hierarchies of values in one group context differ more than hierarchies of adolescent groups of various years and different backgrounds. There are no significant differences related to the terminal and instrumental values between adolescents of Riga and rural areas: love, cheerfulness and education are more important for Riga students, but rural students prefer responsibility, obedience, capability. Some values have not been influenced by time or socio-economic and political situation, but some values have increased or decreased their significance with years.

scholarly journals Reflections on Rural Gifted Education in Texas

2020 ◽  
Vol 10 (2) ◽  
pp. 119-139
Author(s):  
Katie D. Lewis ◽  
Cecelia Boswell
Keyword(s):  
Rural Communities ◽  
Gifted Education ◽  
Gifted Programs ◽  
Education Policies ◽  
Rural Districts ◽  
Gifted Learners ◽  
Gifted Program ◽  
Gifted Programming ◽  
Policies And Procedures ◽  
Pedagogy And Curriculum

Rural gifted education historically has struggled with its own identity. Limited research exists on rural gifted programming, effective ways to implement gifted pedagogy and curriculum, and how to maximize limited time, resources, and funding. Rural communities are complex, dynamic entities, full of nuances and guided by a sense of place and rural culture. Faced with limited funding, resources, and time, rural gifted programs struggle to provide consistent quality enrichment to gifted learners. This study reflects on how rural gifted education policies and procedures in Texas have evolved over the last 30 years and the realities of providing gifted programs in rural school districts. Findings highlight a need for written policies and procedures for gifted programing, challenges gifted teachers face in rural districts, and the positives of being educated in a rural gifted program.

Gifted programs: Equal access in rural areas

1987 ◽  
Vol 8 (4) ◽  
pp. 3-8 ◽  
Author(s):  
Craig B. Howley ◽  
Aimee A. Howley
Keyword(s):  
Educational Policy ◽  
Gifted Education ◽  
Rural Areas ◽  
Rural Students ◽  
Equal Access ◽  
Gifted Programs ◽  
Education Programs ◽  
Gifted Education Programs

This paper considers the issue of equal access to gifted programs as it pertains to rural students, schools, districts, and states. It defines equal access and describes impediments to it. By focusing on educational policy that is amenable to change, the paper proposes techniques to make substantive gifted education programs available to representative numbers of bright rural students.

scholarly journals Decomposing the Rural-Urban Differential in Student Achievement in Colombia using PISA Microdata

2021 ◽  
Vol 34 (2) ◽  
pp. 379-412
Author(s):  
Raul Ramos ◽  
Juan Carlos Duque ◽  
Sandra Nieto
Keyword(s):  
Student Achievement ◽  
Urban Schools ◽  
Rural Schools ◽  
Rural Areas ◽  
Educational Outcomes ◽  
Decomposition Methods ◽  
Family Characteristics ◽  
Rural Students

This article examines the differences in educational outcomes between students attending schools in rural areas and those enrolled in urban schools in Colombia. Using microdata from the 2006, 2009 and 2012 PISA surveys, we find that educational outcomes of rural students are worse than those of urban ones. In order to identify the factors underpinning this differential, we apply decomposition methods and we find that most of the differential  is attributable to family characteristics as opposed to those of the school. Our evidence supports the need to complement actions addressed to rural schools with policies improving household conditions.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

Why Has There Been No People’s Power Rebellion in North Korea?

2018 ◽  
pp. 1-34
Author(s):  
Andrew Jackson
Keyword(s):  
Rural Areas ◽  
North Korea ◽  
Large Scale ◽  
Political Elite ◽  
Information Control ◽  
Al Jazeera ◽  
The North ◽  
New Information ◽  
Effective System ◽  
The Right

One scenario put forward by researchers, political commentators and journalists for the collapse of North Korea has been a People’s Power (or popular) rebellion. This paper analyses why no popular rebellion has occurred in the DPRK under Kim Jong Un. It challenges the assumption that popular rebellion would happen because of widespread anger caused by a greater awareness of superior economic conditions outside the DPRK. Using Jack Goldstone’s theoretical expla-nations for the outbreak of popular rebellion, and comparisons with the 1989 Romanian and 2010–11 Tunisian transitions, this paper argues that marketi-zation has led to a loosening of state ideological control and to an influx of infor-mation about conditions in the outside world. However, unlike the Tunisian transitions—in which a new information context shaped by social media, the Al-Jazeera network and an experience of protest helped create a sense of pan-Arab solidarity amongst Tunisians resisting their government—there has been no similar ideology unifying North Koreans against their regime. There is evidence of discontent in market unrest in the DPRK, although protests between 2011 and the present have mostly been in defense of the right of people to support themselves through private trade. North Koreans believe this right has been guaranteed, or at least tacitly condoned, by the Kim Jong Un government. There has not been any large-scale explosion of popular anger because the state has not attempted to crush market activities outright under Kim Jong Un. There are other reasons why no popular rebellion has occurred in the North. Unlike Tunisia, the DPRK lacks a dissident political elite capable of leading an opposition movement, and unlike Romania, the DPRK authorities have shown some flexibility in their anti-dissent strategies, taking a more tolerant approach to protests against economic issues. Reduced levels of violence during periods of unrest and an effective system of information control may have helped restrict the expansion of unrest beyond rural areas.

Исследование психологических особенностей восприятия города Бишкек городскими и сельскими студентами

2019 ◽  
pp. 98-100
Author(s):  
Д. М. Кудайбердиева
Keyword(s):  
Urban Environment ◽  
Rural Areas ◽  
Space Perception ◽  
Language Barrier ◽  
Rural Students ◽  
Adaptation Period ◽  
Educational Work ◽  
The Past ◽  
Spatial Environment ◽  
The City

Аннотация. В данной статье рассматривается проблема восприятия городской среды студентами из города и сельской местности. Обозначены определения терминов «среда», «пространственная среда», «городская среда». Проведено экспериментальное сравнительное исследование особенностей восприятия города Бишкек городскими и сельскими студентами в количестве 50 человек. Статья содержит результаты проведенного анализа исследования. Выявлены различия и сходства в восприятии города Бишкек у студентов двух групп. В контексте восприятия города изучена неудовлетворенность прошлым и настоящим временем, трудности языкового барьера у студентов из сельской местности. Также было выявлено, что актуальной для студентов обеих групп является потребность в социальных контактах, общении, включенности в социум. Полученные результаты будут иметь пользу в проведении воспитательной работы со студентами из сельской местности, в оказании поддержки им в период адаптации с учетом особенностей восприятия города студентами. Ключевые слова. среда, городская среда, восприятие пространства, городские студенты, сельские студенты, восприятие города Бишкек, неудовлетворенность прошлым и настоящим, языковой барьер, учеба в городе, сходства и различия в восприятии города. Аннотация. Бул макалада шаардык жана айылдан келген студенттердин шаардык чөйрөнү кабыл алуу көйгөйү каралган. «Чөйрө», «мейкиндик чөйрө», «шаардык чөйрө» терминдеринин түшүнүктөрү келтирилген. 50 адамдан турган шаардык жана айылдык студенттердин Бишкек шаарын кабыл алуу өзгөчөлүктөрүнө эксперименталдык салыштырма изилдөө жүргүзүлгөн. Макалада изилдөөнүн анализ жыйынтыктары камтылган. Эки студенттик топторунун Бишкек шаарын кабыл алуусунун айырмачылыктары жана окшоштуктары белгиленген. Шаарды кабыл алуу контекстинде өткөн жана учур чактарга канагаттанбоо, тил барьеринин кыйынчылыктары изилденди. Ошондой эле студенттердин эки тобуна актуалдуу болуп социалдык катнаштарга, баарлашууга, коомго кошулуу муктаждыгы белгиленүүдө. Алынган жыйынтыктар студенттердин шаарды кабыл алуу өзгөчөлүктөрүнө эске алып, айылдан келген студенттерге адаптация убагында колдоо көрсөтүү максатында тарбиялык иштерди жүргүзүүдө жардам берет. Түйүндүү сөздөр. Чөйрө, шаардык чөйрө, мейкиндикти кабыл алуу, шаардык студенттер, айылдык студенттер, Бишкек шаарын кабыл алуу, өткөн жана учур чакка канагаттанбоо, тил барьери, шаарда окуу, шаарды кабыл алуусунун айырмачылыктары жана окшоштуктары. Annotation. This article addresses the problem of perception of the urban environment by students from the city and countryside. The definitions of the terms “environment”, “spatial environment”, and “urban environment” are indicated. An experimental comparative study of the characteristics of the perception of the city of Bishkek by urban and rural students in the amount of 50 people was conducted. The article contains the results of the analysis of the study. The differences and similarities in the perception of the city of Bishkek among students of the two groups are revealed. In the context of the perception of the city, dissatisfaction with the past and the present has been studied, and the difficulties of the language barrier among students from rural areas. It was also revealed that the need for social contacts, communication, inclusion in society is relevant for students of both groups. The results will have the benefit of conducting educational work with students from rural areas, in providing support to them during the adaptation period, taking into account the peculiarities of the perception of the city by students. Кeywords. Environment, urban environment, space perception, urban students, rural students, perception of the city of Bishkek, dissatisfaction with the past and the present, language barrier, studying in the city, similarities and differences in the perception of the city.

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