{"id":6080,"date":"2017-04-30T16:41:14","date_gmt":"2017-04-30T14:41:14","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/04\/30\/china\/6080\/pisa-2018-countries-and-economies-where-fewer-students-had-skipped-a-whole-day-of-school\/"},"modified":"2017-04-30T16:41:14","modified_gmt":"2017-04-30T14:41:14","slug":"pisa-2018-countries-and-economies-where-fewer-students-had-skipped-a-whole-day-of-school","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/04\/30\/china\/6080\/pisa-2018-countries-and-economies-where-fewer-students-had-skipped-a-whole-day-of-school\/","title":{"rendered":"PISA 2018: Countries and economies where fewer students had skipped a whole day of school &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">PISA 2018: \u201eChronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. [\u2026] The countries and economies where fewer students had skipped a whole day of school were also the countries\/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.\u201c<br \/>OECD (Hrsg.), \u201ePISA 2018 Results. What School Life Means for Students\u2019 Lives\u201c (2019), S.&nbsp;76<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>PISA 2018: \u201eChronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[70],"tags":[],"class_list":["post-6080","post","type-post","status-publish","format-standard","hentry","category-china"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6080","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=6080"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6080\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=6080"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=6080"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=6080"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}