Issue 2/2014, 106. Volume Page 119–140
Do School Structural Reforms Influence Student-centered
An Explorative Analysis
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The increasing standardization and temporal compression at German upper secondary schools (Gymnasium) are considered as hindering conditions for the realization of student-centered instruction. The article analyzes the current teaching practices with a view to individualized teaching and learning processes and reviews – in the context of current developments – the assumed effects of school structural reforms on student-centered instruction.
student-centered instruction, state-wide exit exams, reform, school duration, pilot project