卓越實證概述 Best Evidence in Brief

Types of Evidence

Using technology to facilitate personalized learning in China

An article recently published in Frontiers in Psychology reported how technology is used to facilitate personalized learning in China. Xiaofeng You and colleagues examined the Chinese Learning Diagnosis System (CLDS) developed by a Chinese educational evaluation company designed for providing timely feedback to students and teachers.  The CLDS analyzes students’ assignments for their mastery of various attributes and generates feedback to students and teachers. Consequently, students can identify their strengths and weakness and teachers can modify their instruction using the information. To examine the CLDS’s effectiveness, the achievements, self-efficacy, and academic motivation of 547 high school students enrolled in an experimental school in 2012 were compared to 396 high school students in a school where CLDS was not used. Achievement in the pretest was measured by high school entrance examination scores, and achievement in the posttest 3 years later was measured by the college entrance examination scores; both are high stakes tests...

06 11 2019
Future Planning and Achievement among Chinese students

Several studies have indicated the benefits of future planning to academic achievement, but not many have examined whether academic achievement also influences how students plan their future. Zhao and colleagues from Shandong Normal University conducted a longitudinal study to examine the relationships between Chinese junior high school students’ academic achievement and future planning in educational and occupational domains. This study conducted three assessments six months apart from Spring 2014 to Spring 2015 in Shandong Province in eastern China. Seven hundred and seventy-five students from sixth to eighth grades participated in the first assessment wave. The questionnaire measured students’ future explorations, commitments, and their affects concerning future education and occupation. Data of their academic achievement were collected from school records of their scores in Chinese, English, and mathematics. The relationships were analyzed with data collected at different times. The analysis showed that: There were reciprocal relations between academic achievement and Chinese...

06 11 2019
New review of evidence on parental engagement

A review of evidence published by the Education Endowment Foundation in the UK shows how parental engagement can have a positive effect on a child’s academic achievement – regardless of age or socioeconomic status. The review, conducted by the Universities of Plymouth and Exeter and supported by the National Institute for Health Research (NIHR), concludes that parental engagement in children’s learning is associated with improved academic outcomes, and that the association is stronger when parental engagement is defined as parents’ expectations for their children’s academic achievement. All studies controlled for parents’ education and/or family socioeconomic status. The review highlights areas of promise for how schools and early education settings can support parents in a way that improves their children’s learning. Examples include family literacy interventions to help boost younger children’s learning, and summer reading programs that improve school-aged children’s learning, particularly among families from more disadvantaged backgrounds. An overarching recommendation is the...

06 11 2019
Improving attendance by improving school conditions

The American Institutes for Research (AIR) and Attendance Works have released a new report, Using Chronic Absence Data to Improve Conditions for Learning, which describes how data on chronic absence, defined as a student missing 10 or more days of school, can be a tool to warn administrators that students are not getting the support they need. The first half of the report describes four school characteristics that promote attendance — physical and emotional health and safety; belonging, connectedness, and support; academic challenge and engagement; and adult and student social and emotional competence — and how they relate to attendance. The second half of the report describes how chronic attendance data can be used to diagnose weaknesses in learning conditions and presents specific steps that schools can take to promote better conditions.   Source (Open Access) : Chang, H.N., Osher, D., Schanfield, M., Sundius, J. & Bauer, L. (2019). Using Chronic...

06 11 2019
What are the best self-regulated learning strategies for Chinese students?

Self-regulated learning has been regarded as essential for effective learning. Research suggests that self-regulated learning is associated with academic performance, but different self-regulated learning strategies are not equally effective. Addressing the gap that occurred because few studies conducted in Asia were included in a previous meta-analysis, a meta-analysis published in Frontiers in Psychology has investigated what the most effective strategies for Chinese students were. Using Chinese academic databases, Li and colleagues analyzed 264 independent samples that involved 23,497 participants from 59 studies. In order to be included in this meta-analysis, studies had to be conducted in real teaching situations; studies based on online learning environments were excluded. Furthermore, participants had to be elementary, junior high or secondary high school students in China. The effect sizes of self-regulated learning strategies on academic achievement were analyzed. The result showed that:  Among the self-regulated learning strategies, self-efficacy (ES= 0.70), self-evaluation (ES= 0.72), and task strategies (ES= 0.60)...

23 10 2019
Growth Mindset and Work Engagement of Chinese Teachers

Individuals with a growth mindset believe that abilities can be developed over time. While this concept has been gaining popularity for its impact on students, a recent study published in Frontiers in Psychology examined how a growth mindset is related to work engagement of Chinese middle school teachers. Using a questionnaire that contained measures of growth mindset, work engagement, perseverance of effort and well-being, Zeng and colleagues examined the relationships of these factors with 472 teachers from 10 urban secondary schools in Chengdu city who participated in the study. They found that:  Growth mindset of teachers was strongly and positively correlated with work engagement, perseverance of effort and well-being. Growth mindset was positively associated with work engagement, while the relationship was also partially mediated by well-being and perseverance of effort. The authors suggested that despite the differences between Easterners and Westerners in cognitive styles, social orientation, values and motivation, the result demonstrated the benefit...

23 10 2019
New practice guide on technology use in postsecondary education

The What Works Clearinghouse (WWC) has released a new practice guide that focuses on promising uses of technologies associated with improving postsecondary student learning outcomes. Research that was eligible for the guide used a comparison group design, included an intervention that used technology to support student learning, involved college students in the United States, was published in 1997 or later, and reported on one or more outcomes in a relevant domain (e.g., academic achievement, credit accumulation and persistence). After considering the evidence, an expert panel drafted the following recommendations and assigned a level of evidence to each: Use communication and collaboration tools to increase interaction among students and between students and instructors. (minimal evidence) Use varied, personalized, and readily available digital resources to design and deliver instructional content. (moderate evidence) Incorporate technology that models and fosters self-regulated learning strategies. (moderate evidence) Use technology to provide timely and targeted feedback on student performance....

23 10 2019
Do higher teacher qualifications mean better early childhood education and care?

This Campbell systematic review examines the evidence on the correlation between teacher qualifications and the quality of early childhood learning environments, as measured by the Environment Rating Scale (ERS). The review summarizes findings from 48 studies with 82 independent samples. The studies had to be comparative or correlational and report either an overall quality scale or an environment rating scale. Overall, the review suggests that higher teacher qualifications are positively associated with classroom quality in early childhood education and care (effect size = +0.20). The review also suggests a positive correlation between teacher qualifications and classroom quality on a number of subscales, including: Program structure– focusing on the schedule, time for free play, group time, and provisions for children with disabilities (ES = +0.22). Activities– this relates to fine motor, art, music/movement, blocks, sand/water, dramatic play, nature/science, math/number, use of digital technologies, and promoting acceptance of diversity (ES = +0.20). Language and...

23 10 2019
A little help from your friends

An article in the British Journal of Psychology describes research into whether, and how, a single close supportive friendship may facilitate psychological resilience in socioeconomically vulnerable young people. The authors conclude that such friendships facilitate resilience, and that at least one close friendship helps adolescents craft meaning and strength amid substantial adversity. A total of 409 participants aged 11 to 19 were recruited through three comprehensive secondary schools and two colleges in Yorkshire with deprived surrounding areas (n=394), and through an online mailing list for peer supporters (n=15). They completed self-reported measures of close friendship quality, psychological resilience, social support, and other resources. Findings revealed: There was a significant positive association between perceived friendship quality and resilience. This was facilitated through inter-related mechanisms of developing a constructive coping style (comprised of support-seeking and active coping), effort, a supportive friendship network, and reduced disengaged and externalizing coping. There were gender differences. Perceived friendship quality...

08 10 2019