Ausgabe 2/2014, 106. Jahrgang S. 119–140
Do School Structural Reforms Influence Student-centered
Instruction?
An Explorative Analysis
Kurzlink: https://www.waxmann.com/artikelART101457
freier DownloadAbstract
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.
Schlagworte
student-centered instruction, state-wide exit exams, reform, school duration, pilot project
APA-Zitation
Kühn S. (2014). Gymnasiale Strukturreformen und individuelle Förderung: Routine oder Veränderungsimpuls?: Eine explorative empirische Analyse. DDS – Die Deutsche Schule, 106(2), 119-140. https://www.waxmann.com/artikelART101457