Personalisation of Education in Contexts: Policy Critique and Theories of Personal Improvement -- TABLE OF CONTENTS -- FOREWORD: PERSONALISATION IS POLITICAL,BUT WHAT KIND OF POLITICS? -- REFERENCES -- EDITORIAL INTRODUCTION -- NOTE -- REFERENCES -- PART 1: PERSONALISATION, SCHOOL CHANGE AND(PERSONAL) IMPROVEMENT -- 1. PERSONALISATION AND THE CLASSROOMCONTEXT -- THE CLASSROOM AS A CONTEXT -- PERSONALISATION AS POLICY - HOW WILL IT BE UNDERSTOOD? -- 'PERSONALISED LEARNING' - HOW WILL IT BE UNDERSTOOD? -- DOES PERSONALISATION EQUAL INDIVIDUALISATION? -- The Classroom is the Key Context -- Three Versions of Classroom Learning and Personalisation -- The Individualised Teaching Classroom. Telling Tailored to the Individual. -- The Personalised Inquiry Classroom -- The Personalised Community Classroom. -- Managing Personalised Classroom Learning -- Personalising Schools? The School as a Community -- Forces Against a Rich View of Personalised Learning -- REFERENCES -- 2. BREAKTHROUGH: DEEPENING PEDAGOGICALIMPROVEMENT -- BACKGROUND TO THE BREAKTHROUGH IDEA -- CONCLUSION -- REFERENCES -- 3. PERSONALISATION: INTEGRATING THEPERSONAL WITH THE PUBLIC IN A PEDAGOGY FORSOCIAL SUSTAINABILITY -- INTRODUCTION -- POLICY RATIONALE AND BACKGROUND -- LEARNING AS A JOURNEY OF INQUIRY AND PERSONAL GROWTH -- Conceptual Issues: Four Stations in a Learning Journey -- Archaeological Inquiry - 'Bottom up' Learning -- DISCUSSION AND CONCLUSIONS -- REFERENCES -- PART 2: CONTRASTING READINGS ON PERSONALISATION:A GOVERNANCE POLICY CRITIQUE VERSUSSOCIALLY EMBEDDED PEDAGOGIES -- 4. THE CHALLENGE OF PERSONALISATION FORTOMORROW'S SCHOOLS: AN OVERVIEW -- SCHOOL TRANSFORMATIONS IN THE EUROPEAN AREA -- THE MODEL OF SCHOOL EFFECTIVENESS -- PERSONALISATION BETWEEN NEW WELFARE AND PEDAGOGY -- PERSONALISATION AS RECOGNITION OF THE PERSONAL SELF -- PERSONALISATION AND PEDAGOGICAL STRATEGIES.

'EFFECTIVE SCHOOL' AND PERSONALISATION: AN UNSOLVABLECONTRADICTION? -- REFERENCES -- 5. THE HABIT AS A MEANS TO PERSONALISETEACHING -- INTRODUCTION -- Habits in Aristotle -- Educating in Virtues, Educating in Freedom -- Habits in Dewey -- Final Reflections -- REFERENCES -- 6. PERSONALISATION, EDUCATION, DEMOCRACYAND THE MARKET -- PERSONALISATION, POPULISM AND THE MARGINALISATION OF INTELLECT -- THE PRACTICAL NECESSITY OF PHILOSOPHY -- NAMING AND TRANSCENDING THE NEW TOTALITARIANISM -- ON DEMOCRATIC FELLOWSHIP -- TOWARDS A RADICAL NEXUS -- 'SOME CHANGES HAVE TO START NOW, ELSE THEREIS NO BEGINNING FOR US' -- NOTES -- REFERENCES -- 7. PERSONALISATION, PERSONALISED LEARNINGAND THE REFORM OF SOCIAL POLICY: PROSPECTSFOR MOLECULAR GOVERNANCE IN THE DIGITISEDSOCIETY -- INTRODUCTION -- PERSONALISATION -- STRATEGIES FOR OVERCOMING THE BUREAUCRATIC STATE -- De-institutionalisation -- Accountability and the Critique of the Professions -- Rise of the New Social Movements -- Community Development and Official Empowerment Ideologies -- The Movement for Open Government -- Devolution -- Neoliberalism and the Crisis of the Welfare State -- New Public Management -- Mass Customisation -- Personalisation in the United Kingdom -- Personalising Learning and Public Sector Reform -- Personalisation: The History of a Policy Idea -- NOTES -- REFERENCES -- PART 3: POLITICS AND CONTEXTS OF PERSONALISATION -- 8. PERSONALISATION OF EDUCATION:REFLECTIONS FROM AN INTERNATIONALPERSPECTIVE -- CLARIFICATIONS NEEDED ON PERSONALISATION OF EDUCATION -- FACTORS EXPLAINING THE CURRENT DEBATEON THE PERSONALISATION OF EDUCATION -- Prevalence of the Individual Over the Community in Education -- Increase of Standardisation as a Solution for Massification of Education -- The Need for Educational Excellence and Lifelong Learning.

RESPONSE OF EDUCATION SYSTEMSAND EDUCATIONAL POLICIES TO DIVERSITY -- The Supply of Existing Schools in the Education System -- Access System of School Population to Educational Centres -- Educational Process -- RESPONSE OF EDUCATIONAL CENTRES TO DIVERSITY -- Strategies of Personalisation -- Strategies of Homogenisation: Repetition -- Strategies of Homogenisation: Ability Grouping -- TEACHING STAFF AND PERSONALISATION OF EDUCATION -- A New Perspective on the Student and His/Her Learning: Expectations -- A New Pedagogical Relationship with the Student -- A More Personalised View of Assessment -- New Relationships with Other Teachers and Other Educational Agents -- Personalisation: The Teacher as an Orchestra Conductor -- Other Changes linked to the Teaching Task -- ICT AND PERSONALISATION OF EDUCATION -- From Paper School to Digital Students -- Teacher Training in the Context of ICT -- INCLUSIVE EDUCATION POLICY AND PERSONALISATION OF LEARNING:A CONVENIENT RELATIONSHIP FOR THE FUTURE -- NOTES -- REFERENCES -- 9. PERSONALISATION AND EDUCATION IN CHINA -- INTRODUCTION -- HISTORICAL REVIEW OF THE IDEA OF PERSONALISED LEARNING IN CHINA -- CONTEMPORARY GOVERNMENT POLICIES IN SUPPORT OF PERSONALISEDLEARNING -- Efforts to Put Personalised Learning into Practice -- Curriculum Reforms -- Individualised Instruction: Layered Teaching -- Personalised Learning Support: E-learning -- CONCLUSION -- REFERENCES -- 10. WHAT IS PERSONALISED LEARNING IN ENGLAND? AN INVESTIGATION OF TEACHER'S CONCEPTIONS -- INTRODUCTION -- PERSONALISED LEARNING IN ENGLAND -- Historical Aspects of Personalised Learning -- The Five Key Components of Personalised Learning -- Several Learning Styles -- CASE STUDIES -- METHODS -- Sampling in England -- One-to-One Semi-structured Interviews -- Methods of Analysis -- FINDINGS: 'PERSONALISED LEARNING' IN ENGLAND -- What is Personalised Learning?.

What Do Teachers Think Personalised Learning Is about? -- Differentiation by Ability at School B -- CAME and CASE -- CONCLUSIONS -- NOTE -- REFERENCES -- 11. PERSONALISED LEARNING IN JAPAN -- HISTORICAL TRANSITION OF TEACHING AND LEARNING STYLES IN JAPANTHE SYSTEM OF PERSONALISED LEARNING -- Introduction -- Personalised Learning in the Taisho Period: an Example of a Primary SchoolAttached to Nara girls' Senior School of Education -- Individualised Learning after the Second World War -- THEORY AND PRACTICE OF INDIVIDUALISED INSTRUCTIONAND PERSONALISED LEARNING -- Individualised Instruction and Personalised Learning -- Challenge of Ogawa Primary School -- Effect on Educational Reforms -- REMAINING PROBLEMS AND EXPECTATION FOR OUR FUTURE -- NOTE -- REFERENCES -- 12. THE PERSONALISATION OF LEARNING -BETWEEN REALITY AND DESIDERATUM IN THEROMANIAN EDUCATION SYSTEM -- CONTEXT -- PERSONALISATION AND EDUCATION - CONCEPTUAL REFERENCES IN THEROMANIAN SOCIETY -- Elements of Personalisation in the History of Romanian Pedagogy -- SPECIFIC PERSONALISATION MEASURES TARGETING THE NATIONALCURRICULUM - BETWEEN REALITY AND DESIDERATUM -- Is Personalisation of Education an Explicit Theme in Policy Documents? -- What are the Opportunities Offered by the National Curriculum toTeachers/Schools? What Aspects Allow for the Implementation of Such Efforts? -- Which are the Constraints to Personalisation on Practical Grounds? -- Case Study: Inclusion of Children with Special Education Needs (SEN) inMainstream Romanian Education -- Education Policies -- CONCLUSIONS -- REFERENCES -- 13. MAPPING MEANINGS OF PERSONALISATION -- DEEPENING THEORIES OF PERSONALISATION -- PERSONALISATION POLITICS AND POLICY TALK -- English, American and Australian ideas of Personalisation -- The Italian Case: Personalised Study Plans -- CONCLUDING REMARKS -- REFERENCES -- NOTES ON CONTRIBUTORS -- INDEX.