Reflections on Rural Gifted Education in Texas

Abstract

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 Rural Learners: Exploring Power, Place, and Privilege with a Focus on Promising Practices

“…While they agreed that mandates were important, gifted education was equally so. Lewis and Boswell (2020) also found that consistent time blocks were an important aspect for gifted programs, from the perspective of teachers.…”

“…Further, the researchers acknowledged that their participants' "disparate ideals of success for their gifted students in the future alternated between materialistic ethics and wanting their students to live well in their rural community" (2020, p. 99) and that their "narratives acknowledged place-based ideals of success, such as local employment, family, and a general enjoyment of life, but these ideals were secondary to dominant conceptions of success, including education, acquisition, outmigration, and career status" (2020, p. 26) pointing to a potential push/pull conflict on the part of the students, as well as potential training for the teachers to recognize this conflict. Lewis and Boswell (2020) indicate that the need for training for both coordinators and teachers is substantial for their study participants; Davis et al (2020) concur, highlighting the need for teachers of color, as well as the need to train all teachers in cultural competency. "Culturally responsive education affirms the value of individual and cultural differences through the act of reducing or, better yet, eliminating prejudices, biases, microaggressions, and stereotypes based on sociocultural demographic variables" (Davis et al, 2020, p. 93).…”

Testing the Perceived Efficacy and Value of a Solar-Powered MoodleBox to Provide Sustainable Educational Support to Underdeveloped Areas

“…Because the system is inexpensive, many countries have adopted the Raspberry Pi for educational purposes (Zhong, 2016). Lewis et al (2020) stated that rural areas have higher poverty rates than urban areas, contributing to low education and higher unemployment. Rural poverty also influenced access to health care and education.…”

“…In all levels of education, distance was a challenge to education. Students are also hindered by limited broadband access to many universities and colleges, while students do not have access to the internet at home (Lewis et al, 2020). Midland, Lubbock, El Paso, and Odessa in rural West Texas have 2.7 million underserved people with healthcare facilities.…”

“…The rural areas are miles apart, and the poverty level is lower than in cities and towns. Poverty in rural areas adds to lower educational accomplishments and higher unemployment rates (Lewis et al, 2020). Education plays a key role in everyday living.…”