{"id":9216,"date":"2016-05-06T12:22:23","date_gmt":"2016-05-06T10:22:23","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/06\/chancengerechtigkeit\/9216\/unterschiedliche-schuelerinnen-profitieren-von-unterschiedlichen-unterrichtsformen\/"},"modified":"2016-05-06T12:22:23","modified_gmt":"2016-05-06T10:22:23","slug":"unterschiedliche-schuelerinnen-profitieren-von-unterschiedlichen-unterrichtsformen","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/06\/chancengerechtigkeit\/9216\/unterschiedliche-schuelerinnen-profitieren-von-unterschiedlichen-unterrichtsformen\/","title":{"rendered":"Unterschiedliche Sch\u00fclerInnen profitieren von unterschiedlichen Unterrichtsformen &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva, sans-serif; font-size: 10pt;\">\u201eDifferent teaching styles and practices can be especially beneficial for some students but less so for others. It is, therefore, difficult to pinpoint teaching practices that are &#8217;superior&#8216; to others. For instance, there is evidence that cognitive activation strategies may be more beneficial for socio-economically advantaged students and teacher-centred instruction for disadvantaged, at-risk students.\u201c<br \/><\/span><span style=\"font-family: verdana, geneva, sans-serif; font-size: 10pt;\">OECD (Hrsg.), Mending the Education Divide (2022), S.\u00a021.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eDifferent teaching styles and practices can be especially beneficial for some students but less so for others. It is, therefore,<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10],"tags":[],"class_list":["post-9216","post","type-post","status-publish","format-standard","hentry","category-chancengerechtigkeit"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/9216","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=9216"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/9216\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=9216"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=9216"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=9216"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}