{"id":12662,"date":"2015-12-11T00:55:48","date_gmt":"2015-12-10T23:55:48","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2015\/12\/11\/disziplin\/12662\/the-importance-of-the-disciplinary-climate-for-a-school\/"},"modified":"2015-12-11T00:55:48","modified_gmt":"2015-12-10T23:55:48","slug":"the-importance-of-the-disciplinary-climate-for-a-school","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2015\/12\/11\/disziplin\/12662\/the-importance-of-the-disciplinary-climate-for-a-school\/","title":{"rendered":"The importance of the disciplinary climate for a school &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">\u201eThe percentage of high-discipline school profiles is about 11.72% higher in Confucian countries than in Anglo countries. In addition, in both cultures, students who attended high-discipline schools were from higher socioeconomic status (SES) families and performed better in science. These results revealed the importance of the disciplinary climate for a school to be effective and provided evidence indicating that Confucian culture has more schools with a positive disciplinary climate.\u201c<br \/><\/span><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">Yu Hu, How do Confucian schools and Anglo schools differ. In: Large-scale Assessments in Education (2024), 12:39, S. 1.<br \/><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eThe percentage of high-discipline school profiles is about 11.72% higher in Confucian countries than in Anglo countries. In addition, in<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-12662","post","type-post","status-publish","format-standard","hentry","category-disziplin"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/12662","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=12662"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/12662\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=12662"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=12662"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=12662"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}