Best Evidence in Chinese Education最新文献_第5页

What is the Most Important Source for Teachers’ Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers’ Knowledge 教师知识发展的最重要来源是什么?27项教师知识来源实证研究的元分析

Best Evidence in Chinese Education Pub Date : 2022-03-31 DOI: 10.15354/bece.22.ar036

Dongchen Zhao, Lianghuo Fan

{"title":"What is the Most Important Source for Teachers’ Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers’ Knowledge","authors":"Dongchen Zhao, Lianghuo Fan","doi":"10.15354/bece.22.ar036","DOIUrl":"https://doi.org/10.15354/bece.22.ar036","url":null,"abstract":"Studying the sources of teachers' knowledge and the importance of different sources is of great significance to promote the development of teachers' knowledge. This paper systematically analyzes 27 empirical studies on the sources of teachers’ knowledge in China and abroad in the past two decades or so in terms of methods and findings. The results show that the in-service experience of teachers contains more important sources than the preservice education and primary and secondary education. Teacher's experience and reflection, and exchanges with colleagues are the most important sources of teachers’ knowledge development. Educational internships and practicums are the most important sources of teachers’ knowledge during their preservice education, while other sources have no significant effect. The usefulness of teachers’ knowledge sources is affected by variables such as knowledge category, subject, education stage and shows a certain degree of individual differences. The above results confirm the importance of teachers’ practice, reflection, collaboration and exchange and indicate the necessity of improving preservice education. In terms of methods, it merits recommendation for future researchers in this area to use single-category-focused and topic-focused knowledge frameworks, more specific knowledge source frameworks, multiple ways of data collection, random selection of research subjects, and inferential statistical analysis. In addition, further studies should also look into the psychological and social-cultural mechanisms of teachers’ knowledge development as well as the sources of teachers’ knowledge.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 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":"129612691","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

Does Housework Help Improve Academic Performance? An Empirical Analysis on the Influence of Participation in Housework on Academic Performance of Primary and Middle School Students 做家务有助于提高学习成绩吗?参与家务劳动对中小学生学习成绩影响的实证分析

Best Evidence in Chinese Education Pub Date : 2022-01-31 DOI: 10.15354/bece.22.or009

Xuechun Wang, Jijun Yao, Shike Zhou

{"title":"Does Housework Help Improve Academic Performance? An Empirical Analysis on the Influence of Participation in Housework on Academic Performance of Primary and Middle School Students","authors":"Xuechun Wang, Jijun Yao, Shike Zhou","doi":"10.15354/bece.22.or009","DOIUrl":"https://doi.org/10.15354/bece.22.or009","url":null,"abstract":"At present, even if the education on hard-working spirit has been emphasized increasingly as an important part of practical education in China’s education policy, the reality is still far from satisfactory, because many parents do not provide their children with sufficient opportunities to do housework. Previous studies have indicated that the empirical analysis remains to be improved in terms of the relationship between housework and the development of primary and junior high school students. Based on data from the 2020 Monitoring of Students' Academic Quality in Basic Education in Jiangsu Province Study, this study investigates the influence of primary and secondary school students’ participation in housework on academic performance by using OLS regression and Coarsened Exact Matching (CEM). The results show that the current proportion of primary and junior high school students involved in housework is not high; however, participating in housework frequently will positively affect the academic performance of primary and junior high school students. Participation in housework in primary school has a greater positive impact on academic performance than that in junior high school. In addition, since excessive academic burden is the main factor hindering primary and junior high school students from being involved in housework, it is necessary to strengthen the publicity of education on hard-working spirit to help people know its importance. Also, we suggest the burden on schoolwork should be reduced to in order to promote more diversified housework related educational opportunities for students.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129060053","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

Differences in Educational Expectations between Urban and Rural Junior High School Students: Individual, Family, and Social Structures 城乡初中生教育期望差异:个体、家庭和社会结构

Best Evidence in Chinese Education Pub Date : 2022-01-31 DOI: 10.15354/bece.22.ar003

Fuli Li, Yuna Hou

引用次数: 1

A Study of College Students’ Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol 基于隐蔽教学观察协议教学模式的大学生英语学习外语焦虑研究

Best Evidence in Chinese Education Pub Date : 2022-01-31 DOI: 10.15354/bece.22.or010

Chen Wei

引用次数: 1

Teachers’ Roles in Evidence-based Educational Reform in China 中国循证教育改革中的教师角色

Best Evidence in Chinese Education Pub Date : 2021-11-30 DOI: 10.15354/bece.21.co027

A. Cheung

引用次数: 0

The Role of China’s Teaching Research System in Promoting Evidence-based Reform in Education: A Case Study of Jiangsu Province 中国教学科研体系对教育循证改革的推动作用——以江苏省为例

Best Evidence in Chinese Education Pub Date : 2021-11-30 DOI: 10.15354/bece.21.or067

Shike Zhou

引用次数: 1

Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data 教师培训能缩小城乡学生的教育差距吗?来自cceps基线数据的经验证据

Best Evidence in Chinese Education Pub Date : 2021-11-30 DOI: 10.15354/bece.21.ar036

Ran Sun, P. Du

{"title":"Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data","authors":"Ran Sun, P. Du","doi":"10.15354/bece.21.ar036","DOIUrl":"https://doi.org/10.15354/bece.21.ar036","url":null,"abstract":"Based on the baseline data of the China Education Panel Survey, this paper explored the relationship between teacher training and academic performance in urban and rural samples respectively and the impact of teacher training on the urban-rural gap of students' academic performance. The results showed that: firstly, there was a significant urban-rural gap in academic performance, and the gap in high quantiles and language subjects were even larger. Secondly, the results of unconditional quantile regression showed that teacher training could improve the performance of urban students with different academic levels and rural students with intermediate or above academic levels, but it cannot improve the performance of rural students with lower academic levels. In addition, the overall effect of teacher training in urban areas is significantly higher than that in rural areas. Thirdly, different quantiles of Oaxaca-Blinder decomposition found that the endowment effect and the coefficient effect of teacher training were the important causes of the urban-rural performance gap, but the relative sizes of the two were different according to the different grades and different quantiles of performance distribution. Therefore, to increase the training opportunities and improve the training quality of rural teachers as well as enhance the resource conversion rate of rural students are of great practical significance for narrowing the urban-rural performance gap.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114433382","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

The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy 学校松紧文化对中学生欺凌行为的影响:集体道德脱离和集体效能的中介作用

Best Evidence in Chinese Education Pub Date : 2021-11-30 DOI: 10.15354/bece.21.ar060

Yiru Song, Lei Wang

引用次数: 0

Emotional Regulation: Report on the Study of Social and Emotional Skills of Chinese Adolescents (II) 情绪调节:中国青少年社交与情绪技能研究报告(下)

Best Evidence in Chinese Education Pub Date : 2021-09-30 DOI: 10.15354/bece.21.rp032

Liu Zhi, Ruirui Zhu, Haili Cui, Jingzhong Huang

引用次数: 3

Overview and Insight from the China Research Report on the Global Youth Survey of Social and Emotional Skills by the Organization for Economic Cooperation and Development 经济合作与发展组织《全球青年社会与情感技能调查中国研究报告》综述与洞察

Best Evidence in Chinese Education Pub Date : 2021-09-30 DOI: 10.15354/bece.21.re055

Fengping Zhao, Weijie Meng, Fangmei Li, Longjun Zhou

引用次数: 1