@article{
 title = {Personalised learning: Ambiguities in theory and practice},
 type = {article},
 year = {2007},
 keywords = {Gifted education,Pedagogy,Personalisation},
 pages = {135-154},
 volume = {55},
 id = {4e71f6e2-58a1-3650-a0a3-e3f129304cfd},
 created = {2014-08-04T12:13:08.000Z},
 file_attached = {false},
 profile_id = {15d5ede6-80ea-3b4c-a7e1-5b79ba86707d},
 group_id = {a7fbd406-18f3-3b0b-bf98-38c617d1e04e},
 last_modified = {2017-03-14T17:40:34.521Z},
 tags = {ayse,personalisation},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
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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 of personalised pedagogy in practice. The implications for theory and practice are discussed.},
 bibtype = {article},
 author = {Campbell, R. J. and Robinson, W. and Neelands, J. and Hewston, R. and Mazzoli, L.},
 journal = {British Journal of Educational Studies},
 number = {2}
}

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