LEADER 06295nam 22006975 450 001 9910974727803321 005 20250609110059.0 010 $a9789462090286 010 $a9462090289 024 7 $a10.1007/978-94-6209-028-6 035 $a(CKB)2550000001047277 035 $a(EBL)3034797 035 $a(SSID)ssj0000879464 035 $a(PQKBManifestationID)11532215 035 $a(PQKBTitleCode)TC0000879464 035 $a(PQKBWorkID)10851565 035 $a(PQKB)11172107 035 $a(DE-He213)978-94-6209-028-6 035 $a(MiAaPQ)EBC1206447 035 $a(MiAaPQ)EBC3034797 035 $a(OCoLC)829091001 035 $a(nllekb)BRILL9789462090286 035 $a(Au-PeEL)EBL3034797 035 $a(CaPaEBR)ebr10687693 035 $a(CaONFJC)MIL501477 035 $a(PPN)168343371 035 $a(MiAaPQ)EBC4082096 035 $a(EXLCZ)992550000001047277 100 $a20130220d2012 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPersonalisation of Education in Contexts $ePolicy Critique and Theories of Personal Improvement /$fedited by Monica E. Mincu 205 $a1st ed. 2012. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2012. 215 $a1 online resource (226 p.) 225 1 $aConstructing Knowledge: Curriculum Studies in Action,$x2213-7238 ;$v18 300 $aDescription based upon print version of record. 311 08$a9789462090279 311 08$a9462090270 311 08$a9789462090262 311 08$a9462090262 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material /$rMonica E. Mincu -- Personalisation and the Classroom Context /$rChris Watkins -- Breakthrough: Deepening Pedagogical Improvement /$rMichael Fullan -- Personalisation: Integrating the Personal with the Public in a Pedagogy for Social Sustainability /$rRuth Deakin-Crick -- The Challenge of Personalisation for Tomorrow?s Schools: An Overview /$rGiorgio Chiosso -- The Habit as a Means to Personalise Teaching /$rConcepción Naval and Dolores Conesa -- Personalisation, Education, Democracy and the Market /$rMichael Fielding -- Personalisation, Personalised Learning and the Reform of Social Policy: Prospects for Molecular Governance in the Digitised Society /$rMichael A. Peters -- Personalisation of Education: Reflections from an International Perspective /$rFerran Ferrer -- Personalisation and Education in China /$rBaocun Liu and Qian He -- What is Personalised Learning in England? An investigation of teacher?s Conceptions /$rIkumi Courcier -- Personalised Learning in Japan /$rIkumi Courcier and Masahiro Nasu -- The Personalisation of Learning ? Between Reality and Desideratum in the Romanian Education System /$rIrina Horga -- Mapping Meanings of Personalisation /$rMonica E. Mincu -- Notes on Contributors /$rMonica E. Mincu -- Index /$rMonica E. Mincu. 330 $aThis volume addresses personalisation, a key education policy in England and a key issue identified by the OECD for the schools of the future. The central questions addressed are: Which are the main theoretical perspectives on personalisation? Which are the policy strategies in different contexts? Which ingredients and theories of personalisation as legitimated knowledge from abroad are locally adopted and adapted in different countries? What are the meanings and purposes of personalisation? Why does it come paradoxically to be implemented by teachers through grouping by ability? Which alliances between the public and the private sectors are proposed? Leading scholars in the comparative education field as well as scholars committed to understanding the design and substance of education processes and politics, such as Michael Fullan, Chris Watkins, Michael Peters, Michael Fielding, Giorgio Chiosso, Ruth Deakin Crick, Ferran Ferrer, and Baocun Liu, engage with personalisation from a plurality of theoretical frameworks and in relation to many national contexts. The volume, prefaced by Mark Ginsburg, presents two main perspectives which are simultaneously at work. In the first, personalisation is assessed as a recent and global education policy, in line with the current restructuring reforms of State administration worldwide. In the second perspective, personalisation is assumed to be not only a matter of recent education policy regarding school clients and their choices, but foremost a pedagogical theory, a reassembly of old and new pedagogical approaches under new reform discourses. The volume edited by Monica Mincu offers a remarkable map of the theoretical understandings which inform different educational politics and school practices. Personalisation tends to legitimising forms of autonomy and a flexible educational relationship and thus its connection to standardisation represents a salient issue of this work. Luciano Benadusi, University of Rome Movingfrom teaching/learning theories to theoretical, critical, historical and religious arguments about schooling and its reforms, the various contributions provide impressive insights into the possibilities and limits of personalization for school innovation. The reader is engaged in a dialogue about the specifics of personalization as a reform focus and the historical, social and comparative complexities in which such efforts are bound. Thomas S. Popkewitz, University of Wisconsin-Madison The volume represents a significant opportunity to engage with the possibilities of personalized/individualized learning environments. It is our duty to provide our children with such positive learning contexts, and over the last thirty years we have focused considerable effort on this area in Japan. Koji Kato, President of the Japanese Society of Education for Individual Development. 410 0$aConstructing Knowledge: Curriculum Studies in Action,$x2213-7238 ;$v18 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 701 $aMincu$b Monica E$01792836 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910974727803321 996 $aPersonalisation of Education in Contexts$94331884 997 $aUNINA