Supporting Australian Gifted Indigenous Students’ Academic Potential in Rural Settings

Abstract

The aims of this chapter are to: 1. Examine the possible difficulties and academic potential of gifted Indigenous students in rural schools 2. Appraise the identification practices that are inclusive of gifted Indigenous students in rural settings 3. Explore culturally responsive programming for academically gifted Indigenous students in rural settings 4. Highlight some implications for future research and practice

Corporate Social Responsibility and Customer Loyalty: Exploring the Role of Satisfaction and Corporate Image in the Banking Industry

“…Customer loyalty is their desire to develop a sustainable relationship with a firm (Townend, Hay, Jung & Smith, 2021). Mesquita, Luiz, Herrero & Fernando (2020) refers to loyalty as "a deep commitment to the product/services thereby encouraging the purchase of the same brand again and again, despite situational influences and marketing efforts having the potential to cause switching behavior. "…”

The State of Knowledge in Rural Gifted Education: A Systematic Literature Review

“…To date, rural gifted students (from kindergarten to college) as a group do not appear to have been given substantial attention in the research literature in either the fields of gifted education or rural education (Azano, 2014; Lewis & Boswell, 2020). This is despite their potentially large numbers, which is reflected in the fact that a significant percentage of the world population live in rural areas (e.g., approximately 20% of Americans and 29% of Australians; Australian Bureau of Statistics, 2016; Azano, 2014; LeBeau et al, 2020; Puryear & Kettler, 2017; Townend et al, 2020; U.S. Census Bureau, n.d.).…”

“…At the same time, rural gifted students may be faced with a number of challenges that may play a role in their underidentification and the underserving of their educational needs (Townend et al, 2020). These challenges may include the relatively small numbers of gifted students for social interaction (Azano et al, 2014; Gagnon & Mattingly, 2016), persistent poverty (Assouline et al, 2021; Hardré et al, 2009; Howley et al, 2009), a reduced likelihood of attaining advanced levels of education (Assouline et al, 2017), indifferent or negative community attitudes toward education and gifted education (Azano et al, 2014; Hernández-Torrano, 2018; Mattingly & Schaefer, 2015; Plunkett, 2012), a lack of experienced teachers with training in gifted education (Azano et al, 2014; Howley et al, 2009; Plucker & Puryear, 2018), a lack of availability or access to identification instruments that are suitable for rural gifted students (Floyd et al, 2011; Plucker, 2013), and a lack of range and rigor in the available educational provisions (Assouline et al, 2017; Azano et al, 2014; Pendarvis & Wood, 2009).…”

“…despite their potentially large numbers, which is reflected in the fact that a significant percentage of the world population live in rural areas (e.g., approximately 20% of Americans and 29% of Australians; Australian Bureau of Statistics, 2016;Azano, 2014;LeBeau et al, 2020;Puryear & Kettler, 2017;Townend et al, 2020;U.S. Census Bureau, n.d.).…”

“…As such, rural gifted students may face a number of experiences that contrast to their urban counterparts. Some of the possible positive experiences of rural gifted students may include a greater likelihood of individualized educational attention due to relatively small class sizes (Abel, 1993; Colangelo et al, 2003; Croft, 2015; Ellzey & Karnes, 1991), greater opportunities for close relationships with teachers (Abel, 1993; Townend et al, 2020), greater leadership opportunities (Colangelo et al, 2003; Jones & Southern, 1992), greater involvement in school and extracurricular activities (Colangelo et al, 2003; Jones & Southern, 1992), a sense of community cohesion (Plucker & Puryear, 2018), greater access to community resources (Colangelo et al, 2003; Townend et al, 2020), stronger relationships with friends and family (Stambaugh, 2015), safety and stability (Plucker & Puryear, 2018), and greater potential for teachers to be autonomous (Croft, 2015; Gentry et al, 2001).…”