Abstract
The achievement and opportunity gaps between low-income students and their more economically advantaged peers present serious challenges for gifted education. Further, for rural students these excellence gaps may be even more pronounced, and the recognition of giftedness and subsequent program options are thus limited. The need to re-orient educators to think in terms of definition of giftedness, identification based on opportunity to learn, and provision of curricular interventions form the core of this chapter. Drawing on early work on curriculum for gifted students across populations and the lessons learned in working in rural schools (Callahan et al., Am Educ Res J 52:137–167, 2015) and ongoing work in a five-year project focusing on promoting gifted education in rural schools, we present a definition of giftedness based on specific academic ability, an identification process derived from the conception of place in the consideration of talent, steps in identification that incorporate the conception of opportunity to learn, and an outline of curricular interventions that also incorporate place-based pedagogy as a core element in selection of content.
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Callahan, C.M., Azano, A.P. (2021). Overcoming Structural Challenges Related to Identification and Curricula for Gifted Students in High-Poverty Rural Schools. In: Sternberg, R.J., Ambrose, D. (eds) Conceptions of Giftedness and Talent. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56869-6_4
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