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Personalized education-the systematic adaptation of instruction to individual learners-has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations-ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization. (DIPF/Orig.)

Abstract It is generally assumed that life courses in European societies have become less orderly and more destandardized in recent decades. Focusing on the family sphere, the article examines to what degree patterns of destandardization are stratified by educational attainment across seven European countries. Using data from the Generations and Gender Survey (GGS) and the National Educational Panel Survey (NEPS) (n = 70,228 respondents), the article adds to the methodological discussion of destandardization by implementing both abstract analyses of life course dissimilarity, which focus on the ‘timing’ of events; and specific analyses of common episode orders, which relate to the ‘order’ of events. While European countries differ considerably with respect to dominant life course patterns in early adulthood, a consistent finding is that destandardization is more pronounced among individuals with lower than with higher levels of education.

In heterogenen Lerngruppen, in denen ein individualisierter Unterricht umgesetzt wird, kann die Gemeinschaft möglicherweise in den Hintergrund geraten. In der vorliegenden Studie wird anhand von Interviews den Fragen nachgegangen, welches Gemeinschaftsverständnis Lehrkräfte haben, die individualisierten Unterricht in heterogenen Lerngruppen durchführen, und welche Handlungen sie im Unterricht umsetzten, um eine Gemeinschaft zu gestalten. Die inhaltsanalytische Auswertung identifizierte unterschiedliche Verständnisse von Gemeinschaft. Dabei spielte das Spannungsfeld zwischen Individualität, Heterogenität und Gemeinschaft für alle Lehrkräfte eine Rolle. Es konnten außerdem verschiedene Handlungen identifiziert werden, wie Lehrkräfte individualisiertes mit gemeinschaftlichem Lernen produktiv miteinander verbanden. (DIPF/Orig.) In heterogeneous classrooms, in which individualized instruction is implemented, the importance of community could fade into the background. In the present study, interviews with teachers were used to investigate the conceptions of community that teachers have who implement individualized instruction in heterogeneous learning groups, and what actions they put into practice in the classroom to create a community. Using content analysis, we identified different conceptions of community. Thereby the tension between individuality, heterogeneity, and community played a role for all teachers. It was also possible to identify different ways in which teachers productively combined individualized and learning within a community. (DIPF/Orig.)

Textbooks have always played an important role in mathematics education. Textbook tasks are widely used by students, so it is important to examine their requirements in order to identify the opportunities students have to learn mathematics. Publishers now produce both printed and digital versions of textbooks. While the requirements of the tasks in printed textbooks have been well examined all over the world, the tasks in digital textbooks are yet to be analysed and systematically developed. The research presented in this paper encompasses the analysis and comparison of the tasks in the printed and digital versions of the same mathematics textbook set. The examined set covers Grades 1 to 4 of primary education in Croatia. The aim was to find what task requirements are predominant in the printed and the digital textbooks, and to determine whether these textbook versions provide a wide variety of task features. In addition, the features and capacities typical of digital tasks, such as interactivity and dynamics, are examined. These task features are particularly important in geometry education for comprehending visual and dynamic geometrical objects and relations. The results show that both the printed and the digital textbook tasks have traditional requirements, with an emphasis on closed answer forms. Moreover, the new opportunities afforded by digital tasks are not realised. These findings reveal the potential of digital tasks as a new area to be explored and developed. (DIPF/Orig.)

\"The most effective way to understand what a child knows about the reading process is to take a running record. In Running Records, Mary Shea demonstrates how teachers can use this powerful tool to design lessons that decrease reading difficulties, build on strengths, and stimulate motivation, ensuring that children develop self-sustaining learning strategies. Special Features include: A step-by-step outline for taking efficient running records. Guidance in running record analysis: readers will learn how to use running record data to determine a child's level of decoding skill, comprehension, fluency, and overall reading confidence. A companion website offering videos of the running record process, sample running records for analysis, and numerous other resources. In order to meet the multi-faceted needs of children in today's classrooms, teachers must be knowledgeable about literacy concepts. Running Records provides that invaluable knowledge, making it an ideal text for literacy courses for pre-service teachers and a key professional reference for in-service teachers\"-- Provided by publisher.

The article is based on qualitative interviews conducted with primary school teachers in the situation of school closure due to the COVID-19 pandemic. The aim is to focus on the 'normality' of school teaching in a crisis situation: What is revealed about the otherwise unexamined basics of 'teaching' when the common presence of teachers and pupils in the classroom is not possible? The analysis is directed in particular at the spatial constitution of teaching as the physical co-presence of the teacher and the members of a learning group in the classroom. This basic spatial condition of teaching can be understood as 'inclusion' in a certain sense. At the very least, the crisis of school closure underlines how much any shared and common engagement with the topic is dependent on a practice of interaction among those physically present. (DIPF/Orig.)

Living with people who differracially, ethnically, religiously, or economicallyis the most urgent challenge facing civil society today. We tend socially to avoid engaging with people unlike ourselves, and modern politics encourages the politics of the tribe rather than of the city. In this thought-provoking book, Richard Sennett discusses why this has happened and what might be done about it.Sennett contends that cooperation is a craft, and the foundations for skillful cooperation lie in learning to listen well and discuss rather than debate. In Together he explores how people can cooperate online, on street corners, in schools, at work, and in local politics. He traces the evolution of cooperative rituals from medieval times to today, and in situations as diverse as slave communities, socialist groups in Paris, and workers on Wall Street. Divided into three parts, the book addresses the nature of cooperation, why it has become weak, and how it could be strengthened. The author warns that we must learn the craft of cooperation if we are to make our complex society prosper, yet he reassures usand#160;that we can do this, for the capacity for cooperation is embedded in human nature.

In view of student heterogeneity, teachers need to adjust their teaching to the diverse learning needs of the students and thus require adaptive teaching competency. While adaptive teaching competency is often seen as a prerequisite of quality of instruction, the ways in which adaptive teaching competency is conceptualized and measured are diverse. This paper proposes a model of adaptive teaching competency and describes a multi-method approach, including text vignettes, a standardized video test and student questionnaires. The study explores whether students who are taught by a teacher achieving higher scores in measurements of adaptive teaching competency rate classroom processes more positively, as well as whether the measured adaptive teaching competency has a positive effect on student learning outcome and furthermore how such an effect can be explained. The sample consists of 49 primary and secondary teachers and their classes, including 898 students. Student achievement was measured with pre- and post-tests on a set science topic which teachers were asked to teach in eight lessons according to specified curricular goals. The results indicate a statistically significant positive effect of adaptive teaching competency on students’ achievement. The results of a Multilevel Structural Equation Model (MSEM) analysis lead to the conclusion that adaptive teaching competency is not affecting learning outcomes directly but mediated through a high quality of classroom processes. (DIPF/Orig.) In Anbetracht der heterogenen Zusammensetzung von Schulklassen besteht die Notwendigkeit, dass Lehrpersonen ihr unterrichtliches Handeln auf die unterschiedlichen Lernbedürfnisse der Schülerinnen und Schüler ausrichten. Während adaptive Lehrkompetenz als Voraussetzung für eine hohe Unterrichtsqualität angesehen wird, gibt es verschiedene Ansätze, wie adaptive Lehrkompetenz konzipiert und operationalisiert werden kann. Das in dieser Studie vorgeschlagene Modell der adaptiven Lehrkompetenz wird im Rahmen eines Multi-Method-Ansatzes mittels Textvignetten, standardisiertem Videotest und Schülerbefragung untersucht. Die Studie geht den Fragen nach, ob Schülerinnen und Schüler, die von adaptiveren Lehrpersonen unterrichtet werden, die Unterrichtsqualität als besser beurteilen, ob sich adaptive Lehrkompetenz positiv auf den Leistungszuwachs auswirkt und durch welche Unterrichtsprozesse sich ein solcher Effekt erklären lässt. Die Stichprobe umfasst 49 Primar- und Sekundarlehrpersonen und deren Klassen mit insgesamt 898 Schülerinnen und Schülern. Der Lernerfolg der Schülerinnen und Schüler wurde in einer Unterrichtsreihe im Fachbereich Naturwissenschaften erfasst, wobei die Lernziele und acht Lektionen als Zeitrahmen einheitlich vorgegeben waren. Die Ergebnisse zeigen einen statistisch signifikanten Effekt der adaptiven Lehrkompetenz auf den Leistungszuwachs der Schülerinnen und Schüler. Die Resultate eines mehrebenenanalytischen Strukturgleichungsmodells stützen die Annahme, dass adaptive Lehrkompetenz nicht direkt auf den Lernerfolg der Schülerinnen und Schüler wirkt, sondern über eine hohe Unterrichtsqualität vermittelt wird. (DIPF/Orig.)