Potential Abstract:
Abstract: This research explores the intersection of individualized learning, open science, ungrading practices, and uncontested rurality within the field of education. By examining how these innovative pedagogical approaches can be harnessed to address the unique challenges faced by rural students, particularly in terms of academic assessment and feedback, this study aims to contribute to a more equitable and inclusive educational landscape. Drawing on theories of personalized instruction and open access to research findings, the research investigates the potential benefits of shifting traditional grading structures towards a more holistic, student-centered approach that values growth and process over fixed outcomes. In doing so, it seeks to empower rural learners to engage more deeply with their education, fostering a sense of agency and ownership over their learning journeys. Through the lens of uncontested rurality, which highlights the often overlooked perspectives and experiences of rural communities in educational research, this study aims to amplify the voices of rural students and educators in shaping more responsive and culturally relevant teaching practices. By centering the principles of individualization, open science, and ungrading in this exploration, the research seeks to not only challenge existing educational paradigms but also to generate actionable insights for practitioners and policymakers striving to create more inclusive educational environments for all learners.
Potential References:
- The Multigrade Classroom: A Resource Handbook for Small, Rural Schools.
- Multi-Grade Teaching: A Review of Research and Practice. Education Research Paper.
- Education in rural America: A reassessment of conventional wisdom
- Problems in implementing comprehensive special education programing in rural areas
- Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model
