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Expanding the definition of giftedness may enable a more inclusive and diverse gifted education program. A survey of 52 talented and gifted teachers found only 21.1% of districts identified and served students in the arts. Interviews and synthesis produced actionable recommendations to address barriers and strengthen arts-focused gifted programming.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/giftedness-and-the-arts-in-iowas-rural-public-schools-recommendations-for-implementation/272205/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/giftedness-and-the-arts-in-iowas-rural-public-schools-recommendations-for-implementation/272205.png","ImageObject",300,407,{"name":92,"@type":93},"Paura","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the core purpose of the study?","Question",{"text":113,"@type":114},"The study explores how a rural public school district in central Iowa can identify and provide arts-related programming for students with gifts and talents in the visual and/or performing arts.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What did the survey reveal about arts-focused gifted services?",{"text":118,"@type":114},"Among 52 talented and gifted teachers surveyed, only 11 districts (21.1%) reported identifying and serving students in the arts, while 78.9% did not include arts in their gifted programming.",{"name":120,"@type":111,"acceptedAnswer":121},"What recommendations are proposed for including the arts in gifted programming?",{"text":122,"@type":114},"Recommendations include accelerating students in the arts, offering community enrichment opportunities, expanding district definitions of giftedness, collecting multiple data points, and engaging music and art teachers as allies.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},272205,1789463771,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","-  \nGiftedness and The Arts in Iowa’s Rural Public Schools: Recommendations for Implementation.  \nWirtz, Andrew A  \n[https://iro.uiowa.edu/esploro/outputs/doctoral/Giftedness-and-The-Arts-in-Iowas/9984635134002771/fi](https://iro.uiowa.edu/esploro/outputs/doctoral/Giftedness-and-The-Arts-in-Iowas/9984635134002771/fi)lesAndLinks?index=0  \nWirtz, A. A. (2024) . Giftedness and The Arts in Iowa’s Rural Public Schools: Recommendations for Implementation [University of Iowa]. [https://doi.org/10.25820/etd.007655](https://doi.org/10.25820/etd.007655)  \n[https://iro.uiowa.edu](https://iro.uiowa.edu)[ ](https://iro.uiowa.edu)Free to read and download Copyright © Andrew A Wirtz  \nDownloaded on 2026/09/15 04:15:59-0500  \n-  \nGiftedness and The Arts in Iowa’s Rural Public Schools: Recommendations for Implementation  \nby  \nAndrew A. Wirtz  \nA thesis submitted in partial fulfillment  \nof the requirements for the Doctor of Philosophy  \ndegree in Educational Policy and Leadership Studies in the  \nGraduate College of  \nThe University of Iowa  \nMay 2024  \nThesis Committee: Dr. Liz Hollingworth, Thesis Committee Chair  \nDr. Brooke Strahn-Koller  \nDr. Katrina Sanders  \nDr. Jolene Teske, Des Moines Public Schools  \nCopyright by Andrew A. Wirtz 2024  \nAll Rights Reserved  \nFor Mom, Dad, Rozlyn, Caleb, Isabella, Elijah, and Josephine  \n“The object of art is to give life a shape.\"  \nWilliam Shakespeare Hamlet (Act III, Scene IV)  \nACKNOWLEDGMENTS  \nI would like to express my deepest gratitude to Dr. Liz Hollingworth for serving as my committee chair and for the invaluable feedback and encouragement throughout this process. Many thanks also to Dr. Brooke Strahn-Koller, Dr. Katrina Sanders, and Dr. Jolene Teske for sacrificing their time by being members of my committee and for the hard work they put forth in this endeavor. Also, I would be greatly remiss if I did not acknowledge the work of Dr. Leslie Locke and Megan McVancel for their valuable input and starting me on this journey.  \nNext, I would like to thank the cohort of students that I had the pleasure to learn with, and from, over the past three years. Their dedication to the world of education is truly inspiring, and their feedback through the years has been incredibly special to me. I would also like to thank my colleagues and mentors throughout the years, especially Brian Summy and Tara Surprenant who believed in me during an extremely difficult time – you will never know how much that means tome still. Special thanks to Shanda Owen, DeeAnn Johnson, Michelle Bedier, Alex Kitchen, T.J. Voss, Erin Engle, and the countless other teachers that I have had the privilege of working with throughout my career. You have encouraged me, inspired me, and kept me grounded, and I am abetter educator and person because of you.  \nFinally, I could not have undertaken this journey without the love and support of my family. Thank you to my creative mom and musical dad who instilled in me an inquisitive nature and a love ofthe arts. Thank you to my talented children Caleb, Isabella, Elijah, and Josephine – I love you, and I hope you continue to follow your dreams and make beautiful music, art, and dance in the future. Lastly, a very special thank you to my musically-talented wife Rozlyn whose patience and goodwill I am sure I tested throughout this process, but you never wavered in your support and love for me – I could never have completed this work without you, and I love you.  \nABSTRACT  \nThis study examines how a small, rural public school district in central Iowa could implement the identification of, and programming for, students who may demonstrate gifts and talents in the visual and/or performing arts. Expanding the definition of giftedness in schools may lead to a more inclusive and diverse gifted education program. Through a survey distributed to all 52 public school talented and gifted teachers within Capitol View Area Education Agency in central Iowa, it was found that 11 districts (21.1%) reported i","cbCaiiGe2hc29HfQ","https://ap.wps.com/l/cbCaiiGe2hc29HfQ","pdf",548962,104,"English","# Acknowledgments\n# Abstract\n# Public Abstract\n# Recommendations for Implementation","[{\"question\":\"What is the core purpose of the study?\",\"answer\":\"The study explores how a rural public school district in central Iowa can identify and provide arts-related programming for students with gifts and talents in the visual and/or performing arts.\"},{\"question\":\"What did the survey reveal about arts-focused gifted services?\",\"answer\":\"Among 52 talented and gifted teachers surveyed, only 11 districts (21.1%) reported identifying and serving students in the arts, while 78.9% did not include arts in their gifted programming.\"},{\"question\":\"What recommendations are proposed for including the arts in gifted programming?\",\"answer\":\"Recommendations include accelerating students in the arts, offering community enrichment opportunities, expanding district definitions of giftedness, collecting multiple data points, and engaging music and art teachers as allies.\"}]","Giftedness and The Arts in Iowa’s Rural Public Schools - Recommendations for Implementation | PDF",262]