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Team-assisted individualization (TAI) learning accommodates the primary school students' learning activities through the cooperative and individual learning models. The study aims at investigating students' TAI cooperative and conventional learning models among third-graders' thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematic subjects to measure the third-graders' TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders' learning improvement naturally and objectively. This study concludes that TAI's cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.

In this essay, we argue that pupils in compulsory school education seem to be exposed to conflicting pressures from an (internal) tendency towards individualisation and an (external) tendency towards standardisation. Drawing on Luc Bolanski and Laurent Thévenot's pragmatic sociology of orders of worth, we develop a theoretical framework to discuss the two conflicting cultures. In the first part of the analysis, we present the broad and enhanced tendency towards individualisation in terms of methods and content in Norwegian compulsory education -- the construction of an "inspirational pupil" -- and in the second part of the analysis, we present the development of standards for assessment -- the construction of an "industrial pupil." In the final section we discuss two forms of processes -- individualisation and standardisation -- rooted in two incompatible orders of worth, the inspirational and industrial order, respectively, and argue that these processes represent a major challenge in schools, a conflicting pressure to which pupils are being subjected.

National policy states that Swedish adult education should be flexible and individualized, based on students' needs. However, adult education in Sweden is a municipal responsibility with a high level of decentralization. Drawing on national policies, this study focuses on how the concepts of flexibility and individualization are enacted locally and what consequences this has for teaching and learning. Starting from a teacher perspective and based on qualitative interviews with 50 teachers, the article analyses how policy requirements for offering flexible and individualized adult education are being enacted, and what the consequences of this are for teaching and learning. The findings show how flexibility and individualization are put into practice through measures such as a fast study pace, continuous admission of students, and pressure on municipalities to maintain a broad course offer, often by turning to distance education. This enactment makes it easier for adult learners to fit education into their lives, but it also has consequences for the quality of teaching and learning. It is causing fragmentation, a learning environment where interactions mainly occur on an individual basis, an instrumental view of education, and teachers experiencing high workloads and low autonomy in making pedagogical decisions.

This article provides teachers with a toolkit for assessing students in the context of data-based individualization (DBI) in mathematics. Assessing students is a critical component of DBI because it provides teachers with information about what they may need to modify in their instructional programs. In this article, we provide teachers with step-by-step procedures for assessing students within the DBI process, including selecting an appropriate progress-monitoring tool, collecting baseline data, and analyzing graphed data to determine whether a student is making adequate progress. In addition, diagnostic assessment is discussed to help teachers target instructional priorities based on student needs. Providing a toolkit for assessment and supplementary resources should enable teachers to use DBI procedures more effectively and, ultimately, to boost students' mathematics achievement.

Self-proficiency, distinct from self-efficacy, is a more comprehensive dimension in assessing students’ abilities. Moreover, the TAI cooperative learning model is believed to be relevant in enhancing self-proficiency, as well as other mathematical ability dimensions, particularly in Statistics course. Therefore, this study aimed to assess the enhancement of self-proficiency, mathematical problem-solving and mathematical communication by implementing the TAI (Team-Assisted Individualization) Cooperative Learning Model in the context of Non-Parametric Statistics, which is a core undergraduate statistics course. A quasi-experimental approach with purposive sampling, which comprised 72 observation samples divided into control and experimental groups, was used to conduct this study. Evaluation instruments consisted of mathematical problem-solving test, mathematical communication test, and self-proficiency test, along with observation sheets. Furthermore, these statistical analysis tools were used included the Paired Sample t-test, the Independent Sample t-test, as well as the ANCOVA (Analysis of Covariance). The results, obtained through various assessments that examined mean differences and comprehensive statistical analyses, comprised both independent and dependent sample evaluations. The evaluations consistently showed substantial increase in problem-solving ability, communication skills, and self-proficiency in the cohort subjected to the experimental conditions, surpassing those observed in the control group. The ANCOVA estimations further validated the meaningful effect of the teaching strategy on the enhancement of the tested aspects. In conclusion, this study implied that the implementation of TAI learning model effectively enhanced all three objectively and measurably assessed aspects, particularly in the context of non-parametric statistics course.

In this paper we explore how 15-16-year-old Norwegians experience social and cultural norms that shape their relationship with health and physical activity (PA) in a country where participation in PA is normative, in the sense that it is not only a widely shared practice but, in having significant cultural traction, is commonly understood as a 'normal' part of Norwegian daily life. The study draws upon qualitative data generated from 31 focus groups involving 148 10th graders (15-16-year-olds) in eight secondary schools in Norway. A key finding was that health was primarily viewed as synonymous with physical health and physical health as closely related to PA. A symbolic marker for physical condition -- and, by extension, physical health -- was physical appearance and 'looks' (in other words, physical attractiveness), revolving around gender normative bodily 'shape'. In this vein, the youngsters tended towards individualistic views of health -- seeing health as a responsibility that lay largely in their hands. We argue that the significance of growing up and living in a wealthy, social democratic nation-state, with high living standards and high social and cultural expectations, can have profound implications for youngsters' perceptions of health and PA, the impact of neoliberalism notwithstanding.

Keterampilan berhitung tidak hanya berguna pada mata pembelajaran matematika saja, tetapi akan berguna juga dalam kehidupan sehari-hari peserta didik. Peneliti mengamati masih rendahnya keterampilan berhitung perkalian bersusun pada peserta didik di kelas IV. Masih banyak peserta didik yang tidak mengetahui cara mengalikan dan menempatkan posisi pada setiap angka yang dikalikan. Dalam pembelajaran guru juga banyak belum menggunakan strategi pembelajaran yang bervariasi, pembelajaran masih bersifat teacher centered . Oleh karena itu, untuk menguatkan keterampilan berhitung perkalian bersusun pada peserta didik sekolah dasar salah satunya adalah memilih strategi pembelajaran yang tepat. Maka tujuan utama dalam penelitian ini adalah melihat pengaruh strategi pembelajaran kooperatif tipe TAI (Team Assisted Individualization) terhadap penguatan keterampilan berhitung perkalian bersusun peserta didik kelas IV sekolah dasar. Dalam penelitian ini peneliti menggunakan metode penelitian kuasi eksperimen desain penelitian nonequivalent control group design. Penelitian ini menggunakan instrumen berupa tes (pretest dan posttest). Penelitian ini ditujukan pada peserta didik kelas IV sekolah dasar dengan jumlah dua kelas yaitu kelas eksperimen dan kontrol, masing-masing kelas terdiri dari 30 peserta didik. Hasil pretest dan post test menunjukan adanya pengaruh strategi pembelajaran Team Assisted Individualization memberikan pengaruh yang signifikan terhadap keterampilan berhitung perkalian bersusun yaitu memiliki nilai signifikansi 0,000. Adanya pengaruh juga dibuktikan pada peningkatan nilai rata-rata keseluruhan kelas eksperimen yaitu 44,1 menjadi 74,73. Selain itu waktu rata-rata pengerjaan soal meningkat dari 45 menit menjadi 30 menit. Dengan demikian, adanya penggunaan strategi pembelajaran TAI (Team Assisted Individualization) ini dapat berpengaruh memberi penguatan keterampilan berhitung perkalian bersusun pada peserta didik kelas IV SD.

This study investigated the efficacy of the Team-Assisted Individualization (TAI) model in reducing speaking anxiety among ninth-grade students at SMPN 30 Makassar. The research utilized a pre-experimental design, collecting data through observations and Likert Scale questionnaires analysed descriptively. Initially, none of the 20 students experienced low levels of anxiety; however, post-treatment results showed a significant reduction in anxiety levels with no students reporting high or very high anxiety, and 80% reporting low anxiety. Significantly, the mean questionnaire score increased from 49.25 before the intervention to 82.10 afterwards, indicating a substantial decrease in anxiety. This outcome aligns with existing literature suggesting that lower anxiety levels facilitate better language performance. Observational data also reflected a decrease in student engagement from 89% in the first session to 57% in the fourth, suggesting varying levels of participation throughout the study. The TAI model's effectiveness in significantly lowering anxiety was confirmed through a t-test showing a significance level of 0.000, which is well below the conventional threshold of 0.05, thereby supporting the acceptance of the hypothesis that TAI reduces speaking anxiety. These findings underscore the potential of interactive and individualized teaching strategies in reducing language learning anxiety. The sustained engagement and active participation fostered by the TAI model suggest that such approaches can significantly enhance language learning environments by reducing anxiety and encouraging more active involvement from students.

In modern marketing, the emergence of mass customization has reoriented the focus from traditional marketing practices toward a customer-centric approach. The individualization feel among consumers and the innovative approach taken by businesses are currently evident in the market but has yet been holistically analyzed. This study applied a modified Theory of Planned Behavior by incorporating the need for individualization, hedonic and utilitarian motivations, with a 4Ps marketing mix – with the main objective to identify factors contributing to the intention to make purchase of customized products. The survey involved 311 participants who completed an online questionnaire utilizing purposive sampling approach, focusing on those who had previously bought customized products. Structural Equation Modeling was employed as a statistical method to analyze the data with SPSS AMOS v25. Findings revealed that the need for individualization proved to have the highest effect on the intention to purchase customized products, explaining that consumers who are strongly inclined toward individualization not only perceive greater value in customized products but also express a higher intention to purchase them. This was followed by its direct significant effect on attitude, with an even higher effect on perceived behavioral control, along with the marketing mix latent variable and customer perceived value on purchasing intention. This study offers valuable insights for retail brand management and provides potential strategies for business improvement. Moreover, a valuable contribution to the limited literature on the promotion of customized product purchases was identified. Lastly, the developed framework and implications may be applied and extended by future research in the consumer behavior field.

With the rise of individualism as a social trend and the wide use of the Internet and social media, today’s customers increasingly want to design and build unique products that fit their individual preferences and needs. Mass individualization is defined as a manufacturing paradigm that aims to produce individualized products cost-effectively. This paradigm differs from the previous paradigms in which the manufacturing company designed and manufactured the products, and the customer chose a product. In the mass individualization paradigm, the customers will be actively involved in product design, and the manufacturer will produce a unique product for each customer at a reasonable cost and of reliable quality. Due to the need for smooth communication and interactions between the buyer and the factory, new factories for individualized products will be located near potential buyers, which will have a significant impact on local economies. This entry explores the relationship between mass individualization and other emerging manufacturing paradigms and concepts in the Industry 4.0/5.0 era, and discusses how smart factories can improve manufacturing efficiency and facilitate the realization of the mass individualization paradigm.

The article describes the dialectic of the process of individualization in modernity and late modernity from the perspective of critical theory, particularly in its classical form (Frankfurt School). This dialectic consists in the transformation of individualization as a medium of emancipation into individualization understood not only as an ideology but most of all as a productive force of neoliberal capitalism, as a principle of its functioning. The article discusses the social-cultural determinants of this transformation, and subsequently the way in which late-modern individualism in the form of self-realization is functionalized by the market and subjected to the requirements of profit and efficiency in individual areas of economic and social life in the neoliberal world. The article refers to the methodology of qualitative sociology.

Parent engagement in early behavioral intervention is essential to achieving meaningful intervention outcomes. However, parents may experience multiple barriers to engagement. The Parent-coaching Assessment, Individualization, and Response to Stressors (PAIRS) was developed to help practitioners assess families' barriers and facilitators, individualize their intervention, and respond to stressors using a contextual, functional approach. An expert panel of Board Certified Behavior Analysts ® (BCBAs) evaluated the content validity of the PAIRS. Average scale values (S-CVI/Ave) were 0.92 for relevance, 0.85 for effectiveness, and 0.91 for appropriateness. The PAIRS was revised, and a follow-up evaluation was conducted to rate the tool's utility. This led to the final version of the PAIRS. Clinical implications and future directions are discussed.

Introduction: Achieving an adequate level of detail is a crucial part of any modeling process. Thus, oversimplification of complex systems can lead to overestimation, underestimation, and general bias of effects, while elaborate models run the risk of losing validity due to the uncontrolled interaction of multiple influencing factors and error propagation.Methods: We used a validated pipeline for the automated generation of multi-body models of the trunk to create 279 models based on CT data from 93 patients to investigate how different degrees of individualization affect the observed effects of different morphological characteristics on lumbar loads. Specifically, individual parameters related to spinal morphology (thoracic kyphosis (TK), lumbar lordosis (LL), and torso height (TH)), as well as torso weight (TW) and distribution, were fully or partly considered in the respective models according to their degree of individualization, and the effect strengths of these parameters on spinal loading were compared between semi- and highly individualized models. T-distributed stochastic neighbor embedding (T-SNE) analysis was performed for overarching pattern recognition and multiple regression analyses to evaluate changes in occurring effects and significance.Results: We were able to identify significant effects (p < 0.05) of various morphological parameters on lumbar loads in models with different degrees of individualization. Torso weight and lumbar lordosis showed the strongest effects on compression (β ≈ 0.9) and anterior–posterior shear forces (β ≈ 0.7), respectively. We could further show that the effect strength of individual parameters tended to decrease if more individual characteristics were included in the models.Discussion: The induced variability due to model individualization could only partly be explained by simple morphological parameters. Our study shows that model simplification can lead to an emphasis on individual effects, which needs to be critically assessed with regard to in vivo complexity. At the same time, we demonstrated that individualized models representing a population-based cohort are still able to identify relevant influences on spinal loading while considering a variety of influencing factors and their interactions.

Centering on the student in the context of the instructional-educational action is achieved by generating both interactive/collaborative and differentiated/individualized learning situations, all the more so as the appropriate technological resources can be exploited to provide the feedback necessary for adjustment in learning. The present study presents an investigative analysis to decipher the understanding of the concepts of didactic and exploitative individualization, differentiation and interactivity, with the aim of identifying the contribution of differentiation/individualization and interactivity in achieving effective learning. The study revealed a common perception of the concepts of individualization, differentiation and interactivity at the level of teachers for preschool, primary and secondary education. Also, the academic performance of students in pre-university education (preschool, primary and secondary school) was influenced by interactive strategies and learning tasks based on individualization and differentiation to a comparative extent with their contribution to the development of the degree of socialization and positive interaction, of increasing the level social-emotional skills.

This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one group pretest and post-test was employed. This only concentrated on specific students’ processing speed and working memory and included 67 grade 9 students from a public school in the Philippines. The findings showed that the components of TAI were moderately effective under the placement test, effective under the teams, teaching group, student creative, team study, fact test and team score than whole class and highly effective under team recognition, Furthermore, there is a significant difference between the pre-test and post-test scores in each completed stage, and TAI approach is an effective strategy in improving the mathematical cognition of students. This study argues that TAI approach may be utilized in mathematics classrooms to improve the mathematical cognition of students. The gravity of the lessons or topics may be put into consideration to balance the learning and performances of students.

This paper builds a theoretical framework to model individualization in online markets. In a market with consumers of varying levels of demand, a seller offers multiple product bundles and prices. Relative to brick-and-mortar stores, an online seller can use pricing algorithms that can observe a buyer’s online behavior and infer a buyer’s type. I build a generalized model of price discrimination with Bayesian learning where a seller offers different bundles of the product that are sized and priced contingent on the posterior probability that the consumer is of a given type. Bayesian learning allows the seller to individualize product menus over time as new information becomes available. I explain how this strategy differs from first- or second-degree price discrimination models and how Bayesian learning over time affects equilibrium values and welfare.

Data-based individualization (DBI) is a process of collecting and analyzing data on students' response to intervention and then making intervention adaptations accordingly. Although this process can lead to better student outcomes, very few teachers are trained in the components of DBI, particularly in relation to behavior. Improving practice requires not only ongoing professional development but also understanding about how teachers' experiences in training can lead to better outcomes. Within the context of implementing a behavior intervention, the purpose of this study was to evaluate how participating in ongoing professional development on DBI affects teachers' perceptions of themselves in relation to the DBI framework over time. Using a convergent, parallel mixed-methods research design, we evaluated the conceptual understanding, self-efficacy, and perceptions associated with DBI before, during, and after professional development of 16 general and special education teachers. Data analysis indicated teachers reported significant improvements in all three areas over time. Qualitative data indicated active practice and collaboration with other professionals contributed to these improvements. Key findings, limitations, and future directions are discussed.