TY  - CHAP
A1  - Bender, Benedict
A1  - Fabian, Benjamin
A1  - Haupt, Johannes
A1  - Neumann, Tom
T1  - Track and Treat
BT  - usage of e-mail tracking for newsletter individualization
T2  - Twenty-Sixth European Conference on Information Systems (ECIS 2018)
N2  - E-Mail tracking mechanisms gather information on individual recipients’ reading behavior. Previous studies show that e-mail newsletters commonly include tracking elements. However, prior work does not examine the degree to which e-mail senders actually employ gathered user information. The paper closes this research gap by means of an experimental study to clarify the use of tracking-based infor- mation. To that end, twelve mail accounts are created, each of which subscribes to a pre-defined set of newsletters from companies based in Germany, the UK, and the USA. Systematically varying e-mail reading patterns across accounts, each account simulates a different type of user with individual read- ing behavior. Assuming senders to track e-mail reading habits, we expect changes in mailer behavior. The analysis confirms the prominence of tracking in that over 92% of the newsletter e-mails contain tracking images. For 13 out of 44 senders an adjustment of communication policy in response to user reading behavior is observed. Observed effects include sending newsletters at different times, adapting advertised products to match the users’ IT environment, increased or decreased mailing frequency, and mobile-specific adjustments. Regarding legal issues, not all companies that adapt the mail-sending behavior state the usage of such mechanisms in their privacy policy.
KW  - E-Mail Tracking
KW  - Newsletter
KW  - Individualization
KW  - Personalization
KW  - Privacy
Y1  - 2018
UR  - https://aisel.aisnet.org/ecis2018_rp/59
ER  - 
TY  - JOUR
A1  - Wolf, Hannah
T1  - Trying as hard as i can
BT  - narratives of failure and success in the experience of housing insecurity
JF  - Human arenas : HA : an interdisciplinary journal of psychology, culture, and meaning
N2  - 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.
KW  - Housing crisis
KW  - Home
KW  - Individualization
KW  - Governmentality
KW  - Liminality
KW  - Communitas
Y1  - 2022
SN  - 2522-5804
U6  - https://doi.org/10.1007/s42087-021-00268-1
SN  - 2522-5790
PB  - Springer
CY  - New York
ER  - 
TY  - JOUR
A1  - Tetzlaff, Leonard
A1  - Hartmann, Ulrike
A1  - Dumont, Hanna
A1  - Brod, Garvin
T1  - Assessing individualized instruction in the classroom
BT  - comparing teacher, student, and observer perspectives
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)
N2  - 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.
KW  - Individualization
KW  - Personalization
KW  - Differentiation
KW  - Adaptive teaching;
KW  - Individualized instruction
KW  - Instructional quality
KW  - Learning
KW  - environments
KW  - Live observations
KW  - Classroom research
Y1  - 2022
U6  - https://doi.org/10.1016/j.learninstruc.2022.101655
SN  - 0959-4752
SN  - 1873-3263
VL  - 82
PB  - Elsevier
CY  - Oxford
ER  -