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Abstract
The place-based investment model (PBIM) of talent development is a programming model for developing talents of high-potential youth in ways that could serve as an investment in the community. In this article, we discuss the PBIM within rural contexts. The model is grounded in three theories—Moon’s personal talent development theory, Sternberg’s theory of successful intelligence, and social cognitive career theory—and specifies five pathways for developing talent: (a) enrichment, (b) advanced learning, (c) human connections, (d) entrepreneurial thinking, and (e) specialized guidance. Through this proposal, we intend to focus place-based talent development efforts in rural areas on giving high-potential young people the knowledge, skills, and tools for understanding themselves, for developing their strengths and passions, and for recognizing localized opportunities for achieving self-fulfillment in adulthood.
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About the Authors
Kristina Ayers Paul, PhD, a native of rural Pennsylvania, has spent much of her career in gifted education contemplating issues of talent development within rural contexts. She is a graduate of the University of Connecticut where she earned her doctorate in Educational Pscyhology with specializations in gifted education and program evaluation. She has worked in a variety of K-12 and higher education settings as a teacher, researcher, and program evaluator.
Kristen K. Seward, a lifelong resident of rural Indiana, enjoyed serving for over 17 years in public schools as a teacher, at-risk counselor, and guidance director before returning to Purdue University as a Clinical Assistant Professor in Gifted, Creative, and Talented Studies. Kristen assists parents, students, and K-12 educators with various issues related to educating gifted students. Her research interests include the affective needs of gifted students, gifted education in rural contexts, gifted education teaching and learning for all students, and professional development.
