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Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 33, Issue 1, Pages 111-124, DOI: https://doi.org/10.21307/jelpp-2017-010
License : (CC BY-NC-ND 4.0)
Published Online: 09-June-2019
The New Zealand Ministry of Education is requiring that all primary school “new builds” and renovations be Innovative Learning Environments (ILEs), and within these spaces there is an expectation that personalised learning is to be implemented. This qualitative study involved an investigation of practice in three Auckland primary schools where an innovative learning environment existed and personalised learning was being implemented. In each setting, a school leader and a teacher were interviewed, and national and school level documents were analysed. A key finding was that leaders and teachers had confused and often disparate understandings of the term personalised learning. A further finding showed that both shallow and deep personalisation was evident. Yet another key finding revealed that all participants were challenged by the changes required. The study concludes that leaders must take certain actions to ensure the effective implementation of deep personalised learning including clarifying how personalised learning is understood and practised and sharing this with all stakeholders.
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