Sharing the Resources: Electronic Outreach Programs

McBride, Ronald; Lewis, Gail

doi:10.1177/016235329301600404

Cited by 12 publications

(7 citation statements)

References 2 publications

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“…The study also found that relationships with fellow peers in the program became closely knit through small-group learning assignments and a shared experience of becoming active explorers in a new learning area. In a later study, McBride and Lewis (1993) utilized the distance-learning program to provide special classes for gifted and high-achieving students from more than 100 rural locations. Using audiographic computer technology for advanced-level courses in the areas of math, foreign language, science, and the arts, surveys showed that the academically gifted high school students became more independent and interactive with other students by not having teachers for their courses.…”

Section: The Effects Of Distance-learning Programsmentioning

confidence: 99%

Gifted Adolescents' Talent Development through Distance Learning

Olszewski‐Kubilius¹,

Lee²

2004

Journal for the Education of the Gifted

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This study involved 99 students who took honors-level courses and 87 students who took Advanced Placement courses through a gifted distance-learning program. Data showed that students' interests in the subject areas, the desire for enriching and accelerating themselves, and the unavailability of the courses in their home schools were the major reasons for enrolling in the distance-learning program. Overall, students were satisfied with the quality of communications with instructors or classmates, but the lack of interactions with teachers was a source of dissatisfaction for some students. Students reported that the classes prepared them well for their AP examinations and that challenge and enioyment were the most important and beneficial aspects of the courses. Findings also showed that most students wanted to use computer technologies that grant them easy access to teachers, other students, and course information, but still desired to have traditional textbooks and written course materials.

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Section: The Effects Of Distance-learning Programsmentioning

confidence: 99%

Gifted Adolescents' Talent Development through Distance Learning

Olszewski‐Kubilius¹,

Lee²

2004

Journal for the Education of the Gifted

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“…And in some districts, educators choose to augment the curriculum through the provision of distance learning opportunities (Colangelo et al, 1999;Southwick, 2003). Schools provide foreign language courses and advanced courses, sometimes including Advanced Placement courses, to many rural students through this mechanism (e.g., Barbour & Mulcahy, 2006;McBride & Lewis, 1993;Murphy & Coffin, 2003). Dual enrollment arrangements (e.g., between high schools and local 4-year and community colleges) provide another way for small rural schools to expand their curricular offerings ( Johnson & Brophy, 2006).…”

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confidence: 99%

Challenges Facing Rural Schools: Implications for Gifted Students

Howley

Rhodes²,

Beall

2009

Journal for the Education of the Gifted

104

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in this paper, we discuss the implications for gifted students of challenges facing rural schools. We explore 4 challenges with particular relevance to rural schools: (a) declining population, (b) persistent poverty, (c) changing demographics, and (d) ongoing accountability requirements. recommendations positioned to address these challenges include providing special instruction using distance education, making use of broad definitions of giftedness, making use of various acceleration strategies, and encouraging talented students to plan for meaningful careers in their home communities. introduction The purpose of this paper is to review relevant literature-particularly literature published in the past 5 years-that helps explain how challenges facing rural schools impact gifted students. These challenges are not new, and they certainly have an impact on many students in these schools, not just those who are gifted. Nevertheless, we believe that the challenges and schools' responses to them have different ramifications for gifted children than for other, nongifted peers. Arguably these challenges give educators opportunities to explore creative alternatives, but challenges often elicit restricted and conventional responses (e.g., see DiMaggio & Powell, 1983). For example, in many rural schools, educators persist in using age-based grouping even when students of various ages are placed in the same multiage classroom. And often, rural districts ask teachers of the gifted to travel to several small schools-an approach that not only Journal for the Education of the Gifted 516 contributes to teacher burnout but also consigns students to special instruction that tends to be both time-limited and superficial. Furthermore, even creative responses are likely to have different impacts on different groups of students. Approaches selected by rural schools-even those with a great deal of promise for most studentsmay or may not provide particular benefits to gifted students. In addition, only some school districts address challenges strategically. Many take a reactive stance, grudgingly changing to meet external demands in predictable ways (e.g., Sarason, 2002). In order to illustrate these dynamics and their likely implications for the education of gifted students, we explore four challenges with particular relevance to rural schools: (a) declining population, (b) persistent poverty, (c) changing demographics, and (d) ongoing accountability requirements. Declining population Despite considerable variability, many rural regions of the United States, especially those that are more remote, have been losing population (McGranahan & Beale, 2002). Some commentators also talk about a related issue-the loss of the most highly educated people from rural areas, a phenomenon sometimes referred to as "brain drain" (Artz, 2003). Not only researchers, but rural residents as well are aware of the tendency for children to leave rural communities once they receive a college degree. In fact, some families discourage their children from attendin...

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“…Using interactive technology, students can be grouped for challenging instruction across schools within a district or even across districts. Several studies focusing on distance learning for advanced learners have found positive results for these learners in rural settings in both academic achievement and in opportunities for collaboration (Adams & Olszewski-Kubilius, 2007; Ewing, Dowling, & Coutts, 1997; McBride & Lewis, 1993). Recent data on the exponential growth of distance learning as a statewide delivery mechanism for curriculum suggest that rural gifted students will have expanding opportunities for advanced curricular options as long as their schools can provide access to high-speed internet connections (International Association for K-12 Online Learning [iNACOL], 2015).…”

Section: Supportive Learning Environmentsmentioning

confidence: 99%

Classroom-Based Strategies for Advanced Learners in Rural Settings

VanTassel‐Baska

Hubbard

2016

Journal of Advanced Academics

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This article focuses on the educational needs of rural gifted students in respect to their geographic isolation from challenge in the programs, services, and curriculum they receive in typical school settings. After a brief review of the relevant literature, it delineates the components and features of cognitive and metacognitive strategies found to be effective with rural learners who exhibit advanced abilities in one or more domains of learning. The interventions are discussed at two levels: (a) at the school level where educators may offer effective services and (b) at the classroom level where teachers may employ differentiated strategies. The article concludes with implications for the professional development of teachers in rural settings.

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Sharing the Resources: Electronic Outreach Programs

Cited by 12 publications

References 2 publications

Gifted Adolescents' Talent Development through Distance Learning

Gifted Adolescents' Talent Development through Distance Learning

Challenges Facing Rural Schools: Implications for Gifted Students

Classroom-Based Strategies for Advanced Learners in Rural Settings

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