Potential Abstract: This research article explores the intersection of personalized learning, grit, open science, and deconstructionist approaches in the field of education. With the increasing emphasis on individualized instruction and the development of non-cognitive skills, such as grit, in educational settings, there is a need to critically examine these concepts and their implications for teaching and learning practices. This study takes an open science approach, incorporating principles of transparency, replicability, and collaboration, to deconstruct the prevailing assumptions and practices surrounding personalized learning and grit in education.
Through a comprehensive literature review, this article critically analyzes the existing research on personalized learning and grit, focusing on their potential benefits and challenges. It explores the underlying assumptions and ideologies that shape the implementation of personalized learning approaches, including the role of technology, the influence of socio-economic factors, and the potential for equity and inclusion. Additionally, the article examines the theoretical underpinnings of grit and its relationship to academic achievement and socio-emotional well-being.
The deconstructionist lens applied in this study challenges the dominant narratives surrounding personalized learning and grit, questioning assumptions about individual agency, motivation, and success. It investigates the potential tensions between personalized learning and standardized assessment practices, highlighting the need for a holistic and multidimensional understanding of student growth and development. Furthermore, the article explores how a deconstructionist perspective can inform the design and implementation of personalized learning environments that foster critical thinking, creativity, and social consciousness.
This research contributes to the existing literature by addressing the gaps in knowledge surrounding personalized learning and grit within an open science framework. It provides a critical examination of the theoretical foundations, methodologies, and ethical considerations associated with these concepts. The findings of this study have important implications for researchers, educators, policymakers, and stakeholders involved in the design and implementation of personalized learning approaches.
Potential References:
- Perceived Stress and Academic Engagement for Dual Language Learners: Grit and Academic Support as Protective Factors
- Christoph Stahl
- Personal motivation and learning self-management in students, as result of the transition to online courses during COVID-19 pandemic
- True grit and the new frontier: Cultivating new ground for psychological research
- Assessing the link between grit and academic achievement in reading, mathematics, and writing among 4th graders: An explanatory sequential mixed methods inquiry
