A Framework to Support Personalising Prescribed School Curricula

Autor/inn/en	Prain, Vaughan; Blake, Damian; Deed, Craig; Edwards, Marie; Emery, Sherridan; Farrelly, Cathleen; Fingland, Doug; Henriksen, Joanne; Lovejoy, Valerie; Meyers, Noel; Mooney, Amanda; Muir, Tracey; Sbaglia, Robert; Swabey, Karen; Thomas, Damon; Tytler, Russell; Zitzlaff, Tina
Titel	A Framework to Support Personalising Prescribed School Curricula
Quelle	In: British Educational Research Journal, 44 (2018) 6, S.1101-1119 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3481
Schlagwörter	Individualized Instruction; Curriculum; Student Educational Objectives; Student Centered Learning; Student Needs + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Curricula; Lehrplan; Rahmenplan; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised and enacted. We suggest that any attempt to support students to personalise their learning needs to be contextualised within broader curricular goals, and that its developmental nature entails progressions in specific learner capabilities, and therefore the need for students to be supported in this process. In proposing a framework for this support, we focus on general principles around the what and how of this process rather than on particular discipline areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01