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Campbell, R.J., Robinson, W., Neelands, J., 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
Full text not available from this repository.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: | Staff and students at the University of Worcester can access the online version via the Summon service. External users should check availability with their local library or Interlibrary Requests Service. |
| Uncontrolled Discrete 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: | College of Arts, Humanities and Education > School of Education |
| Related URLs: | |
| Depositing User: | Ruth Hewston |
| Date Deposited: | 28 Apr 2014 09:14 |
| Last Modified: | 17 Jun 2020 17:03 |
| URI: | https://eprints.worc.ac.uk/id/eprint/3062 |
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