Personalised Learning: Ambiguities in Theory and Practice

British Journal of Educational Studies 55 (2):135-154 (2007)
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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 ofpersonalised pedagogy in practice. The implications for theory and practice are discussed.

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References found in this work

Class, Culture and the Curriculum.Denis Lawton - 1976 - British Journal of Educational Studies 24 (2):185-185.
Understanding Pedagogy and Its Impact on Learning.Peter Mortimore - 2000 - British Journal of Educational Studies 48 (4):456-459.
Power to Teach: Learning through Practice.Wendy Robinson - 2004 - British Journal of Educational Studies 52 (4):436-438.

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