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Research in rural gifted education is garnering increased national attention (Plucker and Callahan, 2014; Lewis and Boswell, 2020), yet inequities in rural gifted services continue to challenge educators in their efforts to meet the needs of a unique population (Azano et al., 2014, 2017). Understandings about existing systemic structural challenges in rural gifted services highlight a need to mitigate opportunity gaps for rural gifted students (Azano et al., 2017). Using Greenwood's (2003, 2008) critical pedagogy of place as the theoretical framework, this qualitative case study examined how 16 teachers in a high-poverty rural district consisting of eight schools experienced the Promoting PLACE in Rural Schools curriculum, a place-based language arts curriculum designed for gifted third- and fourth-grade students. Analytic induction and thematic coding of four distinct sources of evidence (fidelity logs, observation documents, questionnaires, and an interview) were used to make sense of teachers' experiences in implementing of the curriculum. With "an emphasis on experience, understanding, and meaning-making" (Merriam, 2009, p. 19), the researcher explored what teachers' experiences and perceptions could teach us about instruction in high-poverty rural communities and opportunities for gifted learners. Findings illuminated influences on teachers' ability to implement the curriculum such as the under-prioritization of gifted education by the larger school community and teachers' own ingenuity in ameliorating challenges to implementation. The study offers insights about students' access to gifted instruction in one school district in Appalachia. Findings from this qualitative case study may shape gifted instruction in rural places and inform stakeholders of ways in which opportunity gaps for rural gifted populations may be addressed. Insights offer implications for practitioners, administrators, policymakers, community members, and researchers to mitigate instructional challenges and increase students' access to place-based gifted curriculum. / Doctor of Philosophy / This qualitative case study examined teachers experiences with a language arts curriculum for high-poverty rural gifted students. The study focused on one rural Appalachian school district where 16 elementary teachers working in eight schools implemented the Promoting PLACE in Rural Schools curriculum with third- and fourth-grade students. Methods included analytic induction and thematic coding of four distinct sources of evidence: fidelity logs, observation documents, questionnaires, and an interview. These sources were used to generate understandings about how teachers perceived their experiences with a rural specific curriculum designed for gifted students. These understandings suggested existing barriers influence implementation and impede students from access to the curriculum in its entirety. Insights from this case study offer implications for practitioners, administrators, policymakers, community members, and researchers to mitigate instructional challenges and increase students' access to place-based gifted curriculum.

This qualitative study investigated principals' experiences with gifted students who have dropped out of school or are at risk of dropping out of school. The research was guided by the following research questions, 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? The researcher sought to answer these questions by administering a qualitative survey to high schools' principals in southeastern Virginia. The survey was administered via Qualtrics utilizing the Qualitative Survey Questionnaire designed by the researcher. Responses were coded by the researcher and organized by themes. The information derived from this study may assist administrators in identifying the efforts of building leaders to support gifted students who have dropped out or are at risk of dropping out and how to support gifted students before they reach the point of dropping out. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students. / Doctor of Education / The purpose of this study was to examine principals' experiences with, and the interventions and supports they provided to gifted students who have either dropped out of school or are at risk of dropping out by answering the following research questions: 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? To answer these questions, 43 high school principals in southeastern Virginia school divisions were invited to respond to an online survey. The survey was designed by the researcher and consisted of 4 open-ended questions. A total of 17 principals responded to the survey. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students.