{"id":12663,"date":"2015-12-11T00:57:49","date_gmt":"2015-12-10T23:57:49","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2015\/12\/11\/disziplin\/12663\/confucian-classrooms-were-more-likely-to-have-a-positive-disciplinary-climate\/"},"modified":"2015-12-11T00:57:49","modified_gmt":"2015-12-10T23:57:49","slug":"confucian-classrooms-were-more-likely-to-have-a-positive-disciplinary-climate","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2015\/12\/11\/disziplin\/12663\/confucian-classrooms-were-more-likely-to-have-a-positive-disciplinary-climate\/","title":{"rendered":"Confucian classrooms were more likely to have a positive disciplinary climate &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">\u201eConfucian classrooms were more likely to have 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.\u00a018.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eConfucian classrooms were more likely to have a positive disciplinary climate.\u201cYu Hu, How do Confucian schools and Anglo schools differ.<\/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-12663","post","type-post","status-publish","format-standard","hentry","category-disziplin"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/12663","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=12663"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/12663\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=12663"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=12663"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=12663"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}