Svenja Mareike Kühn

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