{"id":3682,"date":"2017-07-31T20:46:51","date_gmt":"2017-07-31T18:46:51","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/07\/31\/usa\/3682\/usa-setzen-beim-lesen-und-in-der-mathematik-vermehrt-auch-schon-in-der-grundschule-auf-differenzierung-2\/"},"modified":"2017-07-31T20:46:51","modified_gmt":"2017-07-31T18:46:51","slug":"usa-setzen-beim-lesen-und-in-der-mathematik-vermehrt-auch-schon-in-der-grundschule-auf-differenzierung-2","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/07\/31\/usa\/3682\/usa-setzen-beim-lesen-und-in-der-mathematik-vermehrt-auch-schon-in-der-grundschule-auf-differenzierung-2\/","title":{"rendered":"USA setzen beim Lesen und in der Mathematik vermehrt auch schon in der Grundschule auf Differenzierung &#8230;"},"content":{"rendered":"<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">\u201eA new analysis from the National Assessment of Educational Progress, a Census-like agency for school statistics, shows that of the fourth-grade teachers surveyed, 71 percent said they had grouped students by reading ability in 2009, up from 28 percent in 1998. In math, 61 percent of fourth-grade teachers reported ability grouping in 2011, up from 40 percent in 1996.\u201c<\/span><\/p>\n<p><span style=\"font-size: 11pt; line-height: 115%; font-family: 'Calibri', sans-serif;\"><a href=\"http:\/\/fairfieldmathadvocates.com\"><span style=\"font-size: 10pt; line-height: 115%; font-family: 'Verdana', sans-serif; color: windowtext; text-decoration: none;\">fairfieldmathadvocates.com<\/span><\/a><\/span><span style=\"font-size: 10pt; line-height: 115%; font-family: 'Verdana', sans-serif;\"> am 9.&nbsp;Juni&nbsp;2013<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eA new analysis from the National Assessment of Educational Progress, a Census-like agency for school statistics, shows that of the<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[46],"tags":[],"class_list":["post-3682","post","type-post","status-publish","format-standard","hentry","category-usa"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/3682","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=3682"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/3682\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=3682"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=3682"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=3682"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}