Literacy Matters Vol 24 Winter 2024

Standardized Educational Practices To engage in meaningful discourse about literacy across diverse student populations, it is paramount to begin by discussing standardized teaching practices. It is crucial to recognize that using standardized teaching practices can have positive and negative consequences. In many contexts, these practices are perceived as needing more personalization and professionalism as they can sometimes limit a teacher’s ability to exercise their professional judgment, draw upon their experience, and leverage their skill set. Consequently, it becomes imperative to thoroughly explore the advantages and disadvantages inherent in these teaching approaches (Ramsay-Jordan, 2020). The adoption of standardized practices offers the advantage of streamlined implementation. Adhering to established educational and community expectations becomes necessary, reducing the associated risks accompanying a curriculum change. However, there are also notable disadvantages, one of which pertains to the challenge of accurately assessing a student’s learning and a potential decrease in overall student engagement. Research indicates that standardized curricula may be less effective (Scheerens, 2016). These teaching methods can exacerbate student disinterest or increase academic difficulties. Students have the right to collaborate with teachers to understand the extent of their influence over their education. They should be able to tailor their objectives, courses of study, and learning pace, all while receiving guidance from knowledgeable, dedicated educators passionate about their work. At this level of personalization, it becomes crucial for teachers, parents, and students to align their perspectives on the students’ progress and the available pathways to achieving their goals (Noddings, 2013). Standardization at the level of data formats aids in fostering understanding among students, parents, and teachers regarding the student’s learning journey, enabling the creation of personalized pathways to mastery. Furthermore, making such data accessible to researchers opens up new avenues for comprehending the learning process that significantly differs from previous research approaches. In the context of literacy education, standardizing teaching practices is paramount in ensuring that all students receive a consistent and effective education, fostering proficiency in reading, writing, and comprehension. Educators can exchange best practices, simplify lesson planning, and promote collaboration across educational institutions by implementing a unified approach to teaching literacy. Clear guidelines, benchmarks, and measurable objectives empower teachers to monitor students’ progress and identify areas requiring additional support (Marchisio et al., 2020). Additionally, standardized teaching practices facilitate teacher training programs, enabling them to address the specific needs and challenges inherent in literacy instruction. However, it remains essential to strike a balance between standardization and adaptability, recognizing the diverse needs of students while allowing educators the flexibility to tailor their teaching methods accordingly.

Geographic Adaptation of Curriculum In the realm of education, the term“diversity” is often employed to characterize the composition of a classroom and the methods educators use to cater to their students’ diverse learning needs (Acosta et al., 2014). The existing body of research provides valuable insights into the factors at the classroom level that can enhance students’ engagement and academic performance. However, broadening our conceptualization of diversity is equally crucial to illuminate the stark disparities in access to educational opportunities among various demographic groups. One notable dimension of this diversity is geographic location, which has come under scrutiny through cross-country data comparisons facilitated by initiatives like the Program for International Student Assessment (PISA) (Gil-Flores et al., 2017). These statistics have consistently revealed that students in rural schools across multiple nations consistently underperform in comparison to their urban counterparts. Furthermore, it is worth emphasizing that geographical location plays a pivotal role in developing educational curricula. Depending on where individuals reside, the textbooks used in their education may exhibit substantial variations compared to those in neighboring regions. Research indicates a correlation between student performance and the selection of textbooks. Although textbooks represent just one facet of instructional materials, they often influence a student’s perception and comprehension of the subject matter (Savage et al., 2021). As noted by Savage et al., “Textbooks are regarded as having a significant impact on classroom instruction and students’ learning opportunities, serving as intermediaries in bridging the gap between the intended and implemented curricula” (Tarr et al., 2008; Valverde et al., 2002). Although further research is warranted, preliminary findings suggest that even subtle textbook variations can hinder or facilitate students’ academic growth. Textbook curricula frequently exhibit geographical disparities due to many factors, including cultural, historical, political, and societal influences. These disparities may manifest as distinct perspectives, varying content emphases, or different pedagogical approaches when addressing specific topics. For instance, history textbooks may adopt distinct national viewpoints, reflecting local values and interpretations of historical events. Similarly, science education may prioritize region-specific environmental concerns or locally relevant technology applications (Yang, 2011). In language and literature studies, curricula may showcase authors from diverse backgrounds, promoting inclusivity and representation. By acknowledging and respecting these differences in educational materials, students are exposed to broader ideas and knowledge, contributing to a more comprehensive education and better preparing them for an interconnected and globalized world. Promoting Representation in Literacy To enhance academic performance in literacy, it is vital to underscore the significance of representation and its profound impact. When evaluating student performance in literacy and mathematics, it becomes evident that Black students often score below the state and national averages in numerous instances. This situation can leave students feeling marginalized and disheartened.

Literacy Matters General Articles

Literacy Matters | Volume 24 • Winter 2024 | 27 |

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