Best Evidence in Chinese Education最新文献_第4页

The Effect of School Organizational Support on Job Satisfaction of Primary and Secondary School Teachers: The Mediating Role of Teachers’ Engagement in Educational Research 学校组织支持对中小学教师工作满意度的影响:教师参与教育研究的中介作用

Best Evidence in Chinese Education Pub Date : 2022-07-30 DOI: 10.15354/bece.22.or064

Wei-Hsiu Wang, Shike Zhou

引用次数: 0

Who Teaches in Rural Schools in Underdeveloped Areas? An Investigation Based on a Survey of 5,554 Teachers from 117 Towns in H Province in Wuling Mountains Zone, China 谁在欠发达地区的农村学校教书?武陵山区H省117个乡镇5554名教师调查

Best Evidence in Chinese Education Pub Date : 2022-05-31 DOI: 10.15354/bece.22.or060

Tianjiao Zhang, Weiping Wang, Li Yi

{"title":"Who Teaches in Rural Schools in Underdeveloped Areas? An Investigation Based on a Survey of 5,554 Teachers from 117 Towns in H Province in Wuling Mountains Zone, China","authors":"Tianjiao Zhang, Weiping Wang, Li Yi","doi":"10.15354/bece.22.or060","DOIUrl":"https://doi.org/10.15354/bece.22.or060","url":null,"abstract":"Teacher shortage is a major hindrance to China’s rural education growth in underdeveloped areas, as well as one of the main causes of educational injustice. We conducted a survey of 5,554 teachers from 117 towns in H province in the Wuling Mountains Zone to investigate the issue of rural school teacher supply. From geographical, emotional, and institutional perspectives, we used a polynomial logit model to examine the validity of the “hometown effects” hypothesis. The findings showed that hometown effects exist in China in all three dimensions. The institutional hometown effects are the most pronounced; when compared to open recruitment, teachers sourced through teacher supply augmentation programs (such as the Secondary Normal Graduates Program, Special Position Program, and Targeted Position Program) are more likely to teach in rural schools, particularly more disadvantaged village primary schools or teaching sites. China’s policy of increasing teacher supply has had a considerable positive influence on rural school staffing. Students from rural areas make better teacher candidates; feelings for hometowns should be encouraged among normal school or university students in pre-service education; and the implementation of teacher support policies should be emphasized to retain rural teachers and improve their teaching quality.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128493427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-based Differential Enrollment Opportunities and its Empirical Analysis 普通轨道、职业轨道与高等教育班级间招生机会公平:基于社会阶层的差别化招生机会指标体系重构及实证分析

Best Evidence in Chinese Education Pub Date : 2022-05-31 DOI: 10.15354/bece.22.ab003

Yannan Cao, Shanshan Tang

引用次数: 0

Family Time and Money Inputs in Education and Teenager Development: Interpretation of Social Capital, Cultural Capital, and Shadow Education 家庭时间和金钱投入在教育和青少年发展:社会资本、文化资本和影子教育的解释

Best Evidence in Chinese Education Pub Date : 2022-05-31 DOI: 10.15354/bece.22.ab002

Jiali Li, Ruizhu He

{"title":"Family Time and Money Inputs in Education and Teenager Development: Interpretation of Social Capital, Cultural Capital, and Shadow Education","authors":"Jiali Li, Ruizhu He","doi":"10.15354/bece.22.ab002","DOIUrl":"https://doi.org/10.15354/bece.22.ab002","url":null,"abstract":"This paper utilizes data from the China Education Panel Survey 2013-2015 to examine the effects of family time and money inputs in education on adolescent academic performance from the perspectives of home social capital, cultural capital, and shadow education. Home time input in education is more vital to teenager academic progress than money input. Domestic social capital and cultural capital as well as weekend shadow education positively impact child academic results. Home-based parental participation as a key component of domestic social capital has the most significant influence on teenager academic improvement, while weekend supplementary tutoring generates the weakest effect; workday extracurricular tutoring even negatively affects student academic achievement. School-based parental involvement differs among families of different classes, with a significant negative effect on academic results of teenagers from disadvantaged backgrounds. Due to the absence of heterogeneity effects of home time input in education on academic progress of students from various social backgrounds, parental time investment should be taken as the most effective means to improve academic performance of adolescents from underprivileged classes.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115801822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Can Educational Robots Improve Student Creativity: A Meta-analysis based on 48 Experimental and Quasi-experimental Studies 教育机器人能提高学生创造力吗:基于48项实验和准实验研究的元分析

Best Evidence in Chinese Education Pub Date : 2022-05-31 DOI: 10.15354/bece.22.ab001

Haoxiang Hou, Xianyi Zhang, Dan Wang

引用次数: 0

Parent Time Input in Teenager Education Matters More Than Shadow Education 家长时间投入对青少年教育比影子教育更重要

Best Evidence in Chinese Education Pub Date : 2022-05-31 DOI: 10.15354/bece.22.co011

Xiaoqiao Cheng

引用次数: 0

The Influence of Class Teachers’ Leadership Behavior and Personal Characteristics on Student Academic Performance: A Study of Fuzzy Set Qualitative Comparative Analysis Citing H Middle School as a Case Study 班主任领导行为和个人特征对学生学习成绩的影响:以H中学为例的模糊集定性比较分析研究

Best Evidence in Chinese Education Pub Date : 2022-03-31 DOI: 10.15354/bece.22.or042

Hongyan Zhao, Jiacheng Zhang

引用次数: 1

Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China 转移支付能否减少贫困地区义务教育不平等?基于中国6省18县数据的实证研究

Best Evidence in Chinese Education Pub Date : 2022-03-31 DOI: 10.15354/bece.22.ar030

Wei Zhou, Weidong Fu

{"title":"Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China","authors":"Wei Zhou, Weidong Fu","doi":"10.15354/bece.22.ar030","DOIUrl":"https://doi.org/10.15354/bece.22.ar030","url":null,"abstract":"Transfer payment is of great significance for poverty alleviation and balanced regional development. Based on the first-hand survey data from 18 key counties of 6 provinces in China’s national poverty alleviation and development program, this paper uses propensity score matching to calculate the effects of transfer payment funds on the results of compulsory education in impoverished areas and uses Shapley value decomposition to decompose correlated factors. It finds that when the characteristics of students, families and schools controlled, transfer payment funds significantly lower student academic achievements in some subjects and aggravate the inequality of educational results, which may be the result of the reduction of local education funds caused by the “crowding out effect” of transfer payment. Suggestions are made in this paper to standardize the utilization of transfer payment funds, establish a linkage mechanism between the educational results of poor students and transfer payment funds, implement the assisting plan for teachers and students in poor areas, strengthen the “pertinent support for intelligence development”, and unite multiple agencies to increase input in education, with the purpose of reducing the inequality of compulsory education in poor areas.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"244 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122496038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Qualitative Comparative Analysis (QCA): An Innovative Approach for Integrating Qualitative and Quantitative Analysis 定性比较分析(QCA):一种整合定性与定量分析的创新方法

Best Evidence in Chinese Education Pub Date : 2022-03-31 DOI: 10.15354/bece.22.co003

Longjun Zhou

引用次数: 0

The Effect of Blended Instruction on Student Performance: A Meta-Analysis of 106 Empirical Studies from China and Abroad 混合式教学对学生成绩的影响:来自国内外106项实证研究的元分析

Best Evidence in Chinese Education Pub Date : 2022-03-31 DOI: 10.15354/bece.22.ar018

Baomin Li, Qinglan Yu, Fenglei Yang

{"title":"The Effect of Blended Instruction on Student Performance: A Meta-Analysis of 106 Empirical Studies from China and Abroad","authors":"Baomin Li, Qinglan Yu, Fenglei Yang","doi":"10.15354/bece.22.ar018","DOIUrl":"https://doi.org/10.15354/bece.22.ar018","url":null,"abstract":"Blended instruction integrating off-line and on-line teaching has become an important instrument for promoting educational reform and innovation. However, the results of current empirical studies diverge on the effect of blended instruction on student performance, which necessitates further research on the effectiveness of blended instruction and related factors. This study, using an evidence-based meta-analytical approach, conducts a quantitative analysis of 106 experimental and quasi- experimental studies published from January 2000 to September 2021 in China and abroad, and systematically examines the effectiveness of blended instruction. The research finds that: i) The summary effect size (ES) of the included sample is 0.669 (n=142), indicating that blended instruction has above-moderate positive effects on student performance, especially on student learning motivation and academic emotions and attitude; ii) In terms of education levels, experimental periods and class sizes, blended instruction has the most significant positive effect on junior and senior secondary school students, on a teaching period from one to three months, and on a class size of 51 to 100 students; iii) Regarding the proportion and interactive patterns of online teaching, 50% composition of online teaching and synchronous or synchronous + asynchronous interaction exert the most significant positive effects on student learning. iv) Teaching methods including task-driven learning, role-playing, inquiry-based teaching, and case-based teaching have greater positive effects on student performance than other methods. Group study yields a greater effect on promoting student learning compared to individual study. Based on the findings, the present study also makes suggestions for the effective practice of blended instruction.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125065335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1