The formal conception of rurality in education came from the National Center for Education Statistics, emphasizing only the size of schools and nearby population centers. The areas of research summarized and evaluated using this defensibility frame are: Although the number of studies dedicated to explicit analysis of resource disparities for rural schools is quite small relative to other topics, the findings are among the most consistent and credible. Building on this research, Kettler et al. explored the effect of locale on support for gifted education. Despite typically different socioeconomic backgrounds, rural gifted students have been shown to have similar preferences for teacher characteristics and attitudes as other students. Further phenomenological work has explored the rationale and processes leading to gifted students dropping out of the high school As in other areas of gifted education research, the experiences of subgroups are commonly studied.
|Title of host publication
|Critical Issues and Practices in Gifted Education
|Subtitle of host publication
|A Survey of Current Research on Giftedness and Talent Development, Third Edition
|Taylor and Francis
|Number of pages
|Published - Jan 1 2021