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2. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
- Abstract
This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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3. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
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- 2013
4. The Effect of Computer-Assisted Learning on Students' Long-Term Development. Working Paper 28180
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National Bureau of Economic Research, Bianchi, Nicola, Lu, Yi, and Song, Hong
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In this paper, we examine the effect of computer-assisted learning on students' long-term development. We explore the implementation of the "largest ed-tech intervention in the world to date," which connected China's best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students' academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural--urban education gap. [Funding for this research was provided by the National Natural Science Foundation of China.]
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- 2020
5. Isolating the 'Tech' from EdTech: Experimental Evidence on Computer Assisted Learning in China. NBER Working Paper No. 26953
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National Bureau of Economic Research, Ma, Yue, Fairlie, Robert W., Loyalka, Prashant, and Rozelle, Scott
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EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the "Tech" in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world. [Funding for this research was provided by Dell Global Giving and the TELOS Initiative at the GSE at Stanford.]
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- 2020
6. Peer Quality and the Academic Benefits to Attending Better Schools. NBER Working Paper No. 22337
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National Bureau of Economic Research, Hoekstra, Mark, Mouganie, Pierre, and Wang, Yaojing
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Despite strong demand for attending high schools with better peers, there is mixed evidence on whether doing so improves academic outcomes. We estimate the cognitive returns to high school quality using administrative data on a high-stakes college entrance exam in China. To overcome selection bias, we use a regression discontinuity design that compares applicants barely above and below high school admission thresholds. Results indicate that while peer quality improves significantly across all sets of admission cutoffs, the only increase in performance occurs from attending Tier I high schools. Further evidence suggests that the returns to high school quality are driven by teacher quality, rather than peer quality or class size. [The research conducted in this paper is covered under Texas A&M University IRB #2015-0208.]
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- 2016
7. Markets in Education: An Analytical Review of Empirical Research on Market Mechanisms in Education. OECD Education Working Papers, No. 52
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Organisation for Economic Cooperation and Development, Waslander, Sietske, Pater, Cissy, and van der Weide, Maartje
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In the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. Appended are: (1) Country Case Studies; and (2) Terminology. Notes are also included. (Contains 1 table.)
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- 2010
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8. University Examinations and Standardized Testing: Principles, Experience, and Policy Options. World Bank Technical Paper Number 78. Proceedings of a Seminar on the Uses of Standardized Tests and Selection Examinations (Beijing, China, April 1985).
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World Bank, Washington, DC., Heyneman, Stephen P., and Fagerlind, Ingemar
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In September 1984, the Chinese government asked the Economic Development Institute of the World Bank to assist the officials of the Chinese Ministry of Education in thinking through some policy options for examinations and standardized testing. This document summarizes the descriptions of testing programs and advice provided to these Chinese officials at a meeting held in April 1985. In addition to an introduction by S. P. Heyneman and I. Fagerlind, the following papers are provided: (1) "Admission to Higher Education in Japan" (T. Hidano); (2) "Examinations for University Selection in England" (J. L. Reddaway); (3) "Admission to Higher Education in the United States: The Role of the Educational Testing Service" (R. J. Solomon); (4) "Public Examinations in Australia" (J. P. Keeves); (5) "Education in Sweden: Assessment of Student Achievement and Selection for Higher Education" (S. Marklund); (6) "A Brief Introduction to the System of Higher School Enrollment Examinations in China" (L. Zhen); (7) "Designing the English Language Proficiency Test in China" (G. Shichun); (8) "Assessing the Quality of Education over Time: The Role of the National Assessment of Educational Progress (NAEP)" (A. E. LaPointe); (9) "Cross-National Comparisons in Educational Achievement: The Role of the International Association for the Evaluation of Educational Achievement (IEA)" (J. P. Keeves); (10) "Examinations as an Instrument To Improve Pedagogy" (A. Somerset); and (11) "Improving University Selection, Educational Research, and Educational Management in Developing Countries: The Role of Examinations and Standardized Testing" (S. P. Heyneman). Collectively, the papers contain 31 tables and 13 figures. (SLD)
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- 1988
9. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, Texas, October 22-24, 2013)
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
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These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.
- Published
- 2013
10. The Influence of Blended Cooperative Learning Instructional Model on the Learning Achievement and Designed Characteristic Behaviors of College Students' Ideological and Moral Education Course
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Yu, Hao, Nilnopkoon, Phithack, Klangphahol, Kanreutai, and Kotchasit, Sombat
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Background and Aim: At present, in the reform of higher education, the cultivation requirements for innovative people are increasing day by day. The learning results and desired characteristic behaviors of college students in ideological and moral education in many universities are not satisfactory. Student's learning attitudes and learning participation are poor and the ability of self-discipline and adaptability are generally weak. So in order to solve the problems, in this study, the blended cooperative learning instructional model was employed to improve the learning achievement and desired characteristic behaviors of college students. The objectives of this research were: 1) To compare the learning achievement of college students before and after learning through the Blended cooperative learning instructional model. 2) To compare the desired characteristic behaviors of college students after learning through the Blended cooperative learning instructional model with a criterion set at 65%. Materials and Methods: The sample used in this study was 30 year 1 student in Zhoukou Vocational and Technical College, Zhoukou City, Henan Province. They were selected by cluster random sampling. The research instruments were: 1) Six lesson plans of an Ideological and moral education course based on blended cooperative learning. 2) A learning achievement test paper. 3) A student's self-assessment 4) A teacher observation form. The researcher used the Ideological and moral education test paper to conduct pre-test and post-test on the sample. Then the pre-test data and post-test data were analyzed. The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: The results of the study were as follows: 1) The learning achievement mean scores of students' protest were 16.13, S.D. = 3.25 and the posttest of students' learning achievement was M = 19.93, S.D. = 2.75. The result showed that after learning through a blended cooperative learning model in the classroom, posttest scores of students' learning achievement were greater than pretest scores at 0.05 level of statistical significance (t = 9.58, p = 0.000 < 0.05). The average scores of the study developed increasingly higher than the pretest. 2) The Self-assessment mean scores of 30 students' desired characteristic behaviors after learning through the blended cooperative learning model was 106.77 from full marks of 155 and the standard deviation was 6.20 which was statistically higher than the criterion of 65% at 0.05 level of statistical significance (t = 94.30, p = 0.000 < 0.05). The observation form mean scores of 30 students' desired characteristic behaviors after learning through blended cooperative learning model was 44.57 from full marks of 60 and the standard deviation was 4.16 which was statistically higher than the criterion of 65% at 0.05 level of statistical significance ( t= 7.33, p = 0.000 < 0.05). Conclusion: Through comparative analysis of learning achievement and desired characteristic behaviors scores before and after learning through the blended cooperative learning model in the Ideological and moral education course of first-year students in Zhoukou Vocational and Technical College, it revealed that students' learning achievement and desired characteristic behaviors have been significantly improved. Therefore, it is feasible to adopt a blended cooperative learning instruction model, which is helpful to improve the learning achievement and desired characteristic behaviors of the first-year students at Zhoukou Vocational and Technical College.
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- 2023
11. Effect of Mobile Phone Dependence on Various Aspects of Academic Achievement: Evidence from Chinese and Czech University Students
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Hongyang Liu, Lucie Vachova, and Irena Plevova
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Mobile phone dependence refers to the excessive use of mobile phones by individuals, which may cause problems in study, work and life. We compared differences in mobile phone dependence among Chinese and Czech university students, and explore the relationship between mobile phone dependence and academic achievement among them in this paper. The subjects of this study included 358 Chinese university students and 282 Czech university students who were recruited during March to April 2022. We collected data through online questionnaires, using the Short Version of the Smartphone Dependence Scale (SAS-SV) to assess the level of students' mobile phone dependence and the Academic Achievement Questionnaire (AAQ) to assess the level of students' academic achievement. The results show that for the level of mobile phone dependence are negatively correlated with the scores of various dimensions of academic achievement and the total score of academic achievement, among them, Chinese students have more significant effect in the relationship between mobile phone dependence and study performance; moreover, the correlations between the three sub-factors of academic achievement in Chinese students were stronger. It can be concluded that mobile phone dependence may lead to lower study performance, more difficulty in handling study demands, and lower social adaptation, or lower academic achievement may also lead to more severe mobile phone dependence.
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- 2024
12. Quantity-Quality and the One Child Policy: The Only-Child Disadvantage in School Enrollment in Rural China. NBER Working Paper No. 14973
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National Bureau of Economic Research and Qian, Nancy
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Many believe that increasing the quantity of children will lead to a decrease in their quality. This paper exploits plausibly exogenous changes in family size caused by relaxations in China's One Child Policy to estimate the causal effect of family size on school enrollment of the first child. The results show that for one-child families, an additional child significantly increased school enrollment of first-born children by approximately 16 percentage-points. The effect is larger for households where the children are of the same sex.
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- 2009
13. The Development and Initial Validation of the Student Perceptions of School Guidance Support Scale: Data from China
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Chao Xu and Peipei Zhu
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Using multiple methodological approaches in a sample of Chinese high school students (N = 1511), this paper reports on the development and initial validation of a 32-item Student Perceptions of School Guidance Support Scale (SPSGSS) initially intended to measure guidance support students perceive they receive from schools in four key areas of student development: academic development, career development, personal/social development, and college preparation. Results of factor analyses show that a bifactor model emerges as a best fit, indicating that students may have both an overall conception of what school guidance support is like and a separate understanding of specific aspects of school guidance support that contribute to the measurement of the overall conception. Examinations of ancillary bifactor indices reveal high reliability of the SPSGSS total score, suggesting that the total score is a reliable measure of the general SPSGSS factor. Moreover, this survey shows clear evidence of measurement invariance across genders and grade levels. Implications of these findings for educational research and practice are discussed.
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- 2024
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14. Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China
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Fu, Weidong and Zhou, Wei
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Transfer payment is of great significance for poverty alleviation and balanced regional development. Based on the first-hand survey data from 18 key counties of 6 provinces in China's national poverty alleviation and development program, this paper uses propensity score matching to calculate the effects of transfer payment funds on the results of compulsory education in impoverished areas and uses Shapley value decomposition to decompose correlated factors. It finds that when the characteristics of students, families and schools controlled, transfer payment funds significantly lower student academic achievements in some subjects and aggravate the inequality of educational results, which may be the result of the reduction of local education funds caused by the "crowding out effect" of transfer payment. Suggestions are made in this paper to standardize the utilization of transfer payment funds, establish a linkage mechanism between the educational results of poor students and transfer payment funds, implement the assisting plan for teachers and students in poor areas, strengthen the "pertinent support for intelligence development", and unite multiple agencies to increase input in education, with the purpose of reducing the inequality of compulsory education in poor areas.
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- 2022
15. Does Selecting School Based on Grades Benefit Students' Self-Esteem and Academic Achievement?
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Shao, Yueyang and Liu, Qimeng
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Due to grades as a primary concern in school selection in China, parents tend to choose a better school when their children enter secondary school from primary school resulting in the changing peer group (reference group). According to the Social Comparison Theory, individuals are affected by comparing with the people around them to get their own evaluation. This study aims at exploring the effects of changing reference group on developments of academic achievement and self-esteem. Results indicated that selecting secondary school with better grades may benefit individual academic performance but bring no positive influence on self-esteem developments.
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- 2022
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16. Essays on the Gender Wage Gap in China and the Returns to Higher Education in the United States
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Xu, Rui
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This dissertation presents three separate essays. The first two essays explore the gender wage gap and its dynamics in urban China from 1995 to 2018. The first chapter decomposes the gender wage gap based on the observed wage for workers with a precise measure of the hourly wages. The first chapter examines the observed average gender wage gap in China in hourly wages from 1995 to 2018. Using data from the China Household Income Survey (CHIP) 1995-2013 and the China Family Panel Studies (CFPS) 2014 and 2018. This chapter computes wage earners' working hours and hourly wages based on the available information to account for the labor supply's intensive margin. This chapter shows a pattern of increase in the gender wage gap in terms of hourly wages in the survey years of 1995-2007 and a pattern of decrease in 2007-2013. By extending the study period to 2018, this paper provides additional evidence that the observed wage-earners gender wage differentials have continued to decrease from 2013-2018 in urban China. This chapter finds that educational achievement and the returns to education favor female workers on average; however, the returns to potential experience are the main contributors to the "unexplained" component of the gender wage gap. This chapter also finds that the changes in the gender wage gap are heterogeneous across groups. Individuals without a college degree and working in foreign-owned firms are more likely to experience gender wage differential changes in hourly wages compared with those with at least a college degree and working in State-Owned Enterprises (SOEs). The second chapter explores the gender wage gap dynamics by accounting for employment composition. This chapter examines changes in the gender gap of the wage distribution in China from 1995 to 2018. To effectively account for changes in employment composition, we employ nonparametric bounds. Our methodology adopts a weak quartile dominance assumption, a monotone instrumental variable, and a stochastic dominance assumption to tighten the bounds. The results show statistically significant evidence that, over the years from 1995 to 2018, the median gender wage gap for the young workers (age 25-45) who are non-college-educated has increased by 0.17-0.62 log points. To estimate potential changes in the evolution of the gender wage gap suggested in the literature, we split up our analysis into two periods from 1995-2007 and 2007-2018. The results show larger changes in the gender wage gap compared to estimates in existing studies. In the earlier period, we find a significant increase by 0.19-0.63 log points in the median gender wage gap among the young workers who are college-educated. In the second period, the bounds estimates are less conclusive and suggest a decrease in the median gender wage gap among the college-educated young workers by 0.12-0.59 log points, but their 95% CI does not exclude a zero change. The estimates of the gender wage gap at the 75th wage percentile show a similar pattern as the changes at the median wage, while the statistical implications at the 25th percentile are inconclusive. Chapter three examines the returns to higher education in the United States with particular attention to individuals induced by the recession to attend a Master's Program. Unlucky college undergraduates entering the labor market in a recession suffer a persistent loss in their earnings in the medium- to long-term. Due to this "scarring effect," the opportunity cost for graduate school attendance decreases when an individual is exposed to a recession. This paper examines whether staying in school can help the unlucky cohort in terms of future labor market outcomes. There are two channels: delaying the time to enter the labor force and human capital accumulation. I find that graduating during a recession increases the probability of pursuing a graduate degree by 3 percentage points, and the return for the induced graduate degree is about 23% in future annual salary. At the same time, there is no statistically significant effect on the employment probability for those graduate degree holders induced by the recession. These findings provide evidence that the main benefit those induced graduate degree holders gain is from the additional accumulated human capital; the effect of delayed labor force entrance is negligible. I also find younger non-white females in non-STEM majors from non-research universities are more sensitive to the recession when making the graduate school decision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
17. Reform and Innovation of College English Teaching under the Background of Mobile Internet and Big Data
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Chaojie Wang and Jie Pan
- Abstract
The rapid development of mobile Internet has brought new development opportunities to college education and teaching. Taking university English teaching as the research object, this paper analyses the characteristics of mobile Internet in the classroom, WeChat platform, English learning app and other forms of teaching, the changes and influence of mobile Internet on English teaching, and its application in university English teaching. According to the actual teaching situation, a comprehensive evaluation system based on the learning process and results was established. The results show that the university English teaching model based on mobile Internet and the innovative evaluation and examination system can effectively improve the teaching efficiency and students' independent and sustainable learning ability. Through the reform of university English teaching, students' academic performance and learning ability have been improved. The research results are of great practical significance for promoting the reform and innovative practice of university English teaching.
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- 2024
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18. Does the Tenure Track Influence Academic Research? An Empirical Study of Faculty Members in China
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Xi Yang, X. L. Cai, and T. S. Li
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Since the twenty-first century, universities in many countries, including China, have introduced tenure-track employment to attract outstanding faculty. Through a survey of 1,099 faculty members from 21 high-level research universities in China, this study used a quasi-experimental method to examine the effect of the tenure track on faculty members' academic performance. The results suggest that the implementation of the tenure track led to an increase in the number of academic publications, but a decrease in the number of high-quality academic articles. The study further analyzed the underlying mechanisms by which the tenure track affected faculty members' academic performance, and found that introducing the tenure track increased cross-institutional collaboration, thereby promoting academic productivity. However, it resulted in a reduction in research collaboration within the institution, which hindered academic publication in high-impact journals. In terms of disciplinary heterogeneity, this study shows that the negative effect of the tenure track on publication quality was more significant in science than in engineering. Based on the research results above, this paper proposed several suggestions for improving the tenure system to ensure research excellence.
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- 2024
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19. Bring the Outcome Expectations Back In: Chinese Adolescent Perceived Value of Effort and Academic Achievement
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Xie, Yongxiang and He, Jun
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The existing literature mainly examines the impact of academic self-efficacy on academic achievement in educational psychology. Much less is known about the relationship between outcome expectations and adolescent academic achievement. This article applies the random intercept model to investigate the association between Chinese adolescent perceived value of effort as outcome expectations and academic achievement and employs the Karlson, Holm, and Breen (KHB) method to examine the underlying mechanisms. Additionally, this paper uses the random coefficient model to explore the heterogeneous association between the perceived value of effort and adolescent academic achievement across families and schools. Based on the Programme for International Students Assessment 2018 (N = 11751; 48.07% females), we found that the adolescent perceived value of effort was significantly and positively correlated with academic achievement. Adolescent educational expectations and academic engagement partially mediated the relationship between the perceived value of effort and academic achievement. Adolescents from disadvantaged families and schools benefited more from the perceived value of effort. These findings enhance existing literature by revealing how the adolescent outcome expectations contribute to academic achievement and provide a scientific basis for bridging the gap in academic achievement between families and schools to promote equity in education.
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- 2023
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20. Evaluating China's Double First-Class Project from the Perspective of Economics
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Zhang, Zhibai
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In 2017, China released its building list of First-class Universities and First-class Subjects (Double First classes), which should get great support for development for many years into the future. This paper examines the academic performance of eight universities that are currently listed as having First-class Subjects of economics, in international papers and domestic papers, and compares their academic performance with another eight non-listed universities. The comparison shows that in general only three listed universities have obvious advantages among the 16 sample universities, while four listed universities do not show advantages, with one of them unexpectedly lagging behind. In contrast, several non-listed universities perform obviously better among the sample universities. In addition, several other aspects of this Double First-class list are also found to be less objective, scientific, or rigorous.
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- 2022
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21. MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis
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Liu, Zhongxiu, Brown, Rebecca, Lynch, Collin F., Barnes, Tiffany, Baker, Ryan, Bergner, Yoav, and McNamara, Danielle
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The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.
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- 2016
22. 'We're Away from Everything': Understanding the Struggles Faced by Internationalized Schools in Non-Urban Contexts in China
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Poole, Adam, Liujinya, Yang, and Yue, Shi
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This paper reports on an emerging type of international school, which we refer to as the Chinese internationalized school. This school caters to Chinese citizens and aspires to offer a fusion of national and international curricula. The majority of internationalized schools in China are to be found in large metropolitan centers. Accordingly, the literature has focused on relatively affluent urban centers, such as Shanghai, Suzhou, and Beijing. However, in recent years, internationalized schools have started to emerge outside of metropolitan areas in what have been described as tier-3 and 4 cities, which could also be described as non-urban or rural contexts, due to their remote location and proximity from metropolitan centers. This study adds to the scholarship on internationalized schooling in China by focusing on the struggles that schools in a non-urban contexts are likely to face. Focusing on one school, our interviews with 16 teachers and the school's principal revealed that the school's remote location made recruiting students and teachers problematic. Moreover, the effects of COVID-19 compounded this issue, with many prospective students abandoning their plans to study abroad and instead choosing to study in a local school offering the Chinese national curriculum. As a result, the school was forced to recruit students who did not possess the necessary English language ability to access the content of the Cambridge curriculum. This created a washback effect, which impacted on students' academic achievement, their motivation, and the teaching strategies employed by the teachers. The paper concludes by considering what implications the findings might have for teachers and school leaders in internationalized schools in non-urban contexts.
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- 2022
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23. Teaching a While Measuring b: Cultural Bias in Assessing Student Performance
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Seno-Alday, Sandra and Budde-Sung, Amanda
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Purpose: This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach: This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings: The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value: The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.
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- 2022
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24. Applied in Organic Chemistry: Pre-Service Teachers Training through Situational Simulation Teaching Method
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Li, Wanmei, Ouyang, Yani, and Xu, Jun
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Situational simulation teaching method (SST mentioned below) is a mature teaching method that has been applied. It has been widely used in foreign language, law, management, clinical and other fields, and has been proved to have good teaching effect. The quality of teachers is the key to improve the international competitiveness of China's education system. With the growth of China's population and the reform and development of education, the training of pre-service teachers has become a public concern. According to the existing research, most of the pre-service teachers have good academic and moral qualities, but there are still deficiencies in teaching ability, management ability and communication ability. In view of this phenomenon, this paper puts forward a scheme of training chemistry pre-service teachers by using SST method through the way of organic chemistry teaching reform. The results show that SST method can improve students' learning quality and cultivate students' comprehensive abilities (including pre-service teachers' professional skills).
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- 2022
25. Family Time and Money Inputs in Education and Teenager Development: Interpretation of Social Capital, Cultural Capital, and Shadow Education
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Li, Jiali and He, Ruizhu
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This paper utilizes data from the China Education Panel Survey 2013-2015 to examine the effects of family time and money inputs in education on adolescent academic performance from the perspectives of home social capital, cultural capital, and shadow education. Home time input in education is more vital to teenager academic progress than money input. Domestic social capital and cultural capital as well as weekend shadow education positively impact child academic results. Home-based parental participation as a key component of domestic social capital has the most significant influence on teenager academic improvement, while weekend supplementary tutoring generates the weakest effect; workday extracurricular tutoring even negatively affects student academic achievement. School-based parental involvement differs among families of different classes, with a significant negative effect on academic results of teenagers from disadvantaged backgrounds. Due to the absence of heterogeneity effects of home time input in education on academic progress of students from various social backgrounds, parental time investment should be taken as the most effective means to improve academic performance of adolescents from underprivileged classes.
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- 2022
26. Native versus Non-Native English Teachers' Influence on English Language Learning Motivation and Anxiety
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Lin Peng and Sang-Gu Kang
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This article mainly focuses on comparing motivation and anxiety levels in native versus non-native English teacher classes based on survey results from Chinese university students majoring in English. Using a 5-point Likert Scale, the participants responded to 48 close-ended survey items regarding English language learning motivation and anxiety. The overall results indicated that they tended to have high motivation level and low anxiety level in their English classrooms, but several survey items suggested that they were significantly more motivated and less anxious in native teacher classes than non-native teacher classes, which led to higher achievement levels in native teacher classes. Although the result seems to suggest that students prefer native English teachers, this does not imply that non-native teachers are not as qualified as their counterparts, as some survey items indicate that both teachers are equally prepared for classes and accessible for assistance. Based on the survey results, this paper makes some suggestions on how English teachers can better help their students' English learning.
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- 2022
27. Influence of Teacher-and-Peer Support on Positive Academic Emotions in EFL Learning: The Mediating Role of Mindfulness
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Xie, Xuyue and Guo, Jidong
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With the advent of positive psychology, the role of positive emotions has received more attention. This study explores the relationship among teacher-and-peer support, mindfulness, and positive academic emotions in EFL learning among non-English majors in China. The results reveal that teacher-and-peer support and mindfulness positively predict positive academic emotions. Besides, mindfulness plays a mediating role between teacher-and-peer support and positive academic emotions. Based on the findings, this paper suggests that teachers could try to enhance teacher-and-peer support and improve students' mindfulness so as to help learners regulate their emotions as well as achieve better academic performance in English learning.
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- 2023
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28. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madrid, Spain, July 17-19, 2018)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and Isaias, Pedro
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These proceedings contain the papers of the International Conference e-Learning 2018, which was organised by the International Association for Development of the Information Society, 17-19 July, 2018. This conference is part of the Multi Conference on Computer Science and Information Systems 2018, 17-20 July, which had a total of 617 submissions. The e-Learning (EL) 2018 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. Besides the presentation of full, short and reflection papers, tutorial and doctoral consortium, the conference also included two keynote speakers, Prof. Dr. Rosa M. Carro, Head of the Department of Computer Engineering, Universidad Autónoma de Madrid, Spain, and Prof. Dr. Ana Fernández-Pampillón Cesteros, Universidad Complutense de Madrid, Spain. An author index is provided and individual papers include references.
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- 2018
29. The Roles of Instructional Leadership and Teacher Leadership in Support of Teaching and Student Learning
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Li, Ling and Liu, Yan
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While such connection between an instructional leader and a vigorous teacher-leader team seems natural in the school with instructional effectiveness, the research evidence is surprisingly limited. To fill the gap, these factors are linked such that principals' effort on instruction will lead them to change the school's leadership structure by involving teacher leaders for collective instructional improvement, which will help improve teacher's instructional efficacy and ultimately boost student learning. Using data collected by a Chinese policy center, this study found that instructional leadership and teacher leadership are positively related to teacher efficacy and student performance, while the effect size between both leadership styles and teacher efficacy is more significant than that between school leadership and student test score.
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- 2019
30. Contemporary American Literature in Online Learning: Fostering Reading Motivation and Student Engagement
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Gao, Li
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Reading is one of the crucial aspects of the learning process. The learning efficiency depends on the motivation and involvement of students. The paper aims to determine whether the developed online course enhances student motivation and engagement in contemporary American literature. For this purpose, questionnaires were used. The sample consisted of 126 students enrolled in Yulin Gaoxin Secondary School, who had English proficiency at a high enough level to read English literature in the original language. Before and after the course, the Reading Motivation Questionnaires test was administered, with its scores validated using Student's t-test for dependent samples. Significant progress is observed in the internal and social components of motivation (23-25%), as well as in the Engagement category (31%). The course also positively affected learning effectiveness. None of the participants scored less than half of the possible points for the course assignments. Most children obtained high (95-119 points) and very high scores (120-140 points). This finding demonstrates the suitability of the tools used (videoconferencing, learning management systems, discussion forums, and interactive exercises) in online learning when studying modern literature. The research findings are of interest, first of all, to instructors who adopt technological innovations in their lessons or want to motivate students to read. Second, school administrators and education sector officials can draw information from the findings for corrective action. Third, software developers may be inspired by the data and create new technology solutions.
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- 2023
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31. Comparing the Behavioural Differences of Teachers and Students in Learner-Centred Classrooms between China and the USA
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Cheng, Hong-Yu, Tian, Ru-Meng, and Mei, Xiao-Xue
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This research was designed to examine how teachers and students from various cultures (China vs. USA) might present distinct behavioural features in learner-centred classrooms. The findings of the research would serve the purpose to answer the question regarding whether and how learner-centred instruction could better support the learning of students from non-Western cultures. Chinese students experiencing learner-centred instruction (the experimental group), Chinese students from traditional classrooms (the control group), and American students responded to measures assessing their perceived teacher behaviours, and their own learning behaviours along with other two highly relevant variables, namely academic motivation and self-efficacy. The results indicated that Chinese teachers and students in the experimental group presented certain distinct behavioural features in comparison to both control group and American group. It suggested that the implementation of learner-centred instruction brought certain behavioural changes for Chinese teachers and students. However, on the other hand, their behavioural changes were not completely consistent with expectations. For instance, Chinese teachers in the experiment group did not present better performance in empowerment and individualized instruction, and their students did not exhibit more autonomous and self-directed learning behaviours as expected. The implications of the research were discussed in the paper.
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- 2023
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32. Education and New Developments 2017
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Carmo, Mafalda
- Abstract
This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
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- 2017
33. Proceedings of the International Conference on Educational Data Mining (EDM) (10th, Wuhan, China, June 25-28, 2017)
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International Educational Data Mining Society, Hu, Xiangen, Barnes, Tiffany, Hershkovitz, Arnon, and Paquette, Luc
- Abstract
The 10th International Conference on Educational Data Mining (EDM 2017) is held under the auspices of the International Educational Data Mining Society at the Optics Velley Kingdom Plaza Hotel, Wuhan, Hubei Province, in China. This years conference features two invited talks by: Dr. Jie Tang, Associate Professor with the Department of Computer Science and Technology at Tsinghua University; and Dr. Ron Cole, President of Boulder Learning Inc. The main conference invited contributions to the Research Track and Industry Track. 122 submissions were received (71 full, 47 short, 4 industry). 18 full papers papers were accepted (25% acceptance rate) and 32 short papers for oral presentation (42% acceptance rate) and an additional 39 for poster presentations, 3 demonstrations. The industry track includes all 4 submitted industry papers and 1 paper initially submitted as a full paper. The EDM conference provides opportunities for young researchers, and particularly Ph.D. students, to present their research ideas and receive feedback from the peers and more senior researchers. This year, the Doctoral Consortium features 6 such presentations. In addition to the main program, the conference includes 3 workshops: (1) Graph-based Educational Data Mining (G-EDM 2017); (2) Sharing and Reusing Data & Analytics Methods with LearnSphere; and (3) Deep Learning with Educational Data; and 2 tutorials: (1) Why Data Standards are Critical for EDM and AIED; and (2) Principal Stratification for EDM Experiments. [For the 2016 proceedings, see ED592609.]
- Published
- 2017
34. The Impact of Cooperative Learning on CHC Students' Achievements and Its Changes over the Past Decade
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Chen, Qiuxian and Liu, Yuan
- Abstract
Informed by emergent learning theories and multiple evidenced benefits, cooperative learning has developed into a widely accepted organization mode of class in the Western context. For the same reason, cooperative learning is transferred, during the past decade, into classrooms of Confucian Heritage Culture (CHC) contexts. Concerns, however, are raised regarding the effectiveness of the transfer, for contextual factors have long been acknowledged as a powerful barrier to borrowed initiatives, especially those that are not compatible with the deep-rooted cultural values in the situated contexts. This paper is built on Thanh-Pham's (2014) review of literature, which is on the impact of cooperative learning on the CHC students' learning achievements and conducted during 1990 to 2006. This paper has expanded Thanh-Pham (2014) with a similar review on available literatures, which were published from 2007 up to 2016. This review of 39 publications shows up noticeable changes regarding the impact of cooperative learning in the CHC contexts. Specifically, the positive findings have risen from 47.2% to 86.9%, whereas negative and null change studies fall considerably. Influencing factors are analyzed via SPSS22.0 Software and verified with exemplars. Reasons for these changes point to the changing context and adaptive agency.
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- 2017
35. International Psychological Applications Conference and Trends (InPACT) 2017 (Budapest, Hungary, April 29-May 1, 2017)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]
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- 2017
36. Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data
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Sun, Ran and Du, Ping
- 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.
- Published
- 2021
37. Are Opportunities to Equalize Elite High Schools Discriminatory? Evidence from a Quasi-Experimental Design
- Author
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Liu, Xinya, Qin, Fei, Zhou, Xuehan, Hu, Xuan, and Zhang, Yu
- Abstract
While education equality is considered crucial for broader social equality, policies that aim to equalize educational resources are sometimes suspected of discriminating against high achievers. Such potential discrimination should be examined empirically to provide robust evidence for policymakers and the broader public. Using a quasi-experimental design and longitudinal dataset, this paper reports on research which has investigated potential discrimination arising from China's high school quota admission policy, which is considered a successful initiative for distributing high achievers across middle schools in ways that equalize achievement, and hence improves overall quality. The results presented in this paper indicate there is basically no such discrimination after controlling for self-selection bias. The paper also reveals the broader value of evaluating potential discrimination as part of similar forms of education development.
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- 2020
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38. Social Media Addiction and Its Impact on College Students' Academic Performance: The Mediating Role of Stress
- Author
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Zhao, Lei
- Abstract
Social media use can bring negative effects to college students, such as social media addiction (SMA) and decline in academic performance. SMA may increase the perceived stress level of college students, and stress has a negative impact on academic performance, but this potential mediating role of stress has not been verified in existing studies. In this paper, a research model was developed to investigate the antecedent variables of SMA, and the relationship between SMA, stress and academic performance. With the data of 372 Chinese college students (mean age 21.3, 42.5% males), Partial Least Squares, Structural Equation Model was adopted to evaluate measurement model and structural model. The results show that use intensity is an important predictor of SMA, and both SMA and stress have a negative impact on college students' academic performance. In addition, we further confirmed that stress plays a mediating role in the relationship between SMA and college students' academic performance.
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- 2023
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39. The Relationship between Student Motivation and Academic Performance: The Mediating Role of Online Learning Behavior
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Meng, Xiangju and Hu, Zhenfang
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Purpose: This paper aims to use a quantitative approach to explore the role of online learning behavior in students' academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context. Design/methodology/approach: Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis. Findings: The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly. Originality/value: Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students' online learning behavior to boost blended learning effects during the COVID-19 pandemic.
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- 2023
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40. Interaction Analysis of Teachers and Students in Inquiry Class Learning Based on Augmented Reality by iFIAS and LSA
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Su Cai, Xiaojie Niu, Yuxi Wen, and Jiangxu Li
- Abstract
Inquiry-based learning (IBL) is one of the most important learning strategies. Augmented Reality (AR) is an effective way to support this strategy, which is considered conducive to enhance academic achievements of students during IBL. This paper investigated teacher-student interactions during AR-supported IBL by comparison and case study. First, four video clips carried by two high schools were coded by improved Flanders Interaction Analysis System (iFIAS) with two clips in AR-supported class and others in no AR-supported class. Then, Lag Sequence Analysis (LSA) was used to extract sequence features based on the codes. Finally, suggestions on using AR in IBL and details about study were discussed. Results show that AR-supported IBL has more active responses from students and a higher response rate from teachers. Student responses in AR-supported IBL have more tendency to be approved by teachers. The interactive component of AR software is in positive relation to its capacity of flexible inquiry, but it requires more time to learn to operate and demands more demonstration behavior from teachers. Teachers should develop skills of asking questions to guide and give timely feedback when carrying out IBL supported by AR.
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- 2023
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41. 'Can We Get an Ideal Job?': The Distribution and Influencing Factors of The Occupational Stratum of Chinese College Graduates
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Shuo Yu, Ying Liu, Rui Guo, and Zhiwei Chen
- Abstract
In recent years, Chinese college graduates have faced a challenging employment situation, calling for an analysis of the social stratification function of higher education. This paper used linear regression to analyze factors influencing the occupational status attainment of college graduates. The social stratification function of higher education was found to be significant. Educational factors were essential for occupational status attainment. Nevertheless, new graduates' occupational status could also be affected by individual and family factors. On the whole, college graduates achieved stratum promotion. Men had higher occupational status and longer mobility distance than women, and rural graduates had higher occupational status and longer mobility distance than urban graduates.
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- 2023
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42. A Way of Human Capital Accumulation: Heterogeneous Impact of Shadow Education on Students' Academic Performance in China
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Minda Tan and Shuiyun Liu
- Abstract
Shadow education helps students become academically competitive. Currently, little is known about whether shadow education can effectively fulfill either remedial or enrichment purposes in China. Using the nationally representative data from the China Education Panel Survey (CEPS) collected in 2013 and 2014, this paper explored the opportunity gap in shadow education and its impact on Chinese eighth-grade students' mathematics and English reading performance. This study further examined how this effect differs by students' prior performance and school ranks by hierarchical linear modeling (HLM). The results show that affluent socioeconomic resources and parental pressure predicted larger chances of students using shadow education. On average, supplementary tutoring had a positive effect on academic achievement. After re-estimating the effect by groups, this study found that students disadvantaged by prior knowledge and quality of schooling benefited more from supplementary tutoring. The findings suggest that the expansion of shadow education may contribute to social reproduction within the current education system.
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- 2023
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43. Effect of Non-Cognitive Factors on Academic Achievement among Students in Suzhou: Evidence from OECD SSES Data
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Liu, Yang, Afari, Ernest, and Khine, Myint Swe
- Abstract
Non-cognitive abilities, also termed as Social and Emotional Skills (SSES), are believed to have a profound and far-reaching impact on individuals' growth and development. Previous psychological experiments confirmed that non-cognitive factors could have an impact on education, health and social well-being. The SSES reports by OECD offer insights on multiple facets of non-cognitive information during adolescents' growth, which seeks further understanding of the mechanisms and contextual features influencing the formation and development of students' non-cognitive skills as well as subject learning. Based on the OECD 2019 Suzhou data, this study tested a number of hypotheses concerning social and emotional skills and subject learning achievements, including mathematics, reading literacy and arts. The results confirmed that various social and emotional non-cognitive constructs emerged to be facilitating disciplinary learning, including mathematics, reading literacy and arts achievements. This paper offers some reflections on the integration of non-cognitive skills in designing the education policy guidelines.
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- 2023
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44. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups
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Bayeck, Rebecca Yvonne
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This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.
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- 2016
45. Cross-Cultural Research on Parents: Applications to the Care and Education of Children Introduction to the Issue
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Harkness, Sara and Super, Charles M.
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The seven papers in this issue address a variety of challenges that parents in several different cultural places encounter as they do their best to ensure their children's safe, happy, and successful development from infancy through middle childhood: infant sleep, developmental agendas, temperament, preschools, academic success, and learning to be a parent in a new cultural environment. The authors use a varied of methods -- qualitative and quantitative -- to understand how parental figures in Botswana, China, Italy, the Netherlands, Poland, Spain, Sweden and the United States think about the needs of their children, their own role as parents, and the caretaking practices that follow. A final Commentary focuses on the power of parental ethnotheories in changing societies, and on the complexities and importance of cross-cultural research.
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- 2020
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46. A Historical Review of Professional Learning Communities in China (1949-2019): Some Implications for Collaborative Teacher Professional Development
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Chen, Licui
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Professional Learning Communities (PLCs) have been recognized as a promising infrastructure for teacher professional development and student achievement. There has been increasing research interest in PLCs outside mainstream Western contexts. Based on literature and documentary analysis, this paper outlines the historical development of PLCs in mainland China over the past seven decades. It further analyses the continuities and changes in the development of PLCs in mainland China since its establishment. The main changes identified include increased administrative duties, a shift in the orientation of collective work, and increased integration with other professional development efforts, though PLCs in China remain a top-down teacher collaboration strategy for their professional development. Lessons from the development experiences of China highlighted in this paper enrich the global discussion of PLC implementation for promoting teacher professional development across different educational systems.
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- 2020
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47. The Cultivation of the Whole Child.
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Liu, Yu-zhen
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This paper discusses how today's children must be prepared to meet the challenge of the information age, stressing the importance of cultivating the whole child and noting the teacher's role in this endeavor. The first section describes basic education in China, focusing on required schooling, the curriculum, textbooks, examinations, and moral education. The second section presents a view of education in the United States, focusing on the state of Massachusetts. The third section compares the two education systems, examining commonalities and disparities. The fourth section focuses on the cultivation of the whole child, which is one of the commonalities between the two countries. It discusses the cultivation of children's personal qualities (moral, psychological, physical, cultural, and professional) and cultivation of children's abilities, including the ability to learn and the ability to adapt in an ever-changing world. The accumulation and application of knowledge accompany the development of children's personal qualities and abilities. When children are trained to become people with high personal qualities and abilities, they are learning how to know and how to do. As their knowledge increases, their personal qualities and abilities also grow. (SM)
- Published
- 2000
48. Predicting Academic Performance Using Tree-Based Machine Learning Models: A Case Study of Bachelor Students in an Engineering Department in China
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Zhang, Wei, Wang, Yu, and Wang, Suyu
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Educational data mining (DEM) provides valuable educational information by applying data mining tools and techniques to analyze data at educational institutions. In this paper, tree-based machine learning algorithms are used to predict students' overall academic performance in their bachelor's program. The transcript data of the students in the same department in a Chinese university were collected. All the courses in the bachelor's program were then divided into six typical categories, and the mean GPAs of each category were taken as primary input features for prediction. Three tree-based machine learning models were established, i.e. decision tree (DT), Gradient boosting decision tree (GBDT) and random forest (RF). Results show that we can successfully identify more than 80% of the students at low-performance risk using the RF model at the end of the second semester, which is meaningful because the global quality of teaching and learning of the department can be improved by taking targeted measures in time according to the machine learning model. Feature importance and the structure of decision tree were also analyzed to extract knowledge that is valuable for both students and teachers. The results of this case study can be used as a reference for other engineering departments in China.
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- 2022
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49. Does ICT Matter? Unfolding the Complex Multilevel Structural Relationship between Technology Use and Academic Achievements in PISA 2015
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Li, Sandy C. and Petersen, Karen B.
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While infusion of technology into schools has been one of the top priorities of the education reform agenda across the world, findings from many large-scale international assessments indicate that students' use of information and communication technology (ICT) has mixed effects on their academic achievements. In this paper, we argue that these ambivalent findings were due to the oversight of the indirect effects of ICT use mediated by other ICT-related variables. We employed multilevel structural equation modelling to unfold the relationship between students' ICT use and their academic achievements based on PISA 2015 data. The results indicated that students' autonomy in ICT use and students' interest in ICT use were found to have significant positive direct effects on students' academic achievements at both within-school and between-school levels. These two variables played a significant role in mediating the indirect effects of ICT use outside school for schoolwork and ICT resources on students' academic achievements. On the contrary, ICT resources and ICT use at school exerted either no direct effect or a negative direct effect on students' academic achievements and students' perceived autonomy related to ICT use, suggesting that mere provision and use of ICT resources in school did not necessarily guarantee success in student performance. At the school level, school's transformational leadership and collaborative climate helped promote students' autonomy in ICT use.
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- 2022
50. National Excellence: A Case for Developing America's Talent. An Anthology of Readings.
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Office of Educational Research and Improvement (ED), Washington, DC., Ross, Patricia O'Connell, Ross, Patricia O'Connell, and Office of Educational Research and Improvement (ED), Washington, DC.
- Abstract
The five commissioned papers in this anthology provided part of the research base for the national report, "National Excellence: A Case for Developing America's Talent." In the first paper, "The Performance of High Ability Students in the United States on National and International Tests," Carolyn Callahan describes discouraging national and international academic achievement data which indicate that America's top students continue to lag behind top students in other comparable nations. In the second paper, "Education of Gifted and Talented Students in China, Taiwan, and Japan," Harold W. Stevenson et al. report on studies of children's academic achievement in East Asia over the past 11 years and analyze those Asian nations' policies and practices for educating high-ability students. In the third paper, "State Policy Issues in the Education of Gifted and Talented Students," Patricia Bruce Mitchell examines current state policies, regulations, and legislation concerning education programs for gifted and talented students. She also discusses state policies which influence the nature and scope of gifted programming and considers implications of recent school restructuring efforts. James Gallagher, in "Current and Historical Thinking on Education for Gifted and Talented Students," describes how early cultures addressed or failed to address the needs of gifted children and contends that our society has traditionally had ambivalent feelings toward gifted children. He offers several definitions of giftedness and evaluates various educational methods with this population. In the final paper, "American Culture and the Gifted," Daniel P. Resnick and Madeline Goodman examine the role that the American culture and political beliefs have played in shaping the educational system. They suggest that forces outside the classroom (such as anti-intellectual attitudes) may account for more of the success or failure of programs for the gifted than previously thought. Each paper contains references. (DB)
- Published
- 1994
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