Metamorphoses of pedagogical autonomy in German school reforms: continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspectionFootnote¹
1 Derivative: something that has developed or been obtained from something else (Macmillan open dictionary, retrieved 2015-05-23).

Martin HeinrichFaculty of Educational Science, Bielefeld University, Bielefeld, Germany;Department of Oberstufen-Kolleg, Bielefeld University, Bielefeld, GermanyCorrespondence[email protected]

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Wieland Wermke, Maria Jarl, Tine Sophie Prøitz & Daniel Nordholm. (2022) Comparing principal autonomy in time and space: modelling school leaders’ decision making and control. Journal of Curriculum Studies 54:6, pages 733-750.
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Janne Elo & Christina Nygren-Landgärds. (2020) Teachers’ perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school. Journal of Educational Change 22:3, pages 423-445.
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Julia Hugo & Martin Heinrich. (2021) Zu den Eigenlogiken rechts- und erziehungswissenschaftlicher Perspektiven auf Bildung – die Kommission Bildungsorganisation, Bildungsplanung und Bildungsrecht (KBBB) auf der Suche nach ihrem dritten „B“. Erziehungswissenschaft 32:62 (1-2021), pages 11-22.
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