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Amy Price Azano

Amy Price Azano, Associate Professor of Teaching and Learning

Amy Price Azano, Associate Professor of Teaching and Learning
Amy Price Azano, Associate Professor of Teaching and Learning

School of Education
Public Safety Building, Suite 201
Blacksburg, VA 24061
540-231-8889  |  azano@vt.edu

 

Amy Price Azano is an associate professor in the English Education, Reading Specialist, and Foundations of Education programs of the Virginia Tech School of Education. To learn more, visit her personal website: www.amyazano.com

Follow Amy Azano on Research Gate.

  • Rural Education
  • Adolescent Literacy
  • Place-Based Pedagogy
  • Special Populations in Rural Communities
  • PhD, University of Virginia
  • MEd, Old Dominion University
  • BA, Louisiana State University 
  • Leadership Team, Rural School-Community Partnership Research Consortium
  • Director, SAFE (Supporting Autism Friendly Environments) Program 
  • Steering Committee, Virginia Tech Center for Autism Research
  • American Educational Research Association
  • Appalachian Studies Association
  • Literacy Research Association 
  • National Rural Education Association
  • Curriculum Award, “Aristotle’s Rhetoric: Learning the Art of Persuasion,” National Association for Gifted Children, 2016
  • Scholar of the Week, Office of the Vice President of Research and Innovation, 2014
  • Curriculum Award, “Poetry of Everyday Things,” National Association for Gifted Children, 2012

Articles

Eppley, K., Azano, A. P., Brenner, D., & Shannon, P. (2018). What counts as evidence in rural schools?: Evidence-based practice and practice-based evidence for diverse settings. The Rural Educator, 39(2), 33-37.  

Azano, A. P., & Tackett, M. E. (2017). Perceptions of teachers and parents on the educational experiences of students with autism in a remote rural community. The Rural Educator, 38(3), 39-54

Biddle, C., & Azano, A. P. (2016). Constructing and reconstructing the “rural school problem”: A century of rurality and rural education research. Review of Research in Education, 40, 298-325. 

Azano, A. P. (2014) Rural: The other neglected 'R': Making space for place in school libraries. Knowledge Quest, 43(1), 60-65

Azano, A. P. (2011). The possibility of place: One teacher’s use of place-based instruction for English students in a rural high school. Journal of Research in Rural Education, 26(10), 1-12.

Book Chapters

Azano, A. P. (2019, In press). My father’s place in the mountains: An education elsewhere. In J. Pontius, D. Greenwood, & M. Mueller (Eds.). Hunting, gathering, and fishing for food: Place-based learning for the plate. Environmental Discourses in Science Education Book Series. New York: Springer.

Callahan, C. M., & Azano, A. P. (2019, In press). Place-based gifted education in rural schools. In S. Smith (Ed.) International handbook of Giftedness & Talent Development in the Australasian-Pacific. New York: Springer. 

Azano, A. P., Tackett, M. E., Missett, T. C., & Callahan, C. M. (2017). The CLEAR curriculum model. In C. Callahan & H. L. Hertberg-Davis (Eds.). Fundamentals of gifted education: Considering multiple perspectives (2nd ed., pp. 293-309). New York: Routledge.  

Azano, A. P. (2014). Gifted rural students. In J. Plucker & C. Callahan (Eds.). Critical issues in gifted education: What the research says (2nd ed., pp. 297-304)Waco, TX: Prufrock Press. 

Books

Callahan, C. M., Missett, T. C., Azano, A. P., Caughey, M., Brodersen, A., & Tackett, M. (2017). Fiction and non-fiction: Language arts units for gifted students in grade 4. Waco, TX: Prufrock Press.

Azano, A. P., Missett, T. C., & Callahan, C. M. (2015). Poetry and fairy tales: Language arts units for gifted students in grade 3. Waco, TX: Prufrock Press.

Missett, T. C., Azano, A. P., & Callahan, C. M. (2015). Research and rhetoric: Language arts units for gifted students in grade 5. Waco, TX: Prufrock Press.

Promoting PLACE in Rural Schools. (2014 – 2019) Co-Principal Investigator. ($1.9 million) 
Five-year grant awarded by the U.S. Department of Education’s Jacob K. Javits grant program seeking to increase gifted education services, identification processes, and place-based gifted curricula in economically disadvantaged rural school districts.

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