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ERIC Number: EJ1042131
Record Type: Journal
Publication Date: 2014-May
Pages: 13
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1932-202X
Understanding the Experiences of Gifted Education Teachers and Fidelity of Implementation in Rural Schools
Azano, Amy Price; Callahan, Carolyn M.; Missett, Tracy C.; Brunner, Marguerite
Journal of Advanced Academics, v25 n2 p88-100 May 2014
Approximately one quarter of American students attend rural schools; however, the needs of these students are often overlooked in education policy despite well-documented limited financial resources and pervasive poverty. Relatively little is known about the experiences of gifted students in rural areas and even less about the teachers serving this population. The purpose of this qualitative study was to investigate the rural-specific context to identify factors associated with rural teachers' instructional decisions to deliver gifted curriculum with fidelity. More specifically, the study examined the experiences for teachers in rural schools when implementing a research-based language arts curriculum and how these experiences relate to fidelity of implementation. Findings suggest that rural-specific characteristics of gifted programming, limited resources, and time challenges present unique challenges for these gifted education teachers.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Colorado; Florida; Georgia; Maine; Ohio; Pennsylvania; South Carolina; Texas; Virginia
IES Funded: Yes
Grant or Contract Numbers: R305A060044