专家集体咨询机制促进教育公平吗?来自中国的经验

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Education and Urban Society Pub Date : 2023-01-26 DOI:10.1177/00131245221150916

Liujie Xu, Ling Chen, Yiran Chen

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引用次数: 0

摘要

在开放式网络辅导项目中嵌入基于专家的集体咨询机制(ECAM)，为农村学生提供免费辅导，帮助他们提高学习成绩，从而解决教育不公平问题。本研究以北京市通州区城乡学生为研究对象，收集了辅导频次、学生接受辅导时间、同一学生的教师人数、学生学习成绩等数据。比较城乡学生的辅导行为和学业成绩。结果表明，ECAM可以提高学生的学习成绩。接受辅导的农村和城市学生的成绩得到了相同程度的赞赏。性别、学校类型、辅导时间对学习成绩有正向的预测作用。

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Does the Expert-based Collective Advising Mechanism Promote Educational Equity? Experience from China

The Expert-based Collective Advising Mechanism (ECAM) was embedded in the open online tutoring project to provide free tutoring for rural students and to help them improve their academic performance, and thus, to solve education inequity. Taking urban and rural students in Tongzhou District of Beijing as the objects, this study gathered data on the tutoring frequency, the durations students received tutoring, the number of teachers who tutored the same student, and the students’ academic performance. The tutoring behavior and academic performance of rural and urban students were compared. The results showed that the ECAM could improve students’ academic performance. Rural and urban students who received tutoring got the same degree of performance appreciation. Finally, gender, school type, and tutoring duration predicted academic performance positively.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.