rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Personalisation of Education in Contexts
    sub title: Policy Critique and Theories of Personal Improvement
  name:
    name part: Mincu, Monica E.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2012
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXII, 214 p. online resource.
  abstract: This 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 Moving from teach…
  note: by Monica E. Mincu.
  subject:
    topic: Education
  subject:
    topic: Education
  subject:
    topic: Education, general
  classification: L1-991
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Comparative and International Education, A Diversity of Voices, 18
  identifier: 9789462090286
  identifier: http://dx.doi.org/10.1007/978-94-6209-028-6
  record info:
    record creation date: 130220
    record change date: 20151204161238.0
    record identifier: 978-94-6209-028-6