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01 April 2022, Volume 40 Issue 4 Previous Issue    Next Issue

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Causal Inference, Scientific Evidence, and Educational Research: Discussion on the Educational Research of Nobel Laureates in Economics in 2021 Bin Huang, Bo Li 2022, 40 (4):  1-15.  doi: 10.16382/j.cnki.1000-5560.2022.04.001 Abstract ( 582 )   HTML ( 251 )   PDF (987KB) ( 1491 )   Save In recent thirty years, causal inference method has become the mainstream method of quantitative research in social science and has been widely used in the field of education. In 2021, the Nobel Economics Prize was awarded to David Card, Joshua D. Angrist, and Guido W. Imbens for their contributions to promoting the development of causal inference methods. Taking the causal inference research of the three economists in the field of education as the starting point, firstly, this paper discusses the dual attributes of educational research, which have both humanistic care and scientific rationality, and expounds the significance of obtaining effective causal evidence in promoting the development of educational science research. Secondly, this paper introduces in detail the important research findings made by the three Nobel Prize winners in the aspects of Return to Education, the effect of Small Class Teaching, and the effect of school investment on the development of students’ cognitive ability. Lastly, this paper discusses the existing problems and future improvement direction of educational causal studies in China. Figures and Tables | References | Related Articles | Metrics

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A Study on Grade 7-12 Students’ Online Learning Performance with their Parental Involvement: Investigation and Research Report I on Online Teaching in Primary and Secondary Schools in Jiangsu Province Mei Cao, Xiaoyue Zhu, Shusheng Shen 2022, 40 (4):  16-28.  doi: 10.16382/j.cnki.1000-5560.2022.04.002 Abstract ( 847 )   HTML ( 289 )   PDF (850KB) ( 1576 )   Save K-12 students were pushed to the forefront of online learning with their widely-involved parents by the Covid-19 pandemic. There is a public concern about their learning performance, adaptability and parental influences. This study is based on the large-scale online teaching survey authorized by Jiangsu Education Department. Several descriptive or exploratory statistical analysis were carried out on 449,650 valid student questionnaires. It's found that with the parental involvement in online learning, students had satisfying learning involvement and acceptable goal attainment, but their learning psychology was not so good, though there were certain demographic differences. Homework guidance and good learning environment are two important parental factors that affect learning outcomes, also positively predicting learning involvement. Besides, parent-child communication atmosphere and family expectations both influence learning involvement. Learning psychology is positively affected by homework guidance, learning environment, parent-child atmosphere and family expectations. There are five typical online learners through cluster analysis, whose characteristics reflect different family parenting styles. The research suggests that in the post-epidemic era blended learning has to pay attention to several aspects such as home-school collaboration, learning psychological intervention, and online learning interaction. Figures and Tables | References | Related Articles | Metrics

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The Effect of Parental Involvement on their Perception of Children’s Academic Burnout in the Online Learning Context: Investigation and Research Report II on Online Teaching in Primary and Secondary Schools in Jiangsu Province Li Zhao, Yue Liu, Shusheng Shen 2022, 40 (4):  29-42.  doi: 10.16382/j.cnki.1000-5560.2022.04.003 Abstract ( 554 )   HTML ( 59 )   PDF (873KB) ( 931 )   Save Based on the large-scale online teaching survey authorized by Jiangsu Education Department, this study aimed to examine the mediating role of parental educational anxiety between parental engagement and perceived child burnout in the context of online learning of a total of 1,039,155 parents from Jiangsu Province. The results showed that, (1) after controlling for parental literacy, parental educational anxiety positively influenced parental perceptions of their children’s academic burnout while “masking” the relationship between parental engagement and parental perceptions of their children’s academic burnout. (2) Among parents of elementary and junior high school students, the influence of parental engagement on their children’s perceptions of academic burnout was mediated by parental educational anxiety. (3) The inconsistent effect of parental involvement on the perceived academic burnout of high school students was masked by parental anxiety. (4) The mediating effect of parental involvement on the perceived academic burnout of children differed across dimensions. The results of the study showed that in the context of online learning, high parental engagement was beneficial in relieving their children’s academic burnout among parents of elementary and middle school students, while the “masking” effect of educational anxiety among parents of high school students indicated that parents of high school students needed to help their children overcome their academic burnout through relieving their own educational anxiety. The “masking” effect of educational anxiety among parents of high school students indicates that parents of high school students need to alleviate their own educational anxiety to help their children overcome the problem of academic burnout in online learning. Figures and Tables | References | Related Articles | Metrics

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Analyzing the Characteristics of High-performing Online Teachers in Primary and Secondary Schools: Investigation and Research Report III on Online Teaching in Primary and Secondary Schools in Jiangsu Province Cailan Zhu, Xin Wen, Shusheng Shen 2022, 40 (4):  43-60.  doi: 10.16382/j.cnki.1000-5560.2022.04.004 Abstract ( 405 )   HTML ( 36 )   PDF (1059KB) ( 571 )   Save Primary and secondary school teachers were pushed to the forefront of online teaching by the Covid-19 pandemic. There is a public concern about their teaching performance and effect. This study is based on the large-scale online teaching survey authorized by Jiangsu Education Department. Descriptive statistical analysis and multi-linear regression analysis were carried out on high-performing teachers from 180,965 valid teacher questionnaires and found that high-performing teachers who are experienced in online teaching, have good psychological status, and can adapt to online teaching quickly. They are more flexible in online teaching, emphasizing students’ independent learning ability development. They have diverse needs in online teaching, focusing on online learning environment and resources. There are significant differences among the following three types of teachers: actively competent, adaptive-achieving, and stress-achieving. Accordingly, the following suggestions are made: to play the cascading effect of teachers’ online teaching ability improvement; to precisely target teacher training and promote the regularization of blended teaching; to provide targeted support to outstanding teachers. Figures and Tables | References | Related Articles | Metrics

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From Coping to Adaptation: Analysis of the Characteristics of Different Principals’ Online Teaching Leadership Behavior: Investigation and Research Report IV on Online Teaching in Primary and Secondary Schools in Jiangsu Province Xiaowei Zhao, Hongyu Shao, Shusheng Shen 2022, 40 (4):  61-76.  doi: 10.16382/j.cnki.1000-5560.2022.04.005 Abstract ( 362 )   HTML ( 31 )   PDF (1096KB) ( 452 )   Save It is of great significance to scientifically evaluate the online teaching leadership behavior of principals during the epidemic period, correctly measure the adaptation and sustainability of online teaching, and judge the main teaching modes adopted by schools in the future. According to the time line, this study examines the changes of online teaching leadership behavior of different principals. This study is based on the large-scale online teaching survey authorized by Jiangsu Education Department. We collect 3,668 valid questionnaires from primary and secondary school principals, and conduct descriptive statistical analysis, Chi square test and one-way ANOVA, supplemented by interviews with 17 principals. The results show that different principals’ online teaching leadership behaviors show common characteristics, and the adaptation shows a trend of increasing assimilation level and stabilizing or reducing sustainable willingness. Then, according to the characteristics of differences, the study depicts four types of principals, namely, the temporary change of opportunity, the change of time, the adaptation to circumstances and the change of initiative. Finally, the study puts forward the promotion strategies that are consistent with different principals, namely, transcending path dependence to promote cognitive evolution, acquiring effective knowledge to expand opportunity space, focusing on reflective learning to create synergy, and establishing future vision based on action research. Figures and Tables | References | Related Articles | Metrics

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A Study on the Willingness of Regional Education Administrators to Integrate Online Teaching into Normal Teaching and its Influencing Factors: Investigation and Research Report V on Online Teaching in Primary and Secondary Schools in Jiangsu Province Hongquan Bai, Jiaoyang Wang, Shusheng Shen 2022, 40 (4):  77-89.  doi: 10.16382/j.cnki.1000-5560.2022.04.006 Abstract ( 392 )   HTML ( 33 )   PDF (1059KB) ( 637 )   Save Online teaching has played an important role during the period of the COVID-19 pandemic, and how to integrate online teaching into normal teaching after the epidemic has become a hot issue in the field of education. Education administrators play a key role in leading the implementation of online teaching, so it is of great significance to pay attention to their willingness to support the integration of online teaching into normal teaching and its influencing factors. This study, based on the large-scale online teaching survey authorized by Jiangsu Education Department, uses the technology acceptance model and the expectation confirmation model to constructed a willingness model that affects the regional education managers to support the integration of online teaching in normal teaching. Through the investigation of education administrators in various urban areas of Jiangsu Province, it was found that the education administrators generally supported the integration of online teaching in normal teaching. In terms of specialty differences, the education administrators of art and sports majors have the lowest integration intention. In terms of regional differences, the education administrators with low integration intention concentrated in the municipal districts (not the main urban areas) and the areas with low frequency of online teaching in pre-epidemic areas. In terms of influencing factors, satisfaction, performance expectation and effort expectation all have a significant positive impact on the willingness of regional education administrators to support the integration of online teaching into normal teaching, and satisfaction has the greatest impact. Figures and Tables | References | Related Articles | Metrics

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Do New University Satellite Campuses Lift Real Estate Prices: Empirical Analysis Based on Micro-transaction Data of Land and Housing in Beijing Wenjie Zhang, Wei Ha 2022, 40 (4):  90-102.  doi: 10.16382/j.cnki.1000-5560.2022.04.007 Abstract ( 401 )   HTML ( 37 )   PDF (959KB) ( 614 )   Save Universities play an important role in promoting local economic growth, especially in the urbanization process in recent years. Taking advantage of the arguably exogenous policy shocks of new satellite campuses and the micro-transaction data of land and housing in Beijing, this paper uses a quasi-experiment design to explore the impact of universities on real estate prices. The findings show that: first, the newly built satellite campus has a significant positive impact on the prices of commercial and residential land within 5 km. Second, the more newly built satellite campuses, the closer the new campuses are to the city center, and the higher the land price. Third, only public universities can significantly increase the price of newly built commercial housing within 3 km radius, while non-public universities have no significant effect on the housing price. Therefore, it is necessary to form a long-term mechanism involving multiple subjects (such as universities, local governments and social forces), to link the construction of new satellite campuses closely with the local economic growth, and to promote the more sustainable interaction between the new satellite campuses and the local economic growth. Figures and Tables | References | Related Articles | Metrics

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45 Years: An Experiment in Mathematics Teaching and Reform Lingyuan Gu 2022, 40 (4):  103-116.  doi: 10.16382/j.cnki.1000-5560.2022.04.008 Abstract ( 426 )   HTML ( 36 )   PDF (2044KB) ( 615 )   Save This is an experimental report on mathematics teaching reform conducted in an urban-rural fringe area in the west of Shanghai. From 1977 to 2022, this 45-year experiment has witnessed a change of Chinese society from Reform and Opening up to educational modernization. In the early part of the experiment, we found an effective way to improve the quality of education in common conditions. We summed up a Chinese experience that students learn from variant experience and teachers grew up in action research. In the later part, we focused on ability and accomplishment objectives, and we found out some key initiatives to improve students’ inquiry and innovation ability. Then these results brought some actual effect and a positive social impact. The whole report gathered practice crystallization of three generations of old, middle-aged and young people. This experiment went through three stages: first, improving the educational quality generally and dramatically from a very low (1977—1992); second, prioritizing comprehension so as to break through the bottleneck of high cognition (1992—2007); third, perfecting teaching research to promote inquiry and creativity (2007—2022). Figures and Tables | References | Related Articles | Metrics

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The Key to Mathematics Education: Inquiry Reading, Computational Reasoning, Speculative Communication, and Happy Learning——A Dialogue with Professor Po-Shen Loh, the Head Coach of the U.S. National Olympic Mathematics Team Zhibin Yuan, Loh Po-Shen 2022, 40 (4):  117-126.  doi: 10.16382/j.cnki.1000-5560.2022.04.009 Abstract ( 354 )   HTML ( 33 )   PDF (537KB) ( 472 )   Save On March 13, 2018, Yuan Zhibin conducted an interview with Professor Po-Shen Loh on topics such as mathematical learning experience, mathematical teaching methods and other topics. From this, we learn more about Professor Po-Shen Loh’s unique and inspiring mathematical learning experience and mathematical teaching methods. This reveals the key to mathematics education: inquiry reading, computational reasoning, speculative communication, and happy learning. References | Related Articles | Metrics