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https://bildungswissenschaft.at/index.php/2016/06/27/lehrerausbildung/2296/the-leading-jurisdictions-are-selecting-their-teachers-from-among-the-more-capable-of-their-high-school-graduates/2016-06-27T21:20:25+02:00https://bildungswissenschaft.at/index.php/2016/08/29/lehrerausbildung/2297/finland-has-managed-to-keep-up-the-appreciation-and-attractiveness-of-the-teaching-profession-2/2016-08-29T21:35:00+02:00https://bildungswissenschaft.at/index.php/2016/08/14/lehrergehalt/2298/china-teachers-be-paid-no-less-than-the-average-of-other-public-servants/2016-08-14T17:24:05+02:00https://bildungswissenschaft.at/index.php/2016/08/13/lehrergehalt/2299/das-geheimnis-weltweit-herausragender-bildungssysteme-2-3/2016-08-13T17:26:40+02:00https://bildungswissenschaft.at/index.php/2016/11/07/leistung-leistungsbereitschaft/2300/schwaechung-des-leistungsprinzips-wenig-zutraeglich/2016-11-07T17:31:27+01:00https://bildungswissenschaft.at/index.php/2016/06/04/migration/2301/zugewanderte-aus-der-tuerkei-und-dem-ehemaligen-jugoslawien/2016-06-04T17:36:40+02:00https://bildungswissenschaft.at/index.php/2016/06/13/migration/2302/2015-fast-ein-drittel-der-kinder-in-kinderbetreuungseinrichtungen-aus-nichtdeutschsprachigen-familien-2-2/2016-06-13T17:40:50+02:00https://bildungswissenschaft.at/index.php/2016/06/16/migration/2303/sprachstandsfeststellung-2015-16-2/2016-06-16T17:45:58+02:00https://bildungswissenschaft.at/index.php/2016/07/11/migration/2304/call-for-effective-integration-policies/2016-07-11T17:55:03+02:00https://bildungswissenschaft.at/index.php/2016/07/12/migration/2305/the-majority-of-15-year-old-students-in-almost-all-european-countries-speak-the-language-of-the-pisa-test-at-home/2016-07-12T17:58:40+02:00https://bildungswissenschaft.at/index.php/2016/07/13/migration/2306/in-almost-half-of-european-countries-education-authorities-allow-for-intensive-training-in-the-language-of-schooling-for-newly-arrived-migrants-in-preparatory-classes/2016-07-13T18:02:20+02:00https://bildungswissenschaft.at/index.php/2016/07/14/migration/2307/in-france-during-the-first-year-newly-arrived-migrant-students-attend-intensive-french-lessons/2016-07-14T18:05:44+02:00https://bildungswissenschaft.at/index.php/2016/07/15/migration/2308/the-average-neet-rate-among-foreign-born-youth-in-oecd-countries-is-30-higher-than-that-among-native-born-youth/2016-07-15T18:09:17+02:00https://bildungswissenschaft.at/index.php/2016/08/10/mobbing-bullying/2309/gefaehrliches-schweigen/2016-08-10T19:42:43+02:00https://bildungswissenschaft.at/index.php/2016/08/11/mobbing-bullying/2310/cyberbullying-is-a-growing-problem/2016-08-11T00:46:59+02:00https://bildungswissenschaft.at/index.php/2016/08/11/mobbing-bullying/2311/victims-are-likely-to-experience-low-self-esteem-anxiety-depression-and-suicidal-ideation-2/2016-08-11T06:50:46+02:00https://bildungswissenschaft.at/index.php/2016/08/11/mobbing-bullying/2312/victims-of-cyberbullying-in-the-usa/2016-08-11T09:55:22+02:00https://bildungswissenschaft.at/index.php/2017/07/26/mobbing-bullying/2313/all-actors-including-bystanders-and-the-school-climate-as-a-whole-are-affected/2017-07-26T16:00:32+02:00https://bildungswissenschaft.at/index.php/2017/07/27/mobbing-bullying/2314/between-2010-and-2014-cyberbullying-increased-from-8-to-12-per-cent/2017-07-27T16:04:23+02:00https://bildungswissenschaft.at/index.php/2016/08/17/neet/2315/uk-16-year-olds-who-were-bullied-at-school-were-twice-as-likely-to-be-without-education-employment-or-training-2/2016-08-17T16:39:20+02:00https://bildungswissenschaft.at/index.php/2016/08/14/neet/2316/in-the-majority-of-oecd-countries-the-foreign-born-are-over-represented-in-neet/2016-08-14T16:42:13+02:00https://bildungswissenschaft.at/index.php/2016/08/28/privatisierung-des-bildungswesens/2317/students-that-use-vouchers-to-attend-private-schools-do-less-well-on-tests/2016-08-28T16:48:48+02:00https://bildungswissenschaft.at/index.php/2016/08/26/schweden/2318/in-vielen-laendern-zahlen-internationale-bildungsteilnehmer-im-tertiaerbereich-hoehere-bildungsgebuehren-als-inlaendische-bildungsteilnehmer-3/2016-08-26T16:55:41+02:00https://bildungswissenschaft.at/index.php/2017/10/08/schweden/2319/zwischen-2-3-und-3-1-prozent-der-schwedischen-kinder-und-jugendlichen-im-grundschulalter-in-gesonderten-lerngruppen/2017-10-08T17:00:39+02:00https://bildungswissenschaft.at/index.php/2017/05/17/studiengebuehren/2320/gewinnorientiert-oder-zumindest-kostendeckend/2017-05-17T17:05:33+02:00https://bildungswissenschaft.at/index.php/2017/05/12/studiengebuehren/2321/was-auslaendische-bildungsteilnehmer-im-durchschnitt-bezahlen-3/2017-05-12T17:08:29+02:00https://bildungswissenschaft.at/index.php/2017/05/15/studiengebuehren/2322/in-vielen-laendern-zahlen-internationale-bildungsteilnehmer-im-tertiaerbereich-hoehere-bildungsgebuehren-als-inlaendische-bildungsteilnehmer-4/2017-05-15T17:11:09+02:00https://bildungswissenschaft.at/index.php/2016/08/08/usa/2323/gewinnorientiert-oder-zumindest-kostendeckend-2/2016-08-08T04:16:41+02:00https://bildungswissenschaft.at/index.php/2016/08/07/usa/2324/was-auslaendische-bildungsteilnehmer-im-durchschnitt-bezahlen-4/2016-08-07T17:20:36+02:00https://bildungswissenschaft.at/index.php/2016/07/31/bildungsinvestitionen/2325/aus-oekonomischer-sicht-laesst-sich-bildung-als-eine-investition-verstehen/2016-07-31T10:41:44+02:00https://bildungswissenschaft.at/index.php/2016/07/30/bildungsinvestitionen/2326/bildung-im-oeffentlichen-ausgabeverhalten-in-bayern/2016-07-30T14:38:59+02:00https://bildungswissenschaft.at/index.php/2016/07/29/bildungsinvestitionen/2327/hoehere-bildungsinvestitionen-und-eine-bessere-finanzielle-ausstattung-von-schulen-gehen-mit-besseren-bildungsergebnissen-einher/2016-07-29T14:42:52+02:00https://bildungswissenschaft.at/index.php/2016/07/28/bildungsinvestitionen/2328/oesterreich-mehr-als-35-prozent-der-oeffentlichen-gesamtausgaben-fuer-bildung-in-den-tertiaerbereich/2016-07-28T14:47:14+02:00https://bildungswissenschaft.at/index.php/2016/07/27/bildungsinvestitionen/2329/oeffentliche-bildungsausgaben-fuer-den-primar-sekundar-und-postsekundaren-nicht-tertiaeren-bereich/2016-07-27T14:51:09+02:00https://bildungswissenschaft.at/index.php/2016/07/26/bildungsinvestitionen/2330/wohlhabendere-laender-koennen-es-sich-leisten-mehr-in-bildung-zu-investieren/2016-07-26T14:54:21+02:00https://bildungswissenschaft.at/index.php/2016/07/25/bildungsinvestitionen/2331/anteil-des-bip-in-bildungseinrichtungen-des-primar-sekundar-und-postsekundaren-nicht-tertiaeren-bereichs/2016-07-25T14:57:22+02:00https://bildungswissenschaft.at/index.php/2016/08/03/bildungsinvestitionen/2332/austria-spends-a-smaller-share-of-its-wealth-on-educational-institutions-than-the-average-of-oecd-countries/2016-08-03T15:04:25+02:00https://bildungswissenschaft.at/index.php/2016/08/04/bildungsinvestitionen/2333/3-1-of-gdp-in-austria-below-the-oecd-average-of-3-6/2016-08-04T10:08:32+02:00https://bildungswissenschaft.at/index.php/2016/08/29/chancengerechtigkeit/2334/hoehere-bildungsinvestitionen-und-eine-bessere-finanzielle-ausstattung-von-schulen-gehen-mit-besseren-bildungsergebnissen-einher-2/2016-08-29T17:17:58+02:00https://bildungswissenschaft.at/index.php/2016/08/29/disziplin/2335/students-who-are-bullied-are-more-likely-to-experience-academic-difficulties/2016-08-29T19:54:30+02:00https://bildungswissenschaft.at/index.php/2016/08/29/disziplin/2336/children-who-are-bullied-are-likely-to-experience-a-range-of-negative-psychological-outcomes/2016-08-29T19:54:35+02:00https://bildungswissenschaft.at/index.php/2016/07/12/duale-bildung/2337/participation-in-apprenticeships-highest-in-austria-denmark-and-germany/2016-07-12T01:52:10+02:00https://bildungswissenschaft.at/index.php/2016/08/03/england/2338/mehr-als-27-000-lehrer-die-seit-2011-ausgebildet-wurden-haben-den-job-wieder-aufgegeben/2016-08-03T19:57:20+02:00https://bildungswissenschaft.at/index.php/2016/07/13/bildungsvererbung-familiaeres-umfeld/2339/einstellung-zur-bildung-wichtiger-als-materielle-ressourcen/2016-07-13T20:31:10+02:00https://bildungswissenschaft.at/index.php/2016/07/02/finnland/2340/der-unterschied-bei-den-erfolgsquoten-zwischen-schuelern-ohne-migrationshintergrund-und-schuelern-mit-migrationshintergrund-der-ersten-generation/2016-07-02T08:52:42+02:00https://bildungswissenschaft.at/index.php/2016/07/02/finnland/2341/in-daenemark-finnland-island-und-schweden-gibt-die-juengere-altersgruppe-tendenziell-haeufiger-an-unter-depressionen-zu-leiden/2016-07-02T10:56:36+02:00https://bildungswissenschaft.at/index.php/2016/07/30/fruehfoerderung/2342/emotionale-kontrolle-sozialverhalten-und-sprachliche-sowie-rechnerische-faehigkeiten-in-den-ersten-drei-jahren/2016-07-30T19:04:43+02:00https://bildungswissenschaft.at/index.php/2016/08/01/fruehfoerderung/2343/unterschiedliche-wirkung-je-nach-dauer-einer-bildungsbeteiligung-am-elementarbereich/2016-08-01T07:08:45+02:00https://bildungswissenschaft.at/index.php/2016/11/20/gesamtschule-differenzierung/2344/integrierte-gesamtschule/2016-11-20T16:25:24+01:00https://bildungswissenschaft.at/index.php/2016/07/07/image/2345/gehaelter-und-alternative-beschaeftigungsmoeglichkeiten-wesentliche-faktoren-der-attraktivitaet-des-lehrerberufs/2016-07-07T16:32:44+02:00https://bildungswissenschaft.at/index.php/2016/07/06/image/2346/die-gehaelter-der-lehrkraefte-wirken-sich-unmittelbar-auf-die-attraktivitat-des-lehrerberufs-aus/2016-07-06T16:35:50+02:00https://bildungswissenschaft.at/index.php/2016/10/14/japan/2347/bildungsgebuehren-in-australien-japan-und-korea/2016-10-14T10:22:08+02:00https://bildungswissenschaft.at/index.php/2016/10/12/japan/2348/hoechste-selbstmordrate-der-g7-laender/2016-10-12T10:26:14+02:00https://bildungswissenschaft.at/index.php/2016/08/02/klassengroesse/2349/verringerung-der-klassengroesse-geht-mit-besseren-schuelerleistungen-einher/2016-08-02T10:31:36+02:00https://bildungswissenschaft.at/index.php/2016/08/01/klassengroesse/2350/vorteile-kleiner-klassen/2016-08-01T10:34:29+02:00https://bildungswissenschaft.at/index.php/2017/05/3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senschaft.at/index.php/2017/12/07/lesen/2727/pirls-2011-in-oesterreich-gibt-es-eine-vergleichsweise-grosse-gruppe-von-volksschuelerinnen-und-volksschuelern-denen-es-an-grundlegenden-lesefaehigkeiten-mangelt/2017-12-07T12:49:30+01:00https://bildungswissenschaft.at/index.php/2017/06/19/migration/2728/74-der-tuerkischen-und-rund-45-der-ex-jugoslawischen-migrantinnen-mit-pflichtschulabschluss/2017-06-19T14:47:33+02:00https://bildungswissenschaft.at/index.php/2017/07/13/migration/2729/drei-lernjahre-im-rueckstand/2017-07-13T14:51:34+02:00https://bildungswissenschaft.at/index.php/2017/07/14/migration/2730/pisa-in-oesterreich-liegen-die-schueler-innen-mit-eingewanderten-eltern-im-schnitt-um-67-punkte-zurueck/2017-07-14T14:55:10+02:00https://bildungswissenschaft.at/index.php/2017/07/19/migration/2731/lernzeitdifferenz-von-etwa-drei-bis-vier-schuljahren-bei-jugendlichen-mit-tuerkischem-zuwanderungshintergrund/2017-07-19T15:30:31+02:00https://bildungswissenschaft.at/index.php/2017/07/20/migration/2732/schueler-innen-mit-tuerkischen-wurzeln-haben-zu-55-eltern-mit-maximal-pflichtschulabschluss/2017-07-20T15:37:50+02:00https://bildungswissenschaft.at/index.php/2017/07/20/migration/2733/die-leistungen-der-kinder-von-migrantinnen-migranten/2017-07-20T17:40:57+02:00https://bildungswissenschaft.at/index.php/2017/07/21/migration/2734/keine-weitere-schulische-ausbildung-nach-absolvierung-der-schulpflicht/2017-07-21T12:44:53+02:00https://bildungswissenschaft.at/index.php/2017/07/31/migration/2735/the-more-different-school-types-migrant-students-can-choose-the-better-they-perform/2017-07-31T15:50:33+02:00https://bildungswissenschaft.at/index.php/2017/08/01/migration/2736/finnland-zugewanderte-sechs-bis-zehnjaehrige-besuchen-mindestens-900-stunden-einen-finnischkurs/2017-08-01T15:54:09+02:00https://bildungswissenschaft.at/index.php/2017/08/02/migration/2737/in-british-columbia-lernen-neueinsteiger-in-eigenen-kursen-stufenweise-englisch-2/2017-08-02T15:56:39+02:00https://bildungswissenschaft.at/index.php/2017/08/03/migration/2738/australien-kinder-und-jugendliche-nehmen-vor-schulantritt-an-englischkursen-teil/2017-08-03T15:59:24+02:00https://bildungswissenschaft.at/index.php/2017/08/04/migration/2739/niederlande-unter-zwoelfjaehrige-besuchen-eine-einjaehrige-vorbereitungsklasse-aeltere-jugendliche-einen-kurs/2017-08-04T16:02:54+02:00https://bildungswissenschaft.at/index.php/2017/12/14/migration/2740/in-denmark-all-bilingual-children-undergo-a-language-screening-at-age-3-2/2017-12-14T16:07:28+01:00https://bildungswissenschaft.at/index.php/2017/12/13/migration/2741/kanada-through-the-1970s-and-1980s-increasing-numbers-of-canadian-immigrants-came-from-china-india-and-other-asian-countries/2017-12-13T16:10:13+01:00https://bildungswissenschaft.at/index.php/2017/12/12/migration/2742/kanada-in-1981-one-quarter-of-recently-entering-male-immigrants-had-a-university-degree-2/2017-12-12T17:16:56+01:00https://bildungswissenschaft.at/index.php/2017/12/11/migration/2743/kanada-educational-levels-among-second-generation-children-with-chinese-indian-and-african-backgrounds/2017-12-11T17:19:44+01:00https://bildungswissenschaft.at/index.php/2017/12/10/migration/2744/in-denmark-all-children-undergo-language-screening-at-age-three-and-are-obliged-to-complete-a-language-stimulation-course-2/2017-12-10T17:22:19+01:00https://bildungswissenschaft.at/index.php/2017/12/09/migration/2745/low-educational-performance-of-the-immigrant-children-with-a-guest-worker-background-in-germany/2017-12-09T17:24:49+01:00https://bildungswissenschaft.at/index.php/2017/12/08/migration/2746/education-can-compensate-for-society-only-to-a-very-limited-extent/2017-12-08T17:26:59+01:00https://bildungswissenschaft.at/index.php/2017/12/07/migration/2747/countries-such-as-germany-belgium-austria-and-switzerland-recruited-inexpensive-and-unskilled-labourers-from-the-poorest-and-most-rural-regions/2017-12-07T17:29:50+01:00https://bildungswissenschaft.at/index.php/2017/12/06/migration/2748/in-countries-such-as-greece-france-the-netherlands-and-sweden-immigrant-children-are-given-the-opportunity-to-attend-temporary-reception-classes/2017-12-06T17:31:46+01:00https://bildungswissenschaft.at/index.php/2017/12/05/migration/2749/finnische-schueler-mit-migrationshintergrund/2017-12-05T17:37:00+01:00https://bildungswissenschaft.at/index.php/2017/12/04/migration/2750/tuerkische-migrant-innen-sehen-im-vergleich-zu-anderen-migrantengruppen-in-oesterreich-am-haeufigsten-fern/2017-12-04T17:39:34+01:00https://bildungswissenschaft.at/index.php/2017/12/14/mobbing-bullying/2751/bullying-and-discrimination-at-school-can-have-a-profound-effect/2017-12-14T18:22:50+01:00https://bildungswissenschaft.at/index.php/2017/09/12/mobbing-bullying/2752/umgangssprache-zwischen-den-jugendlichen-haerter-und-gewaltbereiter-geworden/2017-09-12T18:30:23+02:00https://bildungswissenschaft.at/index.php/2017/12/14/nachhilfe/2753/private-tutoring-business-saw-rapid-growth-in-canada-2/2017-12-14T18:35:39+01:00https://bildungswissenschaft.at/index.php/2017/10/14/nachhilfe/2754/households-in-japan-were-reported-in-2010-to-be-spending-about-924-billion-yen-us-12-billion-on-private-tutoring/2017-10-14T18:38:40+02:00https://bildungswissenschaft.at/index.php/2017/10/12/nachhilfe/2755/taiwan-73-of-grade-7-students-were-receiving-about-6-5-hours-per-week-of-private-tutoring/2017-10-12T18:43:38+02:00https://bildungswissenschaft.at/index.php/2017/09/14/nachhilfe/2756/in-east-asian-cultures-education-has-historically-been-considered-a-highly-valued-good-4/2017-09-14T14:40:55+02:00https://bildungswissenschaft.at/index.php/2017/12/16/neet/2757/the-length-of-school-to-work-transition-in-iceland-italy-and-norway/2017-12-16T16:03:41+01:00https://bildungswissenschaft.at/index.php/2017/12/15/neet/2758/duale-ausbildungsgaenge-haben-sich-als-aeusserst-erfolgreich-erwiesen-2/2017-12-15T16:06:24+01:00https://bildungswissenschaft.at/index.php/2017/12/14/neet/2759/a-large-share-of-young-adults-with-tertiary-education-are-now-also-at-risk-of-ending-up-in-neet-status-2/2017-12-14T16:08:56+01:00https://bildungswissenschaft.at/index.php/2017/12/12/neet/2760/transition-from-school-to-work-in-austria-is-relatively-smooth/2017-12-12T16:13:22+01:00https://bildungswissenschaft.at/index.php/2017/12/11/neet/2761/austria-has-one-of-the-lowest-proportions-of-youth-who-were-neither-employed-nor-in-education-or-training/2017-12-11T16:15:52+01:00https://bildungswissenschaft.at/index.php/2017/12/15/niederlande/2762/in-countries-such-as-greece-france-the-netherlands-and-sweden-immigrant-children-are-given-the-opportunity-to-attend-temporary-reception-classes-2/2017-12-15T16:23:46+01:00https://bildungswissenschaft.at/index.php/2017/12/14/niederlande/2763/anteil-der-zuwandererkinder-deren-eltern-in-einem-oecd-hocheinkommensland-geboren-sind/2017-12-14T16:27:33+01:00https://bildungswissenschaft.at/index.php/2017/12/13/niederlande/2764/niederlande-unter-zwoelfjaehrige-besuchen-eine-einjaehrige-vorbereitungsklasse-aeltere-jugendliche-einen-kurs-2/2017-12-13T16:30:17+01:00https://bildungswissenschaft.at/index.php/2017/06/22/pirls-timms/2765/oesterreich-vergleichsweise-grosse-gruppe-von-volksschuelerinnen-und-volksschuelern-denen-es-an-grundlegenden-lesefaehigkeiten-mangelt/2017-06-22T16:35:49+02:00https://bildungswissenschaft.at/index.php/2017/12/17/pirls-timms/2766/students-fourth-grade-achievement-tells-us-a-great-deal-about-how-they-will-perform-in-ninth-grade/2017-12-17T16:39:24+01:00https://bildungswissenschaft.at/index.php/2017/12/16/pirls-timms/2767/parents-play-an-enormously-important-role-in-supporting-their-children-in-their-literacy-development-2/2017-12-16T16:41:43+01:00https://bildungswissenschaft.at/index.php/2017/11/01/pisa-splitter/2768/with-some-exceptions-emigrants-reproduce-the-pisa-scores-of-their-aboriginal-counterparts-wherever-they-go/2017-11-01T16:51:41+01:00https://bildungswissenschaft.at/index.php/2017/10/23/pisa-splitter/2769/education-is-a-shared-responsibility/2017-10-23T16:54:53+02:00https://bildungswissenschaft.at/index.php/2017/10/22/pisa-splitter/2770/daenemark-in-pisa-2009-about-8-of-all-danish-students-were-excluded-from-the-pisa-test-and-survey-due-to-language-disabilities-or-special-education-needs-3/2017-10-22T17:06:31+02:00https://bildungswissenschaft.at/index.php/2017/10/21/pisa-splitter/2771/denmark-has-excluded-more-students-than-any-of-the-other-64-participating-countries/2017-10-21T17:09:58+02:00https://bildungswissenschaft.at/index.php/2017/10/14/pisa-splitter/2772/strongest-impact-of-socio-economic-background-on-mathematics-performance/2017-10-14T09:40:02+02:00https://bildungswissenschaft.at/index.php/2017/10/12/pisa-splitter/2773/pisa-in-oesterreich-liegen-die-schueler-innen-mit-eingewanderten-eltern-im-schnitt-um-67-punkte-zurueck-2/2017-10-12T17:33:07+02:00https://bildungswissenschaft.at/index.php/2017/10/10/pisa-splitter/2774/turkish-students-in-austria-score-115-points-below-the-oecd-average/2017-10-10T17:38:27+02:00https://bildungswissenschaft.at/index.php/2017/12/17/pisa-2015/2775/systems-prioritising-higher-teacher-salaries-over-smaller-classes-tend-to-perform-better-3/2017-12-17T17:45:21+01:00https://bildungswissenschaft.at/index.php/2017/12/16/pisa-2015/2776/erfolgreiche-schulsysteme-entlohnen-ihre-lehrkraefte-in-der-regel-besser-2/2017-12-16T17:47:24+01:00https://bildungswissenschaft.at/index.php/2017/12/15/pisa-2015/2777/students-who-reported-that-their-peers-don-t-listen-to-what-the-teacher-says/2017-12-15T17:50:00+01:00https://bildungswissenschaft.at/index.php/2017/11/18/privatisierung-des-bildungswesens/2778/australien-around-40-of-secondary-school-students-attend-private-schools/2017-11-18T16:23:35+01:00https://bildungswissenschaft.at/index.php/2017/12/17/privatisierung-des-bildungswesens/2779/gerade-in-laendern-mit-staatlichen-gesamtschulen-praeferieren-viele-eltern-elitaere-privatschulen/2017-12-17T18:01:25+01:00https://bildungswissenschaft.at/index.php/2017/12/17/repetieren/2780/suedtirol-23-1-der-schueler-hab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ps://bildungswissenschaft.at/index.php/2017/12/16/bildungsinvestitionen/2807/investitionen-in-die-allgemeine-und-berufliche-bildung-zur-verbesserung-der-qualifikationen-sind-fuer-die-steigerung-von-wachstum-und-wettbewerbsfaehigkeit-von-entscheidender-bedeutung/2017-12-16T10:48:39+01:00https://bildungswissenschaft.at/index.php/2017/12/15/bildungsinvestitionen/2808/with-the-exception-of-austria-education-represents-the-largest-share-of-expenditure/2017-12-15T10:50:38+01:00https://bildungswissenschaft.at/index.php/2017/12/18/chancengerechtigkeit/2809/england-the-children-of-educated-or-wealthy-parents-and-children-of-worse-off-parents/2017-12-18T14:10:24+01:00https://bildungswissenschaft.at/index.php/2017/08/27/chancengerechtigkeit/2810/education-can-compensate-for-society-only-to-a-very-limited-extent-2/2017-08-27T14:13:27+02:00https://bildungswissenschaft.at/index.php/2017/08/20/chancengerechtigkeit/2811/bedauerlicher-irrtum/2017-08-20T03:16:57+02:00https://bildungswissenschaft.at/index.php/2017/08/20/chancengerechtigkeit/2812/usa-a-given-difference-in-family-incomes-now-corresponds-to-a-30-to-60-percent-larger-difference-in-achievement-than-it-did-for-children-born-in-the-1970s-2/2017-08-20T02:10:34+02:00https://bildungswissenschaft.at/index.php/2017/08/20/chancengerechtigkeit/2813/good-parenting-is-more-important-than-cash/2017-08-20T00:08:48+02:00https://bildungswissenschaft.at/index.php/2017/08/20/chancengerechtigkeit/2814/schooling-after-the-second-grade-plays-only-a-minor-role-in-creating-or-reducing-gaps-2/2017-08-20T00:23:20+02:00https://bildungswissenschaft.at/index.php/2017/08/20/chancengerechtigkeit/2815/substantial-ability-gaps-across-children-from-various-socioeconomic-groups-emerge-before-they-start-school/2017-08-20T00:35:02+02:00https://bildungswissenschaft.at/index.php/2017/08/20/chancengerechtigkeit/2816/the-direct-effect-of-parental-economic-social-and-cultural-status-is-strongest-in-comprehensive-systems/2017-08-20T00:45:40+02:00https://bildungswissenschaft.at/index.php/2017/08/19/chancengerechtigkeit/2817/the-impact-of-economic-background-on-individuals-educational-achievement-is-highest-in-france/2017-08-19T20:00:10+02:00https://bildungswissenschaft.at/index.php/2017/08/19/chancengerechtigkeit/2818/the-influence-of-parental-education-on-the-educational-performance-of-immigrants-2/2017-08-19T18:10:32+02:00https://bildungswissenschaft.at/index.php/2017/08/12/chancengerechtigkeit/2819/was-nicht-in-die-gene-geschrieben-ist-kann-durch-eine-anregende-umwelt-nicht-erzwungen-werden/2017-08-12T18:14:51+02:00https://bildungswissenschaft.at/index.php/2017/08/03/chancengerechtigkeit/2820/gerade-im-kindergarten-bilden-sich-die-grundlagen-fuer-die-spaetere-entwicklung/2017-08-03T14:18:49+02:00https://bildungswissenschaft.at/index.php/2017/08/02/chancengerechtigkeit/2821/the-correlation-between-disadvantage-and-poor-academic-attainment-is-particularly-strong-in-the-uk/2017-08-02T18:22:42+02:00https://bildungswissenschaft.at/index.php/2017/08/02/chancengerechtigkeit/2822/uk-stubborn-link-between-pupils-socio-economic-background-and-their-educational-attainment/2017-08-02T15:26:01+02:00https://bildungswissenschaft.at/index.php/2017/08/02/chancengerechtigkeit/2823/no-country-has-a-significantly-bigger-socio-economic-achievement-gap-than-england/2017-08-02T12:29:10+02:00https://bildungswissenschaft.at/index.php/2017/07/29/chancengerechtigkeit/2824/australien-the-persistence-of-inequality-in-higher-education/2017-07-29T18:33:54+02:00https://bildungswissenschaft.at/index.php/2017/07/27/chancengerechtigkeit/2825/das-gegliederte-schulwesen-hat-sich-eindeutig-als-ueberlegen-erwiesen-2/2017-07-27T19:49:17+02:00https://bildungswissenschaft.at/index.php/2017/07/26/chancengerechtigkeit/2826/weniger-bildungsgerechtigkeit-durch-einheits-oder-gemeinschaftsschulen-2/2017-07-26T19:51:58+02:00https://bildungswissenschaft.at/index.php/2017/07/25/chancengerechtigkeit/2827/von-offenen-flexiblen-individualisierten-lernformen-in-heterogenen-klassen-profitieren/2017-07-25T19:54:54+02:00https://bildungswissenschaft.at/index.php/2016/08/04/akademikerquote/2828/nur-dort-wo-es-geringe-akademikerquoten-gibt-ist-auch-die-akademikerarbeitslosigkeit-noch-gering/2016-08-04T14:54:58+02:00https://bildungswissenschaft.at/index.php/2016/08/21/begabtenfoerderung/2829/intrinsische-motivation-spielt-eine-wesentliche-rolle-bei-der-entwicklung-von-hochbegabung/2016-08-21T12:06:03+02:00https://bildungswissenschaft.at/index.php/2016/08/21/begabtenfoerderung/2830/gefahr-einer-depressionsentwicklung/2016-08-21T10:25:47+02:00https://bildungswissenschaft.at/index.php/2016/08/20/begabtenfoerderung/2831/langeweile-unterforderung-ausgeschlossenheit-und-verhaltensauffaelligkeiten/2016-08-20T15:28:42+02:00https://bildungswissenschaft.at/index.php/2016/11/01/begabtenfoerderung/2832/in-hungary-more-teachers-learn-how-to-identify-giftedness/2016-11-01T15:34:39+01:00https://bildungswissenschaft.at/index.php/2017/12/21/disziplin/2833/correlations-between-discipline-problems-and-measures-of-burnout-2/2017-12-21T21:12:14+01:00https://bildungswissenschaft.at/index.php/2017/12/20/disziplin/2834/a-high-level-of-absenteeism-in-lower-secondary-is-very-often-followed-by-dropout-in-upper-secondary/2017-12-20T21:14:52+01:00https://bildungswissenschaft.at/index.php/2017/11/11/disziplin/2835/esl-is-often-concentrated-in-schools-in-which-the-school-environment-is-characterised-by-violence/2017-11-11T21:18:21+01:00https://bildungswissenschaft.at/index.php/2017/11/04/disziplin/2836/disziplinprobleme-im-unterricht-sind-fuer-viele-lehrkraefte-eine-quelle-besonderer-belastung/2017-11-04T16:22:24+01:00https://bildungswissenschaft.at/index.php/2017/11/04/disziplin/2837/mehr-wissenszuwachs-durch-nur-wenige-stoerungen-des-unterrichtsablaufs/2017-11-04T14:26:43+01:00https://bildungswissenschaft.at/index.php/2017/11/03/disziplin/2838/je-stoerungsaermer-der-unterricht-umso-hoeher-sind-die-leistungen/2017-11-03T21:30:25+01:00https://bildungswissenschaft.at/index.php/2017/11/01/disziplin/2839/daenemark-absenteeism-of-a-student-can-lead-to-penalties-2/2017-11-01T21:33:36+01:00https://bildungswissenschaft.at/index.php/2017/10/27/disziplin/2840/auszeit-fuer-jugendliche-die-staendig-massiv-stoeren/2017-10-27T21:58:34+02:00https://bildungswissenschaft.at/index.php/2017/10/25/disziplin/2841/students-who-attended-schools-with-disorderly-environments-2/2017-10-25T17:20:30+02:00https://bildungswissenschaft.at/index.php/2017/10/24/disziplin/2842/das-internet-foerdere-die-bereitschaft-der-jugendlichen-boese-und-gemein-gegenueber-anderen-zu-sein/2017-10-24T17:24:11+02:00https://bildungswissenschaft.at/index.php/2017/10/23/disziplin/2843/students-who-reported-that-their-peers-don-t-listen-to-what-the-teacher-says-2/2017-10-23T17:40:48+02:00https://bildungswissenschaft.at/index.php/2017/10/22/disziplin/2844/england-teachers-in-england-mental-health-problems-as-a-result-of-disruptive-pupil-behaviour/2017-10-22T17:44:00+02:00https://bildungswissenschaft.at/index.php/2017/10/21/disziplin/2845/disciplinary-climate-is-one-of-few-school-level-characteristics-that-show-a-significant-positive-relationship-with-performance/2017-10-21T17:46:21+02:00https://bildungswissenschaft.at/index.php/2017/10/29/dropout/2846/17-8-der-burschen-und-17-3-der-maedchen-mit-tuerkischer-umgangssprache-waren-im-folgejahr-nach-absolvierung-der-schulpflicht-in-keiner-weiteren-schulischen-ausbildung/2017-10-29T21:40:44+01:00https://bildungswissenschaft.at/index.php/2017/10/30/dropout/2847/oesterreich-relativ-niedrige-quote-die-nach-der-pflichtschule-keinen-weiteren-abschluss-erwirbt/2017-10-30T21:50:52+01:00https://bildungswissenschaft.at/index.php/2017/11/09/dropout/2848/oesterreich-30-of-all-foreign-born-and-44-of-immigrants-from-lower-income-countries-have-not-completed-upper-secondary-education-compared-with-only-13-of-the-native-born/2017-11-09T21:35:47+01:00https://bildungswissenschaft.at/index.php/2017/11/08/dropout/2849/greece-france-and-finland-high-rate-of-esl-anm-esl-early-school-leavers/2017-11-08T21:39:08+01:00https://bildungswissenschaft.at/index.php/2017/11/07/dropout/2850/education-enrolment-rates-for-15-19-year-olds-in-the-uk-are-currently-well-below-the-oecd-average/2017-11-07T21:41:37+01:00https://bildungswissenschaft.at/index.php/2017/11/06/dropout/2851/secondary-school-dropouts-could-be-costing-the-united-states-1-6-of-the-country-s-gdp-2/2017-11-06T21:44:25+01:00https://bildungswissenschaft.at/index.php/2017/11/05/dropout/2852/13-der-fremdsprachigen-hauptschulkinder-verliessen-das-schulsystem-ohne-pflichtschulabschluss/2017-11-05T21:47:15+01:00https://bildungswissenschaft.at/index.php/2017/12/22/dropout/2853/a-high-level-of-absenteeism-in-lower-secondary-is-very-often-followed-by-dropout-in-upper-secondary-2/2017-12-22T21:50:25+01:00https://bildungswissenschaft.at/index.php/2017/12/21/dropout/2854/flexible-education-offer-more-educational-opportunities-and-therefore-better-chances-of-diminishing-the-risk-of-esl/2017-12-21T22:00:20+01:00https://bildungswissenschaft.at/index.php/2017/12/20/dropout/2855/violence-disruptive-behaviour-of-pupils-and-high-levels-of-absenteeism/2017-12-20T10:29:32+01:00https://bildungswissenschaft.at/index.php/2017/12/19/dropout/2856/in-denmark-a-new-apprenticeship-was-introduced-in-2006-3/2017-12-19T10:31:46+01:00https://bildungswissenschaft.at/index.php/2017/12/18/dropout/2857/finnische-schueler-mit-migrationshintergrund-2/2017-12-18T10:33:44+01:00https://bildungswissenschaft.at/index.php/2017/08/04/england/2858/in-the-united-kingdom-tuition-fees-doubled-in-some-universities/2017-08-04T12:16:48+02:00https://bildungswissenschaft.at/index.php/2017/08/03/england/2859/one-major-systemic-failing-in-the-uk-education-system-is-the-long-tail-of-poorly-performing-schools-and-pupils-compared-with-other-countries/2017-08-03T12:23:19+02:00https://bildungswissenschaft.at/index.php/2017/08/02/england/2860/the-u-s-the-u-k-and-japan-essentially-keep-their-entire-secondary-education-system-comprehens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ackground-to-participate-actively/2016-05-31T04:09:05+02:00https://bildungswissenschaft.at/index.php/2016/05/31/migration/3662/the-sooner-children-become-fluent-in-the-host-country-language-the-more-they-can-benefit-from-new-opportunities/2016-05-31T07:11:32+02:00https://bildungswissenschaft.at/index.php/2016/05/31/migration/3663/parents-educational-background-is-one-of-the-most-significant-determinants-of-immigrant-children-s-academic-and-well-being-outcomes/2016-05-31T10:14:12+02:00https://bildungswissenschaft.at/index.php/2016/05/31/migration/3664/pisa-reveals-that-speaking-a-language-at-home-that-is-different-from-the-language-of-assessment-can-explain-much-of-the-difference-in-academic-performance/2016-05-31T13:16:45+02:00https://bildungswissenschaft.at/index.php/2016/05/31/migration/3665/whether-or-not-immigrant-students-speak-the-language-of-the-assessment-at-home/2016-05-31T17:19:27+02:00https://bildungswissenschaft.at/index.php/2016/05/31/migration/3666/speaking-a-language-at-home-that-is-different-from-the-host-country-language/2016-05-31T19:22:27+02:00https://bildungswissenschaft.at/index.php/2016/05/31/migration/3667/being-enrolled-in-a-vocational-track-is-associated-with-a-stronger-sense-of-belonging-2/2016-05-31T22:25:08+02:00https://bildungswissenschaft.at/index.php/2016/06/01/migration/3668/it-is-important-to-assess-the-language-and-other-skills-of-students-with-an-immigrant-background/2016-06-01T01:28:40+02:00https://bildungswissenschaft.at/index.php/2016/06/01/migration/3669/denmark-introduced-a-mandatory-assessment-of-language-development-for-all-3-year-olds-that-aims-to-diagnose-possible-language-problems-before-children-start-school/2016-06-01T04:32:15+02:00https://bildungswissenschaft.at/index.php/2016/06/01/migration/3670/schweden-diagnostic-tests-on-students-previous-schooling-and-their-level-of-academic-knowledge-are-conducted-within-two-months-of-the-student-s-arrival-at-school/2016-06-01T07:35:59+02:00https://bildungswissenschaft.at/index.php/2017/06/13/migration/3671/am-ende-der-hauptschule-brechen-jugendliche-ohne-deutsche-muttersprache-die-schule-dreimal-so-oft-vorzeitig-ab-wie-altersgenossen-die-in-deutschsprachigen-familien-aufgewachsen-sind-2/2017-06-13T17:40:49+02:00https://bildungswissenschaft.at/index.php/2017/06/19/migration/3672/kompetenzarmut-bei-jugendlichen-und-jungen-erwachsenen-mit-einer-anderen-erstsprache-als-deutsch/2017-06-19T18:13:53+02:00https://bildungswissenschaft.at/index.php/2017/06/19/migration/3673/die-lesekompetenz-16-bis-29-jaehriger-2/2017-06-19T20:16:36+02:00https://bildungswissenschaft.at/index.php/2017/06/20/migration/3674/wo-deutsch-nur-mehr-von-einer-kleinen-minderheit-gesprochen-wird/2017-06-20T18:19:11+02:00https://bildungswissenschaft.at/index.php/2017/06/22/migration/3675/mastery-of-host-countries-official-languages-the-single-most-important-skill-for-succeeding/2017-06-22T18:21:58+02:00https://bildungswissenschaft.at/index.php/2017/06/25/migration/3676/vocational-degrees-and-apprenticeships-highly-effective-in-facilitating-school-to-work-transitions-3/2017-06-25T18:25:08+02:00https://bildungswissenschaft.at/index.php/2017/07/30/migration/3677/finnland-strengthening-reception-classes-and-increasing-language-training/2017-07-30T18:39:36+02:00https://bildungswissenschaft.at/index.php/2017/09/11/norwegen/3678/abschlussquoten-der-sekundarstufe-ii-hoechst-unterschiedlich/2017-09-11T12:10:34+02:00https://bildungswissenschaft.at/index.php/2016/09/08/zentralmatura-reifepruefung/3679/gao-kao-shanghais-rigorose-zentralmatura/2016-09-08T12:52:00+02:00https://bildungswissenschaft.at/index.php/2017/08/26/usa/3680/leistungsdifferenzierung-in-den-usa-2/2017-08-26T16:39:10+02:00https://bildungswissenschaft.at/index.php/2017/08/15/usa/3681/usa-the-dropout-rate-for-african-american-and-hispanic-students/2017-08-15T15:42:56+02:00https://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-2/2017-07-31T20:46:51+02:00https://bildungswissenschaft.at/index.php/2017/08/01/usa/3683/der-anteil-leistungsstarker-im-lesen-ist-in-finnland-grossbritannien-sowie-den-vereinigten-staaten-dreimal-groesser-als-in-oesterreich/2017-08-01T18:49:28+02:00https://bildungswissenschaft.at/index.php/2017/08/02/usa/3684/usa-einnahmen-durch-studiengebuehren-internationaler-studierender-2/2017-08-02T01:52:23+02:00https://bildungswissenschaft.at/index.php/2017/06/10/usa/3685/usa-the-high-school-drop-out-rate-for-students-living-in-low-income-families-in-2009/2017-06-10T18:55:40+02:00https://bildungswissenschaft.at/index.php/2016/07/30/usa/3686/no-child-left-behind-policy-had-strong-negative-repercussions-for-schools-that-performed-poorly-on-annual-statewide-standardized-tests/2016-07-30T19:00:00+02:00https://bildungswissenschaft.at/index.php/2016/09/01/unterrichtsmethoden/3687/weniger-begabte-profitieren-eher-von-strukturiertem-unterricht/2016-09-01T13:30:22+02:00https://bildungswissensc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igorose-zentralmatura-2/2016-09-01T08:02:06+02:00https://bildungswissenschaft.at/index.php/2016/05/19/shanghai/3716/the-salary-and-benefits-package-for-teachers-in-shanghai-is-generous-compared-with-those-in-other-parts-of-china-3/2016-05-19T18:00:05+02:00https://bildungswissenschaft.at/index.php/2016/08/05/shanghai/3717/students-in-shanghai-report-more-unhappiness-and-parental-pressure/2016-08-05T18:11:13+02:00https://bildungswissenschaft.at/index.php/2016/08/06/shanghai/3718/teachers-in-china-and-shanghai-are-trained-recruited-and-organized-by-subject-2/2016-08-06T18:13:27+02:00https://bildungswissenschaft.at/index.php/2016/08/07/shanghai/3719/teachers-in-china-and-shanghai-are-trained-recruited-and-organized-by-subject-starting-from-teachers-of-first-grade/2016-08-07T18:16:38+02:00https://bildungswissenschaft.at/index.php/2016/08/08/shanghai/3720/the-induction-probation-program-for-teachers-in-shanghai/2016-08-08T18:19:03+02:00https://bildungswissenschaft.at/index.php/2016/08/09/shanghai/3721/shanghai-teachers-generally-have-a-very-high-level-of-content-knowledge/2016-08-09T18:21:21+02:00https://bildungswissenschaft.at/index.php/2016/08/10/shanghai/3722/in-shanghai-schools-are-not-allowed-to-publish-student-assessment-results-to-the-public-2/2016-08-10T18:23:45+02:00https://bildungswissenschaft.at/index.php/2016/08/11/shanghai/3723/shanghai-has-made-a-deliberate-effort-to-not-use-student-exam-results-as-an-explicit-mechanism-for-rewards-or-sanctions-3/2016-08-11T18:25:58+02:00https://bildungswissenschaft.at/index.php/2016/08/12/shanghai/3724/classroom-assessments-take-place-frequently-in-shanghai-s-education-system-2/2016-08-12T18:28:35+02:00https://bildungswissenschaft.at/index.php/2016/08/13/shanghai/3725/zhong-kao-shanghais-rigorose-pruefung-am-uebergang-von-der-sekundarstufe-i-zur-sekundarstufe-ii/2016-08-13T18:32:05+02:00https://bildungswissenschaft.at/index.php/2018/02/19/schweden/3726/apprenticeship-schemes-have-been-recently-re-introduced-in-denmark-estonia-and-sweden-3/2018-02-19T18:36:09+01:00https://bildungswissenschaft.at/index.php/2017/11/19/schweden/3727/schweden-the-impact-of-socio-economic-background-on-reading-performance-has-increased-2/2017-11-19T18:38:11+01:00https://bildungswissenschaft.at/index.php/2017/02/11/schweden/3728/denmark-and-sweden-as-of-2011-decided-to-introduce-tuition-fees-for-international-students/2017-02-11T19:28:51+01:00https://bildungswissenschaft.at/index.php/2017/02/11/schweden/3729/the-number-of-students-in-private-schools-in-sweden-increased-sharply/2017-02-11T22:41:32+01:00https://bildungswissenschaft.at/index.php/2017/02/12/schweden/3730/schweden-learning-hindered-by-heterogeneous-ability-levels-within-the-class-2/2017-02-12T19:44:27+01:00https://bildungswissenschaft.at/index.php/2017/02/13/schweden/3731/sweden-is-not-the-only-nordic-country-where-results-declined-3/2017-02-13T06:46:55+01:00https://bildungswissenschaft.at/index.php/2016/08/29/schweden/3732/the-learning-environment-in-swedish-classrooms/2016-08-29T20:07:38+02:00https://bildungswissenschaft.at/index.php/2016/08/30/schweden/3733/schweden-there-is-an-effort-to-make-adult-education-accessible/2016-08-30T06:10:49+02:00https://bildungswissenschaft.at/index.php/2016/07/21/schweden/3734/since-2016-sweden-has-implemented-diagnostic-tests-on-students-previous-schooling/2016-07-21T16:17:29+02:00https://bildungswissenschaft.at/index.php/2016/06/21/schweden/3735/academic-underperformance-among-immigrant-students-is-particularly-critical-in-austria-2/2016-06-21T16:19:19+02:00https://bildungswissenschaft.at/index.php/2016/05/21/schweden/3736/in-deutschland-oesterreich-schweiz-belgien-daenemark-finnland-luxemburg-slowenien-und-schweden-ist-unter-migranten-und-deren-nachkommen-der-anteil-leistungsschwacher-schueler-besonders-hoch/2016-05-21T16:21:51+02:00https://bildungswissenschaft.at/index.php/2016/08/31/repetieren/3737/in-many-oecd-countries-schools-can-decide-to-make-students-repeat-a-year/2016-08-31T16:34:05+02:00https://bildungswissenschaft.at/index.php/2016/08/31/repetieren/3738/deutschland-mehr-als-drei-viertel-77-der-befragten-sind-gegen-die-abschaffung-von-schulnoten-2/2016-08-31T16:29:40+02:00https://bildungswissenschaft.at/index.php/2016/08/21/repetieren/3739/grade-repetition-is-used-to-give-students-time-to-catch-up-with-their-peers/2016-08-21T16:31:05+02:00https://bildungswissenschaft.at/index.php/2016/06/21/repetieren/3740/finnland-the-pass-rate-for-students-of-foreign-background-2/2016-06-21T16:33:13+02:00https://bildungswissenschaft.at/index.php/2016/07/21/ranking/3741/when-a-single-metric-becomes-the-sole-basis-for-big-policy-triggers-the-corresponding-stakes-may-become-dangerously-high/2016-07-21T16:37:48+02:00https://bildungswissenschaft.at/index.php/2018/05/21/privatisierung-des-bildungswesens/3742/the-private-school-sector-plays-a-prominent-role-in-british-society-3/2018-05-21T16:40:28+02:00https://bildungswissenschaft.at/index.php/2017/11/12/privatisierung-des-bildungswesens/3743/private-funding-for-all-levels-of-education-more-than-doubled-in-the-uk-2/2017-11-12T16:23:32+01:00https://bildungswissenschaft.at/index.php/2017/11/15/privatisierung-des-bildungswesens/3744/the-number-of-students-in-private-schools-in-sweden-increased-sharply-2/2017-11-15T16:23:33+01:00https://bildungswissenschaft.at/index.php/2017/10/07/privatisierung-des-bildungswesens/3745/suedkorea-the-share-of-gdp-devoted-to-educational-institutions-is-among-the-highest-in-oecd-countries-3/2017-10-07T16:18:50+02:00https://bildungswissenschaft.at/index.php/2016/12/01/pisa-2015/3746/begabtenfoerderung-das-stiefkind-oesterreichischer-schulpolitik/2016-12-01T16:53:32+01:00https://bildungswissenschaft.at/index.php/2017/01/01/pisa-2015/3747/a-school-s-disciplinary-climate-was-a-strong-predictor-of-academic-achievement-and-well-being-in-pisa-2015-2/2017-01-01T17:01:26+01:00https://bildungswissenschaft.at/index.php/2017/01/02/pisa-2015/3748/pisa-results-suggest-that-the-countries-with-low-early-reading-ability-also-have-low-functional-literacy/2017-01-02T17:41:53+01:00https://bildungswissenschaft.at/index.php/2017/01/03/pisa-2015/3749/there-is-a-statistically-significant-positive-relationship-between-teacher-salaries-relative-to-gdp-per-capita-and-pisa-2012-math-scores-in-economies-with-gdp-per-capita-of-more-than-us-20-000/2017-01-03T17:44:13+01:00https://bildungswissenschaft.at/index.php/2017/01/04/pisa-2015/3750/in-france-the-difference-in-science-performance-on-the-2015-pisa-between-the-richest-and-the-poorest-students-was-115-points-3/2017-01-04T17:46:10+01:00https://bildungswissenschaft.at/index.php/2017/10/23/pisa-splitter/3751/although-pisa-states-that-it-does-not-test-school-knowledge-the-pisa-results-are-interpreted-as-valid-measures-of-the-quality-of-national-schools-systems/2017-10-23T17:52:11+02:00https://bildungswissenschaft.at/index.php/2017/10/23/pisa-splitter/3752/many-of-the-countries-that-performed-best-on-pisa-had-the-lowest-ranking-on-entrepreneurship/2017-10-23T07:54:47+02:00https://bildungswissenschaft.at/index.php/2017/07/01/pisa-splitter/3753/insgesamt-ist-die-korrelation-zwischen-piaac-und-pisa-nicht-hoch/2017-07-01T16:12:00+02:00https://bildungswissenschaft.at/index.php/2016/10/31/pisa-splitter/3754/according-to-japanese-students-in-pisa-2012-student-truancy-is-low-and-conduciveness-to-learning-in-classrooms-is-above-the-oecd-average/2016-10-31T16:11:33+01:00https://bildungswissenschaft.at/index.php/2016/08/31/pisa-splitter/3755/oesterreichs-mathematik-ergebnis-bei-pisa-2012/2016-08-31T14:45:24+02:00https://bildungswissenschaft.at/index.php/2016/08/29/pisa-splitter/3756/pisa-suggests-that-without-strong-pedagogy-there-is-no-benefit-to-having-technology-in-the-classroom/2016-08-29T18:08:38+02:00https://bildungswissenschaft.at/index.php/2016/08/25/pisa-splitter/3757/pisa-reveals-that-speaking-a-language-at-home-that-is-different-from-the-language-of-assessment-can-explain-much-of-the-difference-in-academic-performance-2/2016-08-25T14:11:17+02:00https://bildungswissenschaft.at/index.php/2016/08/25/pisa-splitter/3758/pisa-shows-that-whether-or-not-immigrant-students-speak-the-language-of-the-assessment-at-home-is-strongly-associated-with-their-overall-academic-performance/2016-08-25T16:13:23+02:00https://bildungswissenschaft.at/index.php/2016/07/21/pisa-splitter/3759/evidence-suggests-that-digitally-connected-students-perform-worse-academically/2016-07-21T18:15:58+02:00https://bildungswissenschaft.at/index.php/2016/06/21/pisa-splitter/3760/using-the-internet-intensively-is-also-associated-with-less-satisfaction-with-life/2016-06-21T18:17:57+02:00https://bildungswissenschaft.at/index.php/2016/05/21/pisa-splitter/3761/in-every-school-system-students-who-reported-using-the-internet-more-frequently-scored-lower-in-science/2016-05-21T18:23:40+02:00https://bildungswissenschaft.at/index.php/2016/04/21/pisa-splitter/3762/suedkorea-approximately-half-the-2012-pisa-participants-reported-receiving-private-tutoring-often-focused-on-test-preparation-4/2016-04-21T18:25:47+02:00https://bildungswissenschaft.at/index.php/2017/06/22/pirls-timms/3763/20-der-volksschueler-innen-in-oesterreich-besitzen-im-lesen-bestenfalls-basiskompetenzen-2/2017-06-22T13:18:43+02:00https://bildungswissenschaft.at/index.php/2016/10/22/pirls-timms/3764/begabtenfoerderung-das-stiefkind-oesterreichischer-schulpolitik-2/2016-10-22T13:21:30+02:00https://bildungswissenschaft.at/index.php/2017/05/20/piaac/3765/groessere-ungleichheit-durch-differenzierung-nicht-nachweisbar-2/2017-05-20T16:36:10+02:00https://bildungswissenschaft.at/index.php/2017/05/20/piaac/3766/die-lesekompetenz-16-bis-29-jaehriger-3/2017-05-20T16:36:50+02:00https://bildungswissenschaft.at/index.php/2017/05/20/piaac/3767/es-sind-31-4-aller-jugendlichen-und-jungen-erwachsenen-anm-16-bis-29-jaehrige-mit-einer-anderen-erstsprache-als-deutsch-von-kompetenzarmut-betroffen/2017-05-20T16:37:20+02:00https://bildungswissenschaft.at/index.php/2017/05/20/piaac/3768/insgesamt-ist-die-korrelation-zwi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-the-gifted-math-students-and-intensively-develop-their-talent-according-to-their-own-requirements/2018-05-29T15:01:04+02:00https://bildungswissenschaft.at/index.php/2018/06/16/aufnahmeverfahren/3916/finnland-talent-support-institutions/2018-06-16T15:07:07+02:00https://bildungswissenschaft.at/index.php/2017/07/30/begabtenfoerderung/3917/a-summer-academic-talent-camp-has-great-benefits-both-for-learning-and-from-social-aspects/2017-07-30T23:27:33+02:00https://bildungswissenschaft.at/index.php/2017/07/31/begabtenfoerderung/3918/a-healthy-competitive-spirit/2017-07-31T01:31:33+02:00https://bildungswissenschaft.at/index.php/2017/07/31/begabtenfoerderung/3919/saudi-arabien-the-kingdom-embarked-on-a-formal-gifted-and-talented-education-program-in-1999/2017-07-31T04:34:36+02:00https://bildungswissenschaft.at/index.php/2017/07/31/begabtenfoerderung/3920/vietnam-the-mission-of-education-and-training/2017-07-31T07:38:35+02:00https://bildungswissenschaft.at/index.php/2017/07/31/begabtenfoerderung/3921/vietnam-almost-all-primary-and-secondary-schools-have-at-least-one-talent-class/2017-07-31T10:41:13+02:00https://bildungswissenschaft.at/index.php/2017/07/31/begabtenfoerderung/3922/vietnam-specialized-schools-and-classes-for-children-with-good-and-excellent-performance/2017-07-31T13:49:42+02:00https://bildungswissenschaft.at/index.php/2017/07/31/begabtenfoerderung/3923/vietnam-process-to-select-the-gifted-math-students-and-intensively-develop-their-talent-according-to-their-own-requirements-2/2017-07-31T15:56:08+02:00https://bildungswissenschaft.at/index.php/2017/08/03/begabtenfoerderung/3924/spanien-special-reference-to-obligations-related-to-those-with-outstanding-abilities/2017-08-03T07:01:00+02:00https://bildungswissenschaft.at/index.php/2017/08/03/begabtenfoerderung/3925/israel-the-nationwide-selection-of-gifted-and-outstanding-children-takes-place-at-a-rather-early-age/2017-08-03T10:04:00+02:00https://bildungswissenschaft.at/index.php/2017/08/03/begabtenfoerderung/3926/the-pull-out-method-is-a-popular-form-of-talent-development-in-many-countries/2017-08-03T13:07:30+02:00https://bildungswissenschaft.at/index.php/2017/08/04/begabtenfoerderung/3927/singapur-special-stream-which-gathers-the-top-10-best-performing-students/2017-08-04T16:10:29+02:00https://bildungswissenschaft.at/index.php/2017/08/04/begabtenfoerderung/3928/singapur-talented-gifted-children-are-identified-nationally-in-the-3rd-form-of-primary-school/2017-08-04T22:14:09+02:00https://bildungswissenschaft.at/index.php/2017/08/05/begabtenfoerderung/3929/finnland-talent-support-institutions-2/2017-08-05T06:17:22+02:00https://bildungswissenschaft.at/index.php/2016/07/25/chancengerechtigkeit/3930/hollands-extended-schools/2016-07-25T18:00:00+02:00https://bildungswissenschaft.at/index.php/2017/11/21/daenemark/3931/daenemark-there-are-now-special-schools-for-gifted-children/2017-11-21T23:44:16+01:00https://bildungswissenschaft.at/index.php/2017/11/22/daenemark/3932/daenemark-the-government-started-to-prioritize-talent-development/2017-11-22T06:47:28+01:00https://bildungswissenschaft.at/index.php/2017/11/22/daenemark/3933/special-legislation-about-gifted-and-talented-students-has-been-introduced-throughout-germany-denmark-belgium-switzerland-and-the-netherlands/2017-11-22T12:50:09+01:00https://bildungswissenschaft.at/index.php/2017/11/23/daenemark/3934/daenemark-a-mandatory-assessment-of-language-development-has-been-introduced-for-all-three-year-olds-2-2/2017-11-23T16:52:39+01:00https://bildungswissenschaft.at/index.php/2016/06/16/disziplin/3935/dass-die-stimmung-vor-allem-in-grundschulen-aggressiver-ist-hat-auch-mit-der-immer-heterogeneren-schuelerschaft-zu-tun/2016-06-16T16:59:12+02:00https://bildungswissenschaft.at/index.php/2016/05/16/disziplin/3936/risikofaktoren-fuer-aggressives-verhalten/2016-05-16T17:01:10+02:00https://bildungswissenschaft.at/index.php/2016/07/27/dropout/3937/england-many-learners-dropping-out-from-programmes-leading-to-level-2-qualifications/2016-07-27T10:22:42+02:00https://bildungswissenschaft.at/index.php/2016/08/13/dropout/3938/scheitern-beim-zugang-zur-sekundarstufe-ii-in-schweden/2016-08-13T10:27:40+02:00https://bildungswissenschaft.at/index.php/2016/07/10/duale-bildung/3939/austria-has-above-average-upper-secondary-attainment-and-a-well-established-vocational-education-and-training-vet-system/2016-07-10T10:32:29+02:00https://bildungswissenschaft.at/index.php/2016/08/29/duale-bildung/3940/suedkorea-a-new-group-of-vocational-high-schools-called-meister-schools-was-established-in-2010/2016-08-29T18:45:10+02:00https://bildungswissenschaft.at/index.php/2016/06/17/england/3941/england-many-learners-dropping-out-from-programmes-leading-to-level-2-qualifications-2/2016-06-17T10:41:10+02:00https://bildungswissenschaft.at/index.php/2017/07/02/england/3942/16-24-year-olds-in-england-have-particularly-low-literacy-and-numeracy-skills/2017-07-02T10:50:03+02:00https://bildungswissenschaft.at/index.php/2016/06/17/bildungsvererbung-familiaeres-um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