@article{Wolf2022,
  author    = {Wolf, Hannah},
  title     = {Trying as hard as i can},
  series = {Human arenas : HA : an interdisciplinary journal of psychology, culture, and meaning},
  journal   = {Human arenas : HA : an interdisciplinary journal of psychology, culture, and meaning},
  publisher = {Springer},
  address   = {New York},
  isbn      = {2522-5804},
  issn      = {2522-5790},
  doi       = {10.1007/s42087-021-00268-1},
  pages     = {15},
  year      = {2022},
  abstract  = {The housing crisis represents a liminal experience: a loss of the taken-for-granted and the suspension of ontological security has put individuals in a situation of potentiality in which both conceptions of home and of personal identity are open to transformation. Empirically assessing this liminal transition allows us to understand the refiguration processes of both home and subjectivities. This has both conceptual and political implications: with ongoing individualization of responsibility in virtually all spheres of social life, it is no longer possible to assume that the private sphere of home is an arena in which individuals are free and secured from societal forces, pressures, and compulsions. Instead, we might find ourselves in a transient liminal period in which the very meaning and psycho-social foundation of home are being transformed. To understand these processes is not only an epistemological but also a political endeavor, for only by understanding the psycho-social implications of the housing crisis can we acknowledge its embeddedness in and relation to processes of societal individualization, as well as the potential to open up pathways to the emergence of a liminal communitas.},
  language  = {en}
}
@article{TetzlaffHartmannDumontetal.2022,
  author    = {Tetzlaff, Leonard and Hartmann, Ulrike and Dumont, Hanna and Brod, Garvin},
  title     = {Assessing individualized instruction in the classroom},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)},
  volume    = {82},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2022.101655},
  pages     = {10},
  year      = {2022},
  abstract  = {In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.},
  language  = {en}
}