Rural Teachers’ Experiences with a Place-Based Gifted Curriculum

Michelle Rasheed, Rachelle Kuehl, Amy Price Azano, Carolyn M. Callahan · 2025 · Theory & Practice in Rural Education

Summary. Rural teachers implementing a place-based language arts curriculum for gifted students in an Appalachian school district faced significant barriers that prevented full curriculum delivery. The study of 16 elementary teachers across eight schools found that existing rural school challenges—including resource constraints and structural limitations—reduced student access to the gifted program. The findings highlight how rural context directly shapes curriculum implementation and student opportunity.

Read the original

Cite this article

Rasheed, M., Kuehl, R., Azano, A. P., & Callahan, C. M.. (2025). Rural Teachers’ Experiences with a Place-Based Gifted Curriculum. Theory & Practice in Rural Education. https://doi.org/10.3776/tpre.2025.v15n1p89-122

@article{rasheed-2025-rural-teachers-experiences-place-based,
  title   = {Rural Teachers’ Experiences with a Place-Based Gifted Curriculum},
  author  = {Michelle Rasheed and Rachelle Kuehl and Amy Price Azano and Carolyn M. Callahan},
  journal = {Theory & Practice in Rural Education},
  year    = {2025},
  doi     = {10.3776/tpre.2025.v15n1p89-122},
  url     = {https://doi.org/10.3776/tpre.2025.v15n1p89-122}
}

TY  - JOUR
TI  - Rural Teachers’ Experiences with a Place-Based Gifted Curriculum
AU  - Michelle Rasheed
AU  - Rachelle Kuehl
AU  - Amy Price Azano
AU  - Carolyn M. Callahan
JO  - Theory & Practice in Rural Education
PY  - 2025
DO  - 10.3776/tpre.2025.v15n1p89-122
UR  - https://doi.org/10.3776/tpre.2025.v15n1p89-122
ER  -

Details

DOI: 10.3776/tpre.2025.v15n1p89-122
Countries: United States
Regions: North America
Categories: education, regional-innovation-systems, general-innovation
Added: 2026-05-01