Amy Price Azano
- 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
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.
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.
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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