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Journal Critique: Obstacles to Overcome
In their article "Is It Differentiated or Different? Kenney, Langley, and Siegle explore the
difficult problem of implementing educational rules to support inclusion and equity in the
classroom in their article, "Recoupling Policy and Practice in an Era of Accountability." The
authors contend that although rules that support fairness and differentiation have grown in
popularity, there is frequently a gap between these principles and the actual practices put into
place in schools. The authors argue that the emphasis on accountability measures in education,
which can result in a focus on standardization and conformity rather than on the unique needs of
pupils, is partially to blame for this disconnect.
The article carefully analyzes the difficulties in implementing laws meant to support
equity and differentiation in the classroom. The authors contend that although policies that
support inclusion and equity may have good intentions, they may also be unduly prescriptive and
fail to consider the wide range of student requirements (A.W. Kenney, 2024). Furthermore,5the
emphasis placed on accountability measures in education may cause attention to shift away from
student needs and toward standardized testing and compliance (A.W. Kenney, 2024). The authors
suggest a more sophisticated educational policy and practice approach to address these issues.
The article focuses on the need for educators and legislators to collaborate and to develop rules
that support differentiation while also considering each kid's particular needs.
Summary
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The article entitled "Is It Differentiated or Different? By Allison Kenney and Susan
Langley, "Recoupling Policy and Practice in an Era of Accountability" examines educators'
difficulties when implementing differentiated teaching in an accountability-driven environment.
The article emphasizes how cooperative efforts between educators and legislators are necessary
to develop an atmosphere that supports successful differentiated education. Although regulatory
demands may require varied education, the authors contend that the reality of the classroom can
sometimes be far more nuanced. They argue that teachers need more resources and support to
conduct differentiated instruction successfully, and they stress the significance of taking a subtle
approach to meeting the unique needs of pupils. This analysis highlights how crucial it is for
educators and legislators to collaborate to guarantee that every student receives the assistance
they require to achieve.
Analysis
The authors of the article have put their focus on three key points. They sometimes
discuss the difficulty of differentiation in a district that emphasizes the test results. The first
takeaway is the concept of Differentiation Practices. Teachers often modify classroom content,
processes, and products to meet a district's high-stakes goal, which can lead to a lack of
differentiation (A.W. Kenney, 2024). Secondly, the authors talk about the idea of policy vs.
practice. They say that teachers often focus on remediation of bringing up the lower level
students and sometimes forget about differentiating for the more advanced students (A.W. Kenney,
2024). Lastly, the idea of a "High-stakes" environment is created through testing and assessment
(A.W. Kenney, 2024). When the focus is on testing, we take away a focus on remediation and
differentiation. The authors acknowledge that implementing differentiated instruction requires
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additional resources and support, which policymakers must provide to enhance student
outcomes. Overall, the article highlights the need for policymakers and educators to work
together to implement differentiated instruction effectively, ensuring that the needs of all
students are met.
Personal Application
Educators must comprehend that learning is not an orderly procedure. This makes things
simpler to forget than to recall. Strategies based on differentiation instruction aim to counteract
other problems in classroom management in addition to this trend. This article offered additional
understanding not only of differentiation teaching but also the issue of truly using differentiation
when living in an educational world of high-stakes testing and Exams. When teachers are held
to a “Testing standard” with certain goals to achieve by certain timelines, the role of
differentiation becomes even tougher. We know that even in advanced classes, students progress
at different rates. Sometimes, because of this, it is almost impossible to use differentiation
training in the proper way that it was meant to be. Differentiation training is intended to bring all
students together at different levels. It is not meant as individualized instruction when you leave
some students behind. Recognizing that pupils have various skills and abilities despite this fact
is crucial. It reminded me of Ephesians 2:10. It says, "Because we are God's handiwork, made in
Christ Jesus to accomplish good deeds, which God prearranged for us to do." (Barker, 2020)
Conclusion
In conclusion, Allison Kenney and Susan Langley's article, "Different or Differentiated?
Recoupling Policy and Practice in an Era of Accountability," thoroughly analyzes the challenges
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educators face in implementing differentiated instruction in today's accountability-driven
education system. The authors highlight the need for policymakers and educators to collaborate
to create an environment that fosters effective differentiated instruction. They emphasize that
policymakers must provide teachers with additional support and resources to implement
differentiated instruction successfully. The article underscores the importance of a nuanced
approach to meeting the diverse needs of students. Overall, this article highlights the importance
of policymakers and educators working together to ensure all students receive the support they
need to succeed. We must connect the need for high-stakes testing with the need to understand
the differences that students have in the classroom and the trouble teachers have in
simultaneously bringing all of them along.
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References
A.W. Kenney, S. L. (2024). Different or Differentiated? Recoupling Policy and Practice in an
Era of Accountability. Educational Policy, 134-160.
Barker, K. S. (2020). NIV Study Bible. Zondervan.
Tomlinson, C. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.
Ascd.
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