Implementing Place-Based Instruction as Culturally Responsive Pedagogy for Underserved Rural Students in High-Poverty Schools

• In Event: Designing and Implementing Culturally Responsive Programming for Advanced Learners in K–12 Schools

Abstract

Objectives: The goals of our project are to: 1) address issues of under-identification of gifted students in high-poverty rural settings and 2) to investigate ways of maximizing achievement in those students. For the purpose of this session, we will focus on those aspects of curriculum and instruction from our study that incorporate place-based instruction as culturally responsive pedagogy for underserved rural students in high-poverty schools.
Theoretical Framework: Bringing together theories related to a critical pedagogy of place, stereotype threat, and a growth mindset, we have established an alternative process for identifying gifted students in rural schools, and we have created units integrating place within an evidence-based curriculum model designed to promote a growth mindset and reduce stereotype threat.
Methods: Even though this session will focus on the curriculum, it is critical to note that even our methods for an alternative process for identifying gifted students in rural schools are place-based. That is, we provided universal screening using the Cognitive Abilities Test (CogAT) – Verbal (a measure of verbal aptitude) for the 13 school districts in our study and applied local norms relating to socioeconomic groups rather than national norms in making selections for the program. Additionally, grant staff provided place-based professional development focused on how traits described in the Scales for Rating the Behavioral Characteristics of Superior Students may manifest in rural students prior to having teachers complete three scales of the SRBCSS. School districts were randomly assigned either to the control or treatment groups. Students identified for the treatment group (both by district measures and by the alternative measures used in the grant) received the place-based curriculum designed for rural learners. The curriculum is based on the CLEAR Curriculum Model. Prior to implementing place-based instruction, we distributed a survey to elementary teachers in each of the treatment districts asking specific questions about their unique rural community and used the responses to determine ways to incorporate place throughout the language arts units designed for third and fourth graders.
Data Sources: For data sources related to the curriculum, we have treatment teachers’ fidelity logs; classroom observations; pre/post achievement data using the Iowa; scales measuring student engagement, stereotype threat, and mindset; writing assessments; performance assessments; and objective-based tests based on CCSS/state standards. We will discuss each of these data sources during the session.
Results: We will discuss preliminary findings from the pilot year and first two years of the study, documenting success with teachers and students engaged with the curriculum.
Scholarly significance: There are both achievement and opportunity gaps for low-income students when compared to their economically advantaged peers; for rural students, these gaps may be even more pronounced. Our work with a place-based curriculum in rural schools drives at issues of social justice and the dangers of deficit ideologies with regard to rural schooling (and subsequent recognition of gifts and talents).

Authors

• Carolyn M. Callahan, University of Virginia

• Amy Price Azano, Virginia Polytechnic Institute and State University

• Annalissa V. Brodersen, University of Virginia

• Melanie Caughey, University of Virginia