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.
{"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}
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.
{"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}
This paper studies the current differences in educational expectations between urban and rural students and explores the mechanism from the individual/family and school/society perspectives. The results show significant differences in expectations between rural and urban junior high school students for going on to higher education. In addition, urban students’ educational expectations are higher than that of rural and migrant students. These differences are caused by the students’ cognitive ability, family background, and school environment, among which the influence of family background is larger than that of cognitive ability, while the effect of the school’s hukou structure is the most important influencing factor. The results suggest that building a desirable school education atmosphere, alleviating hukou segregation in schools, and strengthening the integration of widely diverse school populations are important approaches to promoting educational and social equity in China.
{"title":"Differences in Educational Expectations between Urban and Rural Junior High School Students: Individual, Family, and Social Structures","authors":"Fuli Li, Yuna Hou","doi":"10.15354/bece.22.ar003","DOIUrl":"https://doi.org/10.15354/bece.22.ar003","url":null,"abstract":"This paper studies the current differences in educational expectations between urban and rural students and explores the mechanism from the individual/family and school/society perspectives. The results show significant differences in expectations between rural and urban junior high school students for going on to higher education. In addition, urban students’ educational expectations are higher than that of rural and migrant students. These differences are caused by the students’ cognitive ability, family background, and school environment, among which the influence of family background is larger than that of cognitive ability, while the effect of the school’s hukou structure is the most important influencing factor. The results suggest that building a desirable school education atmosphere, alleviating hukou segregation in schools, and strengthening the integration of widely diverse school populations are important approaches to promoting educational and social equity in China.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 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":"126350933","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}
Foreign language anxiety in English learning has always been a major focus of English teaching research. How to relieve English majors’ foreign language anxiety and improve their classroom participation becomes an imperative issue for English teachers. Based on the American teaching model of Sheltered Teaching and Observation Protocol (SIOP), this study explores whether the SIOP teaching model can help relieve English learning anxiety. The experiment on 60 freshmen majoring in business English shows that the SIOP model can relieve students’ foreign language learning anxiety and improve their classroom participation. The SIOP teaching model is worth popularizing in business English teaching.
英语学习中的外语焦虑一直是英语教学研究的一大焦点。如何缓解英语专业学生的外语焦虑，提高学生的课堂参与度，成为英语教师迫切需要解决的问题。本研究以美国SIOP (Sheltered teaching and Observation Protocol)教学模式为基础，探讨SIOP教学模式是否有助于缓解英语学习焦虑。通过对60名商务英语专业大一新生的实验表明，SIOP模式可以缓解学生的外语学习焦虑，提高学生的课堂参与度。SIOP教学模式在商务英语教学中值得推广。
{"title":"A Study of College Students’ Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol","authors":"Chen Wei","doi":"10.15354/bece.22.or010","DOIUrl":"https://doi.org/10.15354/bece.22.or010","url":null,"abstract":"Foreign language anxiety in English learning has always been a major focus of English teaching research. How to relieve English majors’ foreign language anxiety and improve their classroom participation becomes an imperative issue for English teachers. Based on the American teaching model of Sheltered Teaching and Observation Protocol (SIOP), this study explores whether the SIOP teaching model can help relieve English learning anxiety. The experiment on 60 freshmen majoring in business English shows that the SIOP model can relieve students’ foreign language learning anxiety and improve their classroom participation. The SIOP teaching model is worth popularizing in business English teaching.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 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":"129358828","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}
The evidence-based educational reform was initiated in the field of medicine and now has become a cutting-edge reform wave in the world. As a new pattern of educational reform, it aims to optimize educational decision-making and practice and promote the improvement of education quality, using scientific research evidence. Contrary to experience-based traditional education practice, evidence-based education emphasizes scientific support and data collection, transforms the individual experience into replicable regional experience, and provides scientific basis for implementation of educational policies, strategies and programs.
{"title":"Teachers’ Roles in Evidence-based Educational Reform in China","authors":"A. Cheung","doi":"10.15354/bece.21.co027","DOIUrl":"https://doi.org/10.15354/bece.21.co027","url":null,"abstract":"The evidence-based educational reform was initiated in the field of medicine and now has become a cutting-edge reform wave in the world. As a new pattern of educational reform, it aims to optimize educational decision-making and practice and promote the improvement of education quality, using scientific research evidence. Contrary to experience-based traditional education practice, evidence-based education emphasizes scientific support and data collection, transforms the individual experience into replicable regional experience, and provides scientific basis for implementation of educational policies, strategies and programs. \u0000 ","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"96 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114098291","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}
Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and characteristics of evidence-based reform in education in China, with a focused analysis of the role of teaching research system in the reform. Despite its uniqueness, China’s evidence-based reform in education can still contribute experience to its world counterpart.
{"title":"The Role of China’s Teaching Research System in Promoting Evidence-based Reform in Education: A Case Study of Jiangsu Province","authors":"Shike Zhou","doi":"10.15354/bece.21.or067","DOIUrl":"https://doi.org/10.15354/bece.21.or067","url":null,"abstract":"Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and characteristics of evidence-based reform in education in China, with a focused analysis of the role of teaching research system in the reform. Despite its uniqueness, China’s evidence-based reform in education can still contribute experience to its world counterpart.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"22 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":"127352859","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}
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.
{"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}
To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.
{"title":"The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy","authors":"Yiru Song, Lei Wang","doi":"10.15354/bece.21.ar060","DOIUrl":"https://doi.org/10.15354/bece.21.ar060","url":null,"abstract":"To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"18 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":"126814315","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}
Recently, an article published in the Journal of East China Normal University (Education Sciences) was based on the data of 10-year-old and 15-year-old students in Suzhou City, China participating in the OECD social and emotional ability assessment. The study used descriptive statistics, difference testing, regression analysis, and other statistical methods to conduct a comprehensive analysis of the emotional regulation performance of Suzhou students.
{"title":"Emotional Regulation: Report on the Study of Social and Emotional Skills of Chinese Adolescents (II)","authors":"Liu Zhi, Ruirui Zhu, Haili Cui, Jingzhong Huang","doi":"10.15354/bece.21.rp032","DOIUrl":"https://doi.org/10.15354/bece.21.rp032","url":null,"abstract":"Recently, an article published in the Journal of East China Normal University (Education Sciences) was based on the data of 10-year-old and 15-year-old students in Suzhou City, China participating in the OECD social and emotional ability assessment. The study used descriptive statistics, difference testing, regression analysis, and other statistical methods to conduct a comprehensive analysis of the emotional regulation performance of Suzhou students.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130230254","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}
Social and emotional skills are important for students in 21st century study, life, and future work. In 2018, the Organization for Economic Cooperation and Development (OECD) officially launched the first round of social and emotional skills tests for 10-year-old and 15-year-old students worldwide. After 3 years of research, the first round of global data collection ended and at the end of 2019 the OECD published the Social and Emotional Ability Assessment International Report. As one of the participating cities, Suzhou, China, successfully completed the first round of testing and released a series of reports. This article summarizes the research work of the OECD and China on social and emotional capabilities of students and discusses a few insights from the data.
{"title":"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","authors":"Fengping Zhao, Weijie Meng, Fangmei Li, Longjun Zhou","doi":"10.15354/bece.21.re055","DOIUrl":"https://doi.org/10.15354/bece.21.re055","url":null,"abstract":"Social and emotional skills are important for students in 21st century study, life, and future work. In 2018, the Organization for Economic Cooperation and Development (OECD) officially launched the first round of social and emotional skills tests for 10-year-old and 15-year-old students worldwide. After 3 years of research, the first round of global data collection ended and at the end of 2019 the OECD published the Social and Emotional Ability Assessment International Report. As one of the participating cities, Suzhou, China, successfully completed the first round of testing and released a series of reports. This article summarizes the research work of the OECD and China on social and emotional capabilities of students and discusses a few insights from the data.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126558259","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}
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