Schooling for Tomorrow Personalising EducationOECD Publishing, 13.02.2006 - 128 Seiten Personalisation of education can mean many things and raises profound questions about the purposes of and possibilities for education. What are the policy challenges to be addressed in furthering personalisation? What do the learning sciences, including burgeoning research into brain functioning, have to contribute in pointing the way ahead? What are the constraints imposed by key stakeholders in education systems – including teachers, parents and employers, and how should these be met? Such questions are addressed in this new volume in the OECD's Schooling for Tomorrow series, with contributors from Canada, Denmark, France, Germany and the United Kingdom. |
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Seite 17 - The essence of emancipation, as I conceive it, is the intellectual, moral and spiritual autonomy which we recognise when we eschew paternalism and the rule of authority and hold ourselves obliged to appeal to judgement.
Seite 93 - The central conservative truth is that it is culture, not politics, that determines the success of a society. The central liberal truth is that politics can change a culture and save it from itself.
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Seite 70 - Boys Will Be Men, Girls Will Be Mothers: The Legal Regulation of Childhood in Toronto and Vancouver", in N.
Seite 28 - Nevertheless, there is a push for even more support for the most able through the promotion of personalised learning. The goal is that five years from now: gifted and talented students progress in line with their ability rather than their age; schools inform parents about tailored provision in an annual school profile; curricula include a gifted and talented dimension and at 14-19 there is more stretch and differentiation at the...
Seite 22 - It is not individualised learning where pupils sit alone. Nor is it pupils left to their own devices - which too often reinforces low aspirations. It means shaping teaching around the way different youngsters learn; it means taking the care to nurture the unique talents of every pupil.
Seite 44 - Moore, AL, & Pellegrino, JW (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38, 61 1-652.
Seite 43 - Bereiter, C., and M. Scardamalia 1989 Intentional learning as a goal of instruction.