A framework to support personalising prescribed school curricula

Journal article


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 and Daniel, Tina. (2018). A framework to support personalising prescribed school curricula. British Educational Research Journal. 44(6), pp. 1101-1119. https://doi.org/10.1002/berj.3481
AuthorsPrain, 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 and Daniel, Tina
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.

Keywordssociocultural research approaches; activity theory; personalised learning
Year2018
JournalBritish Educational Research Journal
Journal citation44 (6), pp. 1101-1119
PublisherWiley-Blackwell Publishing Ltd.
ISSN0141-1926
Digital Object Identifier (DOI)https://doi.org/10.1002/berj.3481
Scopus EID2-s2.0-85054561531
Page range1101-1119
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Oct 2018
Publication process dates
Deposited16 Oct 2023
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