{"id":1717,"date":"2017-08-07T18:11:00","date_gmt":"2017-08-07T16:11:00","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/08\/07\/begabtenfoerderung\/1717\/special-classrooms-for-the-gifted-is-beneficial-for-gifted-students-achievement\/"},"modified":"2017-08-07T18:11:00","modified_gmt":"2017-08-07T16:11:00","slug":"special-classrooms-for-the-gifted-is-beneficial-for-gifted-students-achievement","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/08\/07\/begabtenfoerderung\/1717\/special-classrooms-for-the-gifted-is-beneficial-for-gifted-students-achievement\/","title":{"rendered":"Special classrooms for the gifted are beneficial for gifted students&#8216; achievement &#8230;"},"content":{"rendered":"<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana',sans-serif;\">\u201eSpecial classrooms for the gifted usually combine ability tracking with changes in curriculum aimed to increase the quality of education. There is ample empirical evidence that this form of grouping is beneficial for gifted students&#8216; achievement and some evidence for socioaffective benefits, like improved social relationships or more positive attitudes towards subject matters.\u201c<\/span><\/p>\n<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana',sans-serif;\">Univ.-Prof.&nbsp;Dr.&nbsp;Franzis Preckel u.&nbsp;a., \u201eAbility grouping of gifted students: Effects on academic self-concept and boredom\u201c in \u201eBritish Journal of Educational Psychology\u201c 80 (2010), 3, S.&nbsp;452<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eSpecial classrooms for the gifted usually combine ability tracking with changes in curriculum aimed to increase the quality of education.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[],"class_list":["post-1717","post","type-post","status-publish","format-standard","hentry","category-begabtenfoerderung"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/1717","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=1717"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/1717\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=1717"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=1717"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=1717"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}