Since 2024: Representation of the professorship for Educational Sciences with a focus on upper secondary education at the University of Kassel

Since 2023: Lecturer for School Development and Practical School Professionalisation at FB12 at the University of Bremen

Since 2020: Research assistant in the Department of School Pedagogy and General Didactics at the University of Oldenburg

2015-2020: Research assistant in the field of school theory and empirical school research in the PRIMUS accompanying school research project at the University of Bremen

2010-2017: Teacher at the Prinzhöfte School in Bassum

2006-2014: Teacher training in the degree programme for grammar schools and comprehensive schools at the Universities of Bremen and Babes-Bolyai (Cluj-Napoca, Romania) with German studies and history as main subjects

Democratisation as School Reform (DAS, in collaboration with Selma Haupt from RWTH Aachen University and Angela Bauer from the University of Regensburg)

Negotiations of School Quality (ASQ, in collaboration with Pia Grimpo, Anna Moldenhauer and Matthias Olk, University of Bremen)

The research project‘Negotiations of School Quality (ASQ)’ is monitoring the trial of Bremen’s ‘Orientation Framework for School Quality’ over a period of one year. From a practice-theoretical perspective, the project focuses on the translations of an educational policy-driven steering instrument that is being piloted in a participatory process. The aim of the accompanying research project is to reconstruct how ‘school quality’ is interpreted and authorised by those involved. To this end, team discussions relating to school development, held in various constellations at different schools in Bremen participating in the pilot phase, are observed, audio-recorded and interpreted using address analysis. In addition, group discussions with teachers regarding their experiences of working with the ‘School Quality’ orientation framework will be analysed.

Dissertation project on the professionalisation of teachers in school development within the PRIMUS school trial. [completed, summa cum laude]

The work, which is currently being published, addresses the issue of the limited potential for technological application in school development on the one hand (Maag Merki 2021) and the need for studies at the interface between professional and school development research on the other (van Ackeren et al. 2021). Based on a socio-theoretical approach using the interpretative pattern approach (Bögelein & Vetter 2019) and a subject-theoretical approach drawing on structural theory and school culture theory (Helsper 2002; Kramer et al. 2015), a qualitative analytical framework is devised in conjunction with grounded theory methodology (Breuer et al. 2019). A total of 24 semi-structured interviews were analysed. Empirically, three key issues and associated interpretative patterns among teachers in the PRIMUS school trial are identified for each of the two fields of action: pedagogical practice and school development. Grounded Theory is then interpreted in relation to the two phenomena of uncertainty and convergence and discussed in the light of the current state of research. Uncertainty is conceptualised in terms of three dimensions – overlap, transgression and relation – and it is argued that school development leads to an increase in uncertainty compared with regular pedagogical practice. Convergence emerges as the relationship between the two fields of action – pedagogical practice and school development – the interpretative frameworks regarding the school pilot programme, and the interpretative frameworks relating to a specific problem. At its core, the thesis thus highlights the potential for addressing uncertainty within the teaching community.

The doctoral project forms part of the accompanying research for the PRIMUS school pilot scheme.

Study on Graduates of Independent Alternative Schools (AbFAt; in collaboration with Ingrid Bähr, University of Hamburg)

The starting point for the study is the question, raised both within and outside the field of independent alternative schools, of whether and how their former pupils cope in ‘real life’ after leaving school. The AbFAt study examines, from a recognition-theoretical and qualitative-reconstructive perspective, how graduatesof independentalternative schoolsinterpret their school years in retrospect, as well as, on a descriptive-exemplary level, the biographical paths they subsequently take. Within the framework of loosely standardised interviews, former pupils of a Free Alternative School are interviewed and the data analysed using grounded theory methodology. Initial findings point, on the one hand, to the high significance that their time at the Free Alternative School holds in the biographical narratives of its pupils. On the other hand, the former pupils also demonstrate a strong sense of identification with the school. However, they also report having taken on an unusually high level of responsibility for the school as an institution during their time there, as well as highlighting the importance of trust in the arrangements for open-ended teaching.

Pauling, S. & Gras, J. (forthcoming). Learning democracy at a sociocratic school. In PÄDAGOGIK, expected 2026. In Eberlei, W., Möbus, B. & Stein, M. Political participation of young people. Kohlhammer.

Klenk, F.C., Laubner, M. & Pauling, S. (eds.) (forthcoming, accepted). Democracy, School and Difference: Empirical Analyses of (Anti-)Democratic Dynamics from a Difference-Theoretical Perspective. Empirical Pedagogy. Special issue.

Haupt, S., Jann, N. & Pauling, S. (forthcoming). Between participation and the attribution of deficits: Complaint procedures as the ‘dark side’ of pupils’ participation in school

König, H. L., Pauling, S. (in press). Difference. Contingency. Persistence. Democratic school development as a discursive perspective for the pedagogy of democracy? In C. Achenbach-Carret, J. Bichler, M. Gloe & R. Reick (Eds.), 20 Years of the Magdeburg Manifesto.

Pauling, S. (forthcoming). Uncertainty in school development. In S. Pauling, F. Wester (eds.). Professionalising school development. Berlin: Cornelsen.

Pauling, S. (forthcoming). Mission Statement and School Programme. In S. Pauling & F. Wester (eds.). Professionalising School Development. Berlin: Cornelsen.

Pauling, S. (forthcoming). Organisation of Governing Bodies. In S. Pauling & F. Wester (eds.). Professionalising School Development. Berlin: Cornelsen.

Pauling, S. & Wester, F. (eds.) (forthcoming). Professionalising School Development. Berlin: Cornelsen.

Leßner, T., Pauling, S. (forthcoming). Independent Alternative Schools. In T.-S. Idel, C. Junghans & S. Pauling (forthcoming): Education_Future. Berlin: Cornelsen.

Idel, T.-S., Junghans, C. & Pauling, S. (forthcoming). Education_Future. Berlin: Cornelsen.

Pauling, S., Lill, A. (forthcoming). School development consultancy as a venue for teacher training? In: Journal for School Development.

Pauling, S., Idel, T.-S. (2026). Journalistic Criticism of Schools as a Subject of School Research. A discourse-analytical contribution to an immanent critique of school criticism. In: Wicke, L., Merl, T., Rabenstein, K. (eds.): Critiquing Schools. Norms and Frame of Reference Issues in (School) Pedagogical Debates. Special issue of ZfPäd, pp. 307–320.

Moldenhauer, A., Olk, M., Pauling, S. (2026): Translations of school quality (working title). In N. Kuhlmann, R. Lischka-Schmidt, S. Thiersch, E. Wolf (eds.), (Re-)Focusing. What has been, is and will be the case with theories of schooling and teaching? (pp. 157–176) Bad Heilbrunn: Klinkhardt.

Lischka-Schmidt, R., Pauling, S. (2025). Does everyone theorise for themselves and for everyone else? Theory formation as a challenge for educational scientists during their training. In: Educational Science, Issue 71 (2/2025). Available online at https://www.dgfe.de/fileadmin/OrdnerRedakteure/Zeitschrift_Erziehungswissenschaft/EW_71.pdf.

Pauling, S. (2025). Achievement and well-being as requirements for professional development amongst colleagues in the inclusive extended-cycle school. In: T.-S. Idel, C. Huf (eds.), Inclusive Long-Form School. Contributions from the accompanying academic research on the PRIMUS school trial (pp. 57–84). Wiesbaden: Springer VS.

Pauling, S. (2025). Paradoxes of school development – a systemic perspective. In *Schulverwaltung Spezial*.

Langer, A., Moldenhauer, Olk, M., A., Dogmus, A., Hinrichsen, M., Lill, A., Pauling, S. (eds.) (2025). Development as an expectation. Towards a paradigm of school and professional culture for lecturers. Wiesbaden: Springer VS.

Olk, M., Langer, A., Moldenhauer, A., Dogmus, A., Hinrichsen, M., Lill, A., Pauling, S. (2025). Development as an Expectation. An Introductory Systematisation of School Pedagogical Perspectives. In Ibid., Development as an Expectation. Towards a Paradigm of School and Professional Culture among Lecturers. Wiesbaden: Springer VS, pp. 9–25.

Pauling, S. (2025). Journalistic Criticism of Schools as a Discourse on the Formation of Expectations and its Critique by Educational Research, in: M. Olk, A. Langer, A. Moldenhauer, A. Dogmus, M. Hinrichsen, A. Lill & S. Pauling (eds.), Development as Expectation, Wiesbaden: Springer VS.

Merl, T., Rabenstein, K., Idel, T.-S., Pauling, S., Wagener-Böck, N. (2024). ‘The New as a Value?’ In: Budde, J., Meier, M., Rissler, G., Wischmann, A. (eds.): What’s New? New Perspectives in Ethnographic Educational Research, Opladen et al.: Verlag Barbara Budrich, pp. 115–136.

Pauling, S. (2024). Uncertainty and convergence in school development. An analysis of interpretative patterns at PRIMUS schools, Wiesbaden: Springer VS, available online at: https://link.springer.com/book/10.1007/978-3-658-43604-9.

Pauling, S. (2024). Review of: Burow, Olaf-Axel: Appreciative School Leadership. Weinheim, Basel: Beltz 2022. In: EWR 23, No. 1 (Published on 1 February 2024), URL: http://klinkhardt.de/ewr/978340725570.html.

Pauling, S., Idel, T.-S. (2023). Uncertainty in school development. Theoretical explorations of teacher professionalism in the PRIMUS school trial. In: Hinske, J.-H., Keller-Schneider, M. (eds.): Professionalism and Professionalisation of Lecturers: Perspectives, Theoretical Frameworks and Empirical Approaches. Bad Heilbrunn: Verlag Julius Klinkhardt, available online at: https://www.klinkhardt.de/verlagsprogramm/2600.html.

Behrens, D., Forell, M., Idel, T.-S., Pauling, S. (eds.) (2023). Teacher education in the face of a shortage crisis. Programmes – Positions – Empirical evidence. Bad Heilbrunn: Klinkhardt.

Behrens, D., Forell, M., Idel, T.-S. & Pauling, S. (2023). Editorial. In: Behrens, D., Forell, M., Idel, T.-S., Pauling, S. (eds.). Teacher Education in a Time of Shortage. Programmes – Positions – Empirical Evidence. Bad Heilbrunn: Klinkhardt.

Pauling, S. (2023). The mainstream school system as a socio-spatial context for inclusive school development. Explorations using the PRIMUS school pilot as an example. In: Forell, M., Bellenberg, G., Gerhards, L., Peukert, L. (eds.). School as a Social Space within a Social Space: Theoretical and Empirical Explorations of the Socio-Spatial Dimensions of School. Münster, New York: Waxmann. http://www.waxmann.com/buch4712.

Pauling, S. (2023). Review of: Zala-Mesö, E., Häbig, J., Bremm, N. (eds.). The Documentary Method in School Development Research. Münster, New York: Waxmann (2021). In: EWR (2023), No. 3. https://klinkhardt.de/ewr/978383094423.html.

Idel, T.-S., Pauling, S. (2023). Resistance as the Norm. On the Articulation of Resistance in School Development. In: DDS 1/2023, pp. 37–48.

Idel, T.-S., Pauling, S., Hinrichsen, M., Hummrich, M., Moldenhauer, A., Asbrand, B., Martens, M. (2022). Reflection and reflexivity in school development processes. Methodological Approaches in Reconstructive Research. In: Reintjes, C.; Kunze, I. (eds.): Reflection and Reflexivity in Teaching, Schools and Teacher Education. Bad Heilbrunn: Julius Klinkhardt Publishers (Studies in Professional Research and Teacher Education), pp. 226–241.

Huf, C, Idel, T.-S., Doğmuş, A., Pauling, S. (2021). Report on the second phase of the academic monitoring of the PRIMUS school pilot project 2017–2020, Oldenburg and Münster, available online at: www.landtag.nrw.de/portal/WWW/dokumentenarchiv/Dokument/MMV17-5617.pdf.

Pauling, S. (2021). Patterns of interpretation as a heuristic for determining the relationship between school development and professionalisation theory. In Moldenhauer, A., Asbrand, B., Hummrich, M., Idel, T.-S. (eds.). School Development as a Theoretical Project, Wiesbaden: Springer VS, pp. 113–138.

Idel, T.-S., Ulrich, H., Pauling, S. (2021). Reform and alternative schools, in: Hascher, T., Idel, T.-S., Helsper, W. (eds.): Handbook of School Research, Wiesbaden: Springer VS.

Doğmuş, A., Huf, C., Idel, T.-S., Pauling, S. (2020). The PRIMUS school pilot in North Rhine-Westphalia – mixed-age classes 1–10. In: SchulVerwaltung NRW. NRW 4/2020, pp. 107–110.

Idel, T.-S., Pauling, S. (2018). School development and addressing issues. Cultural-theoretical and praxeological perspectives on school development work, in: DDS, Vol. 110 (2018), No. 4.

Carle, U., Huf, C., Idel, T.-S., Pauling, S. (2018). Primus – A school trial on extended joint learning in primary and secondary education. Report on the first phase of the accompanying research 2014–2017, Bremen and Münster, available online at: www.landtag.nrw.de/Dokumentenservice/portal/WWW/dokumentenarchiv/Dokument/MMV17-930.pdf.

Huf, C., Idel, T.-S., Pauling, S. (2017). School development research as qualitative process analysis. The example of the research-based monitoring of the Primus school trial, in: Burger, T., Miceli, N. (eds.): Empirical Research in the Context of Schools. An Introduction to Theoretical Aspects and Methodological Approaches, Wiesbaden: Springer VS, pp. 49–65.

Pauling, S. (2017). Review of: Randoll, D., Graudenz, I., Peters, J.: Educational Experiences at Independent Alternative Schools: A Study of Pupils’ Statements on Learning Experiences and School Quality. Wiesbaden: Springer VS 2017. In: EWR 16 (2017), No. 6, URL: www.klinkhardt.de/ewr/978365814636.html.

School-type-based selection in the education system and PRIMUS as an example of a school structure reform integrating different stages, on 13 June 2026 at the Rosa Luxemburg Foundation Berlin’s symposium on comprehensive schools

Immanent Critique and Critical Analysis as Post-Critical Methodologies? Reflexive explorations in democracy education (in collaboration with Angela Bauer, University of Regensburg) on 20 February 2026 at the conference ‘Post-critical perspectives on school theory, school criticism and school practice’ at the University of Kassel.

The dynamics of participation and responsibility as a means of shaping organisational relationships among graduates of an independent alternative school (in collaboration with Ingrid Bähr, University of Hamburg) on 17 September 2025 at the conference ‘Pedagogical Relationships’ organised by the Commission on Professionalisation and Teacher Education of the DGfE at the University of Kassel.

School Development Theory. Workshop at the research and networking meeting for early-career researchers (in collaboration with Katharina Nesseler) on 19 February 2025 at the University of Erfurt.

Teachers in School Development. Analysis of Interpretative Patterns and Grounded Theory. Lecture as part of a series of lectures ‘Introduction to Empirical Educational Research: Target Audiences, Research Fields and Methods’ on 26 November 2024 at the University of Kassel.

Technology and reflexivity. Interactions between knowledge transfer and reconstructive school development research. Lecture as part of the ‘Knowledge Transfer in Education’ series organised by the ‘University in Context’ working group at Martin-Luther University Halle-Wittenberg on 30 October 2024, available online at: https://www.youtube.com/watch?v=qxnTTAl2740.

School development consultants as actors in teacher education? (in collaboration with Anne Lill). Presentation at the conference “Teacher Education Staff in the Focus of Professional Research” organised by the Commission for Professional Research and Teacher Education at the University of Trier on 26 September 2024.

Interferences in the Negotiation of School and Quality (in collaboration with Anna Moldenhauer and Matthias Olk). Presentation at the conference ‘(Re-)Focusing. What Was, Is and Will Be with Theories of School and Teaching?” organised by the Commission for School Research and Didactics at the University of Osnabrück on 12 September 2024.

Development expectations and uncertainty from the perspective of reflexive university-based progressive education. Presentation at the Reckahn Education Talks on 29 June 2024.

Gestures of Unmasking and Matters of Concern in Qualitative School Research. Lecture at the ‘Kontext’ Working Group at Martin Luther University Halle-Wittenberg on 27 June 2024.

Uncertainty in school development. Theoretical and empirical explorations. Lecture at a series of lectures at the School of Educational Sciences, University of Hamburg, on 17 April 2024.

School development theory. Workshop at the research and networking meeting for early-career researchers on 21 February 2024 at the University of Kassel.

Educational activism as a ‘discourse of mandate’. Perspectives on the journalistic articulation of development expectations through criticism of the school system (in collaboration with Till-Sebastian Idel). Lecture at the conference ‘Development as an Expectation. Towards a Paradigm of School and the Professional Culture of Teachers’ organised by the Commissions on Teacher Training and Professionalisation and on School Research and Didactics on 21 September 2023 at the University of Bremen.

Development Expectations Meet Uncertainty. Theoretical explorations in the PRIMUS school trial, presentation at the conference “Development as an Expectation. Towards a Paradigm of School and the Professional Culture of Teachers” organised by the Commissions on Teacher Education and Professionalisation and on School Research and Didactics on 22 September 2023 at the University of Bremen.

School development as a practice of differentiation and valorisation (jointly with Till-Sebastian Idel), presentation at the conference ‘Innovation and Organisation’ organised by the Organisational Pedagogy Section of the DGfE on 16 February 2023 at the University of Linz.

Theoretical exploration of the mainstream school system as a context for inclusive school development, presentation at the annual conference of the Research Training Group “Inclusion – Education – School: Analyses of Processes of Social Participation’ on 7 October 2022 at Humboldt University, Berlin.

Individualised mixed-age grouping from Years 1 to 10. Ethnographic observations on dealing with developmental expectations in a state school pilot scheme (in collaboration with Till-Sebastian Idel) at the symposium‘Relational Perspectives on Change in Schools & Teaching’ on 17 June 2022 at the 7th Conference on Educational Ethnography “What’s new?!” at the European University of Flensburg.

Uncertainty as a key aspect of progressive educational development, a lecture delivered as part of the ‘Alternative School Worlds’ research forum at the DGfE Congress ‘Ent|genz|ungen’ on 16 March 2022 at the University of Bremen

The mainstream school system as a socio-spatial context for inclusive school development, guest lecture at the network conference of the Research Training Group on Inclusion – Education – School: ‘School as a social space within a social space in the context of inclusive school development’ on 13 January 2022 at Ruhr University Bochum

Where are we going, what have we achieved in 100 years: Alexander S. Neill and Célestin Freinet walking side by side?, Panel participant (together with Franz Steinberger and Henry Redhead) on 5 October 2021 at the Summerhill Festival, available online at: https://www.youtube.com/watch?v=DF5Q3uPyv_k.

Epistemic practices of theorising and reflection in school development. Observations from the accompanying research on the PRIMUS school trial (together with Till-Sebastian Idel), presented on 24 September 2021 at the section conference “Reflection and Reflexivity in Teaching, Schools and Teacher Education” organised by the School Pedagogy Section of the DGfE

The PRIMUS schools as an inclusive reform initiative. Findings from the accompanying research, presented on 16 October 2020 at the symposium on Inclusion in Education, Higher Education and the World of Work at Heidelberg University of Education

The PRIMUS ^1–10 school pilot ⁱⁿ North Rhine-Westphalia. A discussion of selected research findings from the perspectives of school development and professional theory (presentation jointly with Aysun Doğmuş), delivered on 28 January 2020 in Kassel as part of the lecture series ‘We don’t learn for school’

Professional interpretative frameworks of school development in the PRIMUS school pilot (presentation), delivered on 9 July 2020 at the digital workshop ‘Alternative School Worlds: Research on and about Reform Schools’

Interpretative frameworks as a means of defining the relationship between school development and professionalisation (presentation), delivered in Frankfurt on 28 March 2019 at the workshop ‘School Theory and School Development – Theoretical Perspectives on Processes of Change in Schools’

Shaping schools ourselves? Insights into the PRIMUS school pilot project (workshop), held in Oldenburg on 7 June 2018 as part of the ‘Schools of the Future’ lecture series organised by the Kreidestaub Initiative Oldenburg

Local school reform as a complex process of engagement. Recognition and the construction of difference in the PRIMUS school pilot (lecture co-presented with Till-Sebastian Idel), delivered in Essen on 20 March 2018 at the DGfE congress

PRIMUS WB – Academic monitoring of the PRIMUS school pilot project in North Rhine-Westphalia (presentation co-delivered with Isabel Neto Carvalho), delivered in Kassel on 16 March 2016 at the DGfE congress

Bremen expert: School choice recommendations “are almost like reading tea leaves”. Interview on 18 October 2025 on *buten un binnen*. Available online at: https://www.butenunbinnen.de/nachrichten/bremen-bildung-gymnasium-schulwahlempfehlung-experte-100.html .

Workshop on ‘Attitude and School Development’ at the Freinet ‘train the trainer’ further education course, co-led with Ulrike Watermann, 3–5 October 2025 in Issum.

Conference report: Strengthening democracy: Why schools matter. In: Fragen und Versuche 49, no. 191 (2019), pp. 15–17.

Pauling, S.: How can schools improve? In conversation with Anna Grabosch and Max Frederic Remmert. In Espresso – the educational science podcast on schools and society, 22 November 2024. Available online at: https://open.spotify.com/episode/2mnzWTAVYKsuB4ObYTebr6?si=2b494ba0dbbf490c&nd=1&dlsi=80ae97f79c7845cf.

Technology and Reflexivity. Interactions between knowledge transfer and reconstructive school development research. Lecture as part of the ‘Knowledge Transfer in Education’ series organised by the ‘University in Context’ working group at MLU Halle-Wittenberg on 30 October 2024, available online at: https://www.youtube.com/watch?v=qxnTTAl2740.

Pauling, S. (2023): Cross-year-group learning – revisited, in: PaedOL 2023 (110), pp. 12–15, available online at https://oldenburg.gewweserems.de/2023/09/die-neue-ausgabe-der-paedol-ist-erschienen/.

What on earth is school pedagogy? Systematic and systemic conditions of teachers’ work. Lecture as part of the ‘Kreativ & organisiert’ lecture series. Ideas for sustainable cultural projects in schools, organised by the Sinclair-Haus Museum (Art and Nature) and the Kulturfonds Frankfurt RheinMain, held on 18 November 2023.

Independent schools in the crosshairs of the far right. Film screening and panel discussion with André Aden, Sarah Guddat and Matthias Olk at the University of Bremen on 8 November 2023.

Paradoxes and systemic work in school development. Guest contribution to the Working Group on Systemic Work in Schools organised by the Systemic Society & the German Society for Systemic Therapy on 27 September 2023, available online at: https://systemische-gesellschaft.de/wp-content/uploads/2023/09/S.Pauling-Paradoxes-and-Systemic-Work-in-School-Development.pdf.

Pauling, S. (2023): Podcast #11 ‘Operating on an Open Heart’: Uncertainty and Overcoming It in Inclusive School Development in the ZfIB’s ‘Inclusion Issues’ podcast series, available online at: https://inklusionsfragen.podigee.io/11-pauling.

Where are we going, what have we achieved in 100 years: Alexander S. Neill and Célestin Freinet walking side by side?, Panel participant (together with Franz Steinberger and Henry Redhead) on 5 October 2021 at the Summerhill Festival, available online at: https://www.youtube.com/watch?v=DF5Q3uPyv_k.

Pauling, S. (2021): “Independent schools have great potential”. Interview on ‘buten un binnen’, Radio Bremen.

Schäfer, J. (2020): Greater equality of opportunity in education. How the PRIMUS School works. Interview with Sven Pauling, in: up2date. The University of Bremen’s online magazine, available at: https://up2date.uni-bremen.de/research/mehr-chancengleichheit-in-der-bildung.

Doğmuş, A., Huf, C., Idel, T.-S., Pauling, S. (2019): The PRIMUS school pilot in North Rhine-Westphalia – mixed-age classes ^{from Years 1 to 10}. In: Schulverwaltung NRW 4/2020, pp. 107–110.

Pauling, S., Idel, T.-S. (2019). Mixed-age learning in its long-term form. Experiences from the PRIMUS school trial. In: Pädagogik 3/2019, pp. 38–41.

Summary of the final report on the accompanying scientific research for the PRIMUS school trial, event organised by the ‘Bündnis länger gemeinsam lernen’ (Alliance for Learning Together for Longer) in Münster on 5 April 2019, co-authored with Till-Sebastian Idel (University of Bremen).

Pauling, S., Idel, T.-S. (2019): Mixed-age classes in the long-term format. Experiences from the PRIMUS school trial. In: Pädagogik 3/2019, pp. 38–41.

Pauling, S. (2019): The PRIMUS school trial in North Rhine-Westphalia, in: FuV 43, no. 170 (2019), pp. 9–12.

Pauling, S. (2019): Progressive education as a Janus-faced phenomenon?, in: FuV 42, no. 166 (2018), pp. 17–21.

Pauling, S. (2019): Freinet and Structure, in: FuV 41, No. 163 (2018), pp. 36–38.

Pauling, S. (2018): Shaping the school yourself? Insights into the PRIMUS school trial, workshop for students of the Kreidestaub Initiative at the University of Oldenburg.