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Rural places are unique. There are defining characteristics of rural individuals and especially those who ate gifted and live in rural areas. However these characteristics, beliefs, and values differ based on the rural region in which a student resides as well as his or her ethnicity, income status and experiences. Educators need to understand the context of their specific rural locale and match identification methods to their students' needs. The use of a variety of measures, flexibility of methods used, understanding the context and community in which a rural gifted student resides, and challenging preconceived notions of giftedness through professional development are essential in crafting appropriate identification systems for rural gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low‐income gifted students are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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The focus of this article is on the development of expertise in interpreting literature within English Language Arts (ELA). Experts and novices differ significantly in how they approach problems and acquire information, with experts demonstrating more sophisticated pattern recognition, nuances, and conceptual understandings and approaches than novices. The domain-specific nature of expertise necessitates deliberate practice and intentional support in developing disciplinary knowledge. In this conceptual article, we integrate understandings from the talent development and gifted education literature, the learning theory and development of expertise literature, and the literary analysis field to explore the following questions: (a) Why is the development of ELA expertise important? (b) What skills do ELA experts possess that need to be cultivated in novices? (c) What are the pedagogical implications and practices necessary for enhancing ELA talent and developing expertise across the lifespan?
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Considering this orientation to gifted learners and their needs, this chapter will (1) examine the philosophical underpinnings of curriculum for gifted learners, (2) discuss the research base of various curriculum models, (3) examine embedded affective curriculum options for gifted learners, (4) share ideas for evaluating the implementation and the effectiveness of curricular and affective components of an overall schoolwide system of service for gifted learners, and (5) describe implications for support personnel like counselors and psychologists for working with gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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This chapter considers three standpoints on rural giftedness. By "standpoint" we indicate a grounded way of reading the world: based on a place in it and, in our case, an articulated position (i.e., writing the world) about being there. Our particular standpoint for writing the world—given previously in many venues—is that rural is best understood as a set of meanings related to the land, to family, to rural sorts of work, and to local communities. Such meanings as these inform our overall position as rural educators: that rural schooling should encourage, support, and actively facilitate rural adulthoods for rural students. The dominant position, however, suggests instead that most rural children, especially bright ones, should abandon their home places for opportunities elsewhere to pursue college, medical school, and metropolitan careers, and who abandon rural places altogether, are viewed as successful-Among not only rural school professionals, but among influential rural community members—and indeed, by everyone else. However we want to explain a contrary and largely disparaged position (a position unusually appreciative of the educational potential of rural cultures and places); that is, rural life is not limiting and restrictive, but is instead inclusive and generative. In articulating this position, though, we often—almost always—encounter bafflement among education faculty. To be clear: We are not opposed to any individual leaving or indeed, arriving anywhere. Instead, we ask why the American culture is disparaging of rural locality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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