{"id":6100,"date":"2016-05-02T21:28:56","date_gmt":"2016-05-02T19:28:56","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/02\/shanghai\/6100\/pisa-2018-adverse-effects-of-truancy-and-lateness-on-learning-3\/"},"modified":"2016-05-02T21:28:56","modified_gmt":"2016-05-02T19:28:56","slug":"pisa-2018-adverse-effects-of-truancy-and-lateness-on-learning-3","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/02\/shanghai\/6100\/pisa-2018-adverse-effects-of-truancy-and-lateness-on-learning-3\/","title":{"rendered":"PISA 2018: Adverse effects of truancy and lateness on learning &#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":[41],"tags":[],"class_list":["post-6100","post","type-post","status-publish","format-standard","hentry","category-shanghai"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6100","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=6100"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6100\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=6100"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=6100"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=6100"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}