Pub Date : 2018-12-01DOI: 10.1007/s11516-018-0033-x
Limin Bai
{"title":"Religion and education: Comparative and international perspectives","authors":"Limin Bai","doi":"10.1007/s11516-018-0033-x","DOIUrl":"https://doi.org/10.1007/s11516-018-0033-x","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"13 1","pages":"656 - 657"},"PeriodicalIF":2.8,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-018-0033-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46406883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.1007/s11516-018-0027-8
S. Marginson
{"title":"National/Global Synergy in the Development of Higher Education and Science in China since 1978","authors":"S. Marginson","doi":"10.1007/s11516-018-0027-8","DOIUrl":"https://doi.org/10.1007/s11516-018-0027-8","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"13 1","pages":"486 - 512"},"PeriodicalIF":2.8,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-018-0027-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53122379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.1007/s11516-018-0026-9
R. Yang
{"title":"The Global Significance of China’s Development in Education: Retrospect and Prospect in the 40th Anniversary Year of Reform and Opening Up","authors":"R. Yang","doi":"10.1007/s11516-018-0026-9","DOIUrl":"https://doi.org/10.1007/s11516-018-0026-9","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"13 1","pages":"467 - 485"},"PeriodicalIF":2.8,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-018-0026-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53122256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-13DOI: 10.1007/s11516-018-0014-0
Dongfang Wang,Yuting Sun,Ting Jiang
The assessment of quality in higher education from the perspective of students has three dimensions: students’ assessment of teaching, students’ satisfaction and students’ learning engagement. These differ in conceptions of quality, evaluation methods, evaluation content, evaluation purposes, traits and priorities. The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’ perspective and concluded that students play multiple roles in higher education evaluation and assessment, all of which can be improved by strengthening students’ objectivity and participation, evaluating the added value of a college education oriented to student development and taking the students’ perspective as an important way to contribute to higher education quality enhancement, assurance and control, and make proper use of higher education evaluations and assessments.
{"title":"The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis","authors":"Dongfang Wang,Yuting Sun,Ting Jiang","doi":"10.1007/s11516-018-0014-0","DOIUrl":"https://doi.org/10.1007/s11516-018-0014-0","url":null,"abstract":"The assessment of quality in higher education from the perspective of students has three dimensions: students’ assessment of teaching, students’ satisfaction and students’ learning engagement. These differ in conceptions of quality, evaluation methods, evaluation content, evaluation purposes, traits and priorities. The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’ perspective and concluded that students play multiple roles in higher education evaluation and assessment, all of which can be improved by strengthening students’ objectivity and participation, evaluating the added value of a college education oriented to student development and taking the students’ perspective as an important way to contribute to higher education quality enhancement, assurance and control, and make proper use of higher education evaluations and assessments.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"14 1","pages":"267-287"},"PeriodicalIF":2.8,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-16DOI: 10.1007/s11516-018-0016-y
Huiyu Yang
The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign language (EFL) from two sections of a reading course were randomly assigned to one of two groups. First, the participants were tested to assess their English reading level and prior knowledge of Egyptian culture. Next, they were randomly assigned to one of two modes: picture-plus-text or picture-plus-text-plus-signal. Immediately after experimental treatment, participants were administered tests of pictorial recall, matching, jigsaw puzzles, and retention as well as cognitive load measurement and attitude questionnaires. Experimental treatment was the independent variable, while the comprehension test, cognitive load questionnaire, and attitude questionnaire were the dependent variables. The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score, but not for retention. The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition. However, the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing. The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.
{"title":"The Effects of Attention Cueing on English Reading on Mobile Phones","authors":"Huiyu Yang","doi":"10.1007/s11516-018-0016-y","DOIUrl":"https://doi.org/10.1007/s11516-018-0016-y","url":null,"abstract":"The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign language (EFL) from two sections of a reading course were randomly assigned to one of two groups. First, the participants were tested to assess their English reading level and prior knowledge of Egyptian culture. Next, they were randomly assigned to one of two modes: picture-plus-text or picture-plus-text-plus-signal. Immediately after experimental treatment, participants were administered tests of pictorial recall, matching, jigsaw puzzles, and retention as well as cognitive load measurement and attitude questionnaires. Experimental treatment was the independent variable, while the comprehension test, cognitive load questionnaire, and attitude questionnaire were the dependent variables. The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score, but not for retention. The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition. However, the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing. The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"24 1","pages":"315-345"},"PeriodicalIF":2.8,"publicationDate":"2018-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-09DOI: 10.1007/S11516-008-0018-9
Qu Mei
{"title":"The Idea of an International University Reshaped by Students: An Ethnographic Study in a Chinese University","authors":"Qu Mei","doi":"10.1007/S11516-008-0018-9","DOIUrl":"https://doi.org/10.1007/S11516-008-0018-9","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"13 1","pages":"375-400"},"PeriodicalIF":2.8,"publicationDate":"2018-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47083018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1007/s11516-018-0018-9
Mei-lin Qu
{"title":"The Idea of an International University Reshaped by Students: An Ethnographic Study in a Chinese University","authors":"Mei-lin Qu","doi":"10.1007/s11516-018-0018-9","DOIUrl":"https://doi.org/10.1007/s11516-018-0018-9","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"20 1","pages":"375 - 400"},"PeriodicalIF":2.8,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-018-0018-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53121933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1007/s11516-018-0016-y
Huiyu Yang
The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign language (EFL) from two sections of a reading course were randomly assigned to one of two groups. First, the participants were tested to assess their English reading level and prior knowledge of Egyptian culture. Next, they were randomly assigned to one of two modes: picture-plus-text or picture-plus-text-plus-signal. Immediately after experimental treatment, participants were administered tests of pictorial recall, matching, jigsaw puzzles, and retention as well as cognitive load measurement and attitude questionnaires. Experimental treatment was the independent variable, while the comprehension test, cognitive load questionnaire, and attitude questionnaire were the dependent variables. The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score, but not for retention. The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition. However, the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing. The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.
{"title":"The Effects of Attention Cueing on English Reading on Mobile Phones","authors":"Huiyu Yang","doi":"10.1007/s11516-018-0016-y","DOIUrl":"https://doi.org/10.1007/s11516-018-0016-y","url":null,"abstract":"The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign language (EFL) from two sections of a reading course were randomly assigned to one of two groups. First, the participants were tested to assess their English reading level and prior knowledge of Egyptian culture. Next, they were randomly assigned to one of two modes: picture-plus-text or picture-plus-text-plus-signal. Immediately after experimental treatment, participants were administered tests of pictorial recall, matching, jigsaw puzzles, and retention as well as cognitive load measurement and attitude questionnaires. Experimental treatment was the independent variable, while the comprehension test, cognitive load questionnaire, and attitude questionnaire were the dependent variables. The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score, but not for retention. The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition. However, the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing. The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"2 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1007/s11516-018-0024-y
Vilma Seeberg
{"title":"The changing face of women’s education in China: A critical history of St. Mary’s Hall, McTyeire School and Shanghai No. 3 Girls’ Middle School. Xiaoyan Liu. Zürich, Switzerland: LIT Verlag, 2017. 366 pp., (paperback), CHF 39.90, ISBN: 978-643-90817-9.","authors":"Vilma Seeberg","doi":"10.1007/s11516-018-0024-y","DOIUrl":"https://doi.org/10.1007/s11516-018-0024-y","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"13 1","pages":"456 - 458"},"PeriodicalIF":2.8,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-018-0024-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53122101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.1007/s11516-018-0012-2
Wen Wang
{"title":"Researching Education and Ethnicity in China: A Critical Review of the Literature between 1990 and 2014","authors":"Wen Wang","doi":"10.1007/s11516-018-0012-2","DOIUrl":"https://doi.org/10.1007/s11516-018-0012-2","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"13 1","pages":"216 - 244"},"PeriodicalIF":2.8,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-018-0012-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53120879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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