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Personalised Learning: Ambiguities in Theory and Practice.

Campbell, R.J. and Robinson, W. and Neelands, J. and Hewston, Ruth and Mazzoli, L. (2007) Personalised Learning: Ambiguities in Theory and Practice. British Journal of Educational Studies, 55 (2). pp. 135-154. ISSN Print: 0007-1005 Online: 1467-8527

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Abstract

This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for ‘deep’ rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed.

Item Type: Article
Additional Information:

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Uncontrolled Keywords: personalisation, gifted education, pedagogy
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LC Special aspects of education
Divisions: Academic Departments > Institute of Education
Related URLs:
Depositing User: Ruth Hewston
Date Deposited: 28 Apr 2014 09:14
Last Modified: 06 Aug 2015 13:31
URI: https://eprints.worc.ac.uk/id/eprint/3062

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