{"id":3927,"date":"2017-08-04T16:10:29","date_gmt":"2017-08-04T14:10:29","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/08\/04\/begabtenfoerderung\/3927\/singapur-special-stream-which-gathers-the-top-10-best-performing-students\/"},"modified":"2017-08-04T16:10:29","modified_gmt":"2017-08-04T14:10:29","slug":"singapur-special-stream-which-gathers-the-top-10-best-performing-students","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/08\/04\/begabtenfoerderung\/3927\/singapur-special-stream-which-gathers-the-top-10-best-performing-students\/","title":{"rendered":"Singapur: &#8218;Special Stream&#8216; which gathers the top 10 % best-performing students &#8230;"},"content":{"rendered":"<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">Singapur: \u201eIn the first four years of secondary education, the subsequent level, students are distributed in several streams. There is a &#8218;Special Stream&#8216; which gathers the top 10&nbsp;% best-performing students. Children in this stream learn English and their mother tongue (Malay, Chinese etc.) at the highest linguistic level. The Special Stream is followed by the &#8218;Express&#8216;, the &#8218;Normal Academic&#8216; and the &#8218;Normal Vocational&#8216; streams, respectively, the academic quality of which decreases in that order.\u201c<\/span><\/p>\n<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">Dr.&nbsp;J\u00e1nos Gordon Gy\u0151ri, \u201eTalent Support in Southeast Asia: The Singapore Example\u201c. In: Gy\u0151ri, \u201eInternational horizons of talent support. Best practices within and without the European Union\u201c (2011), S.&nbsp;148<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Singapur: \u201eIn the first four years of secondary education, the subsequent level, students are distributed in several streams. There is<\/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-3927","post","type-post","status-publish","format-standard","hentry","category-begabtenfoerderung"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/3927","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=3927"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/3927\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=3927"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=3927"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=3927"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}