{"id":11627,"date":"2016-03-06T12:45:51","date_gmt":"2016-03-06T11:45:51","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/06\/mathematik-und-science-leistung-10-jaehriger\/11627\/the-socioeconomic-status-and-ethnic-context-of-classrooms-in-finland-denmark-ans-sweden-5\/"},"modified":"2016-03-06T12:45:51","modified_gmt":"2016-03-06T11:45:51","slug":"the-socioeconomic-status-and-ethnic-context-of-classrooms-in-finland-denmark-ans-sweden-5","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/03\/06\/mathematik-und-science-leistung-10-jaehriger\/11627\/the-socioeconomic-status-and-ethnic-context-of-classrooms-in-finland-denmark-ans-sweden-5\/","title":{"rendered":"The socioeconomic status  and ethnic context of classrooms in Finland, Denmark ans Sweden &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">\u201eThe SES (Anm.: SES = socioeconomic status) and ethnic context of classrooms explained 62% of the mathematics achievement variation in Finland, followed by 58 percent in Denmark, 52 percent in Sweden and 44% in Norway.\u201c<br \/><\/span><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S.\u00a0259.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eThe SES (Anm.: SES = socioeconomic status) and ethnic context of classrooms explained 62% of the mathematics achievement variation in<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[83],"tags":[],"class_list":["post-11627","post","type-post","status-publish","format-standard","hentry","category-mathematik-und-science-leistung-10-jaehriger"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/11627","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=11627"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/11627\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=11627"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=11627"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=11627"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}