The Rural Balancing Act: Understanding Challenges of Gifted Teachers in Rural Schools

• In Event: Rural Education and Teachers

Abstract

In a larger, national study investigating the effectiveness of a research-based language arts curriculum for gifted third-graders in urban, suburban, and rural schools, researchers found that rural teachers struggled more than their non-rural counterparts to implement the curricular units with fidelity. To further understand this phenomenon, this study investigates the rural-specific context to identify factors that facilitate or impede rural teachers’ instructional decisions to deliver curriculum as designed. The study examines the experiences unique to teachers in rural schools when implementing a research-based language arts curriculum; how these experiences influence fidelity of implementation; and the degree to which these experiences influence outcome measures for their students. Preliminary findings suggest that geographic isolation and funding are two rural-specific challenges for teachers.

Authors

• Amy Price Azano, Virginia Polytechnic Institute and State University

• Sarah Oh, University of Virginia

• Marguerite Brunner, University of Virginia