Best Evidence in Chinese Education最新文献_第7页

Is It Reliable for Physical Education Teacher to be A Head teacher? A Mixed-Method Study 体育教师当班主任靠谱吗?混合方法研究

Best Evidence in Chinese Education Pub Date : 2021-03-30 DOI: 10.15354/BECE.21.OR019

Ping Bai, Jiacheng Zhang, Jijun Yao

引用次数: 2

Discussion on the Role of “Head Teacher” in China’s Basic Education 试论“班主任”在中国基础教育中的作用

Best Evidence in Chinese Education Pub Date : 2021-03-30 DOI: 10.15354/BECE.21.CO005

Longjun Zhou, Fangmei Li

引用次数: 0

An Empirical Study on the Impact of Individual Local Political Elites and Decision-Making Collective on Educational Fiscal Expenditure in China 地方政治精英个体与决策集体对中国教育财政支出影响的实证研究

Best Evidence in Chinese Education Pub Date : 2021-03-30 DOI: 10.15354/BECE.21.OR023

R. Cai, Xinping Zhang

{"title":"An Empirical Study on the Impact of Individual Local Political Elites and Decision-Making Collective on Educational Fiscal Expenditure in China","authors":"R. Cai, Xinping Zhang","doi":"10.15354/BECE.21.OR023","DOIUrl":"https://doi.org/10.15354/BECE.21.OR023","url":null,"abstract":"Under the current decentralization system in China, individual characteristics of the local political elites and collective characteristics of the standing committees of the local party have an impact on local education fiscal policy. Yet published research on the similarities and differences between the collective influence of the Standing committee and the individual influence of the political elite are lacking. To address this gap in the literature, our study discussed the impact of local political elites represented by the mayor and the secretary and the collective of standing committees of the local party on education fiscal expenditure. We construct multiple regression models and analyze the R2 Change of variables is based on the cross-sectional data from 2015 of 283 prefecture-level administrative units in China. We find that both political elites and the standing committees have significant impacts on fiscal expenditure in education, and that the influence of the latter is greater than that of the former. The effect of individual characteristics and collective characteristics on education fiscal expenditure is not completely consistent across prefectures. China's prefectural governments implement China's unique principle of democratic centralism when they make decisions on local spending for education and the collective decision-making under the leadership of the committee plays an important role in education fiscal expenditure. Based on this, we put forward policy suggestions to further develop the principle of democratic centralism and to optimize optimizing the local government education supply and evaluation mechanism.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128862744","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

Family Background, Parent Involvement, and Shadow Education Participation of Middle School Students: Empirical Analysis from CEPS2015 Data 家庭背景、家长参与与中学生影子教育参与——来自CEPS2015数据的实证分析

Best Evidence in Chinese Education Pub Date : 2021-01-29 DOI: 10.15354/BECE.21.AR004

Xiang Gao, Haiping Xue

引用次数: 1

The Non-Intellectual Norm of Middle School Students’ Mathematics Learning and Its Grade Evaluation Standard: Taking Tianjin as an Example 中学生数学学习的非智力规范及其等级评价标准——以天津市为例

Best Evidence in Chinese Education Pub Date : 2021-01-29 DOI: 10.15354/BECE.21.AR007

Guangming Wang, Jian Li, Jin Jian

引用次数: 0

Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China 学生对现行中国传统文化校本课程满意吗?中国120所中小学的调查

Best Evidence in Chinese Education Pub Date : 2020-11-23 DOI: 10.15354/bece.20.ar079

Yihang Ding, Lijie Lv

{"title":"Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China","authors":"Yihang Ding, Lijie Lv","doi":"10.15354/bece.20.ar079","DOIUrl":"https://doi.org/10.15354/bece.20.ar079","url":null,"abstract":"The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114501528","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 Relationship between Loneliness, Self-Efficacy, and Satisfaction with Life in Left-Behind Middle School Students in China: Taking Binhai County of Jiangsu Province as an Example 中国留守中学生孤独感、自我效能感与生活满意度的关系——以江苏省滨海县为例

Best Evidence in Chinese Education Pub Date : 2020-11-23 DOI: 10.15354/bece.20.or034

Lei Jiang, Ming-Ray Liao, Ronghua Ying

{"title":"The Relationship between Loneliness, Self-Efficacy, and Satisfaction with Life in Left-Behind Middle School Students in China: Taking Binhai County of Jiangsu Province as an Example","authors":"Lei Jiang, Ming-Ray Liao, Ronghua Ying","doi":"10.15354/bece.20.or034","DOIUrl":"https://doi.org/10.15354/bece.20.or034","url":null,"abstract":"Objective: To explore the relationship between loneliness, self-efficacy, and satisfaction with life of Left-behind middle school students in China.\u0000Methods: A cluster random sampling method was used to study students from Left-behind middle schools in Binhai County of Jiangsu Province. The loneliness scale, general self-efficacy scale, and satisfaction with life scale were used to conduct questionnaire surveys.\u0000Results: Compared with non-left behind middle school students, Left-behind middle school students had higher loneliness, lower self-efficacy, and satisfaction with life. There were significant gender differences in loneliness and satisfaction with life of the two types of students. Whether to live in school or not had an insignificant impact on the loneliness and satisfaction with life of Left-behind middle school students. Loneliness had a significant negative predictive effect on the satisfaction with Left-behind middle school students’ life and self-efficacy. In predicting satisfaction with life by loneliness, self-efficacy generally played a part of the mediating role, which could partially buffer the adverse effects of loneliness on student satisfaction with life.\u0000Conclusion: The mental health of left-behind middle school students should arouse the common concern of family, school and society. Try to do some intervention counseling in reducing the experience of loneliness and enhancing the sense of self-efficacy to improve their satisfaction with life and maintain a positive mental state.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123509703","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

The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province 中国农村幼儿教师职业压力的现状、来源及影响因素——基于湖北省多县的实证研究

Best Evidence in Chinese Education Pub Date : 2020-09-22 DOI: 10.15354/BECE.20.AR070

Xin Gong, Caixing Niu, Jing Wang

{"title":"The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province","authors":"Xin Gong, Caixing Niu, Jing Wang","doi":"10.15354/BECE.20.AR070","DOIUrl":"https://doi.org/10.15354/BECE.20.AR070","url":null,"abstract":"The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who are for the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127259175","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: 5

Online Teaching During the “School is Out, but Class is On” Period: Based on 33,240 Online Questionnaire Surveys Across China “学校不在，课堂在”时期的网络教学——基于全国33240份在线问卷调查

Best Evidence in Chinese Education Pub Date : 2020-09-22 DOI: 10.15354/bece.20.ar061

Dongdong Wang, Huaibo Wang, Wei Zhang, Hairong Wang, Xiaoping Shen

引用次数: 6

The Current Situation, Characteristics, and Countermeasures of the Verbal Abuse to Students by Elementary School Teachers: An Empirical Study of Four Provinces and Cities in China 小学教师言语虐待学生的现状、特点及对策——基于中国四省市的实证研究

Best Evidence in Chinese Education Pub Date : 2020-09-22 DOI: 10.15354/bece.20.ar060

Qiran Wang, Yang Li

{"title":"The Current Situation, Characteristics, and Countermeasures of the Verbal Abuse to Students by Elementary School Teachers: An Empirical Study of Four Provinces and Cities in China","authors":"Qiran Wang, Yang Li","doi":"10.15354/bece.20.ar060","DOIUrl":"https://doi.org/10.15354/bece.20.ar060","url":null,"abstract":"The negative impact of the verbal abuse on student by the elementary school teachers is a big issue. A total of 416 students from four provinces and cities in China were enrolled in this study. We found that the occurrence rate of the verbal abuse by elementary school teachers was not high, whereas it still caused psychological trauma to students once happened by manifesting as the frustration of learning efficacy, self-confidence and interrelationship. Regarding the causes, student’s poor academic performance was the major reason, and it was significantly related to students’ gender, i.e., male students who had poor academic performance were far more vulnerable to be verbally abused by their teachers. Further, the study also found that students who were verbally abused by teachers were more easily bullied at school. The findings suggest that the government and schools should take joint measures to clarify the specific boundaries of teachers’ verbal punishment to students and standardize their verbal behavior to get teachers respect and care for students and create a healthy learning environment.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124213698","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