Purpose:This article presents a definition and rationale for evidence-based reform in education,and a discussion of the current state of evidence-based research,focusing on China,the U.S.,and the UK.Design/Approach/Me...Purpose:This article presents a definition and rationale for evidence-based reform in education,and a discussion of the current state of evidence-based research,focusing on China,the U.S.,and the UK.Design/Approach/Methods:The article contrasts the state of educational research in the U.S.,the UK,and China,world leaders in evidence-based reform.Findings:The article suggests ways in which Chinese,U.S.,UK,and other scholars might improve the worldwide quality of evidence-based reform in education.One indicator of this partnership is an agreement among the Chinese University of Hong Kong,Nanjing Normal University,and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.Originality/Value:This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S.and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students.展开更多
Purpose:This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All(ABRACADABRA;hereinafter,ABRA)-a webbased literacy program designed by Concord...Purpose:This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All(ABRACADABRA;hereinafter,ABRA)-a webbased literacy program designed by Concordia University in Canada-on third-grade students in Nanjing,China.Design/Approach/Methods:Participants comprised 999 students from three treatment schools(N=711)and three control schools(N=288).Three different approaches were used in the treatment schools:namely,a computer laboratory once a week,noontime study after lunch,and single-game instruction(SG)during every English lesson.Interviews were also conducted with teachers,producing qualitative data.Findings:Following 20 weeks of intervention,the overall effect size was 4-0.05.The SG group reflected the smallest effect size(d=-0.52).The noontime study group produced an effect size of 0.39,and the laboratory group an effect size of 0.55.This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts.In doing so,this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload,resulting in passive roles and low ABRA program intensity.Originality/Value:The results of this study indicate that ABRA is an effective means of improving Chinese students*English literacy skills.Results also underscore the need for critical measures to encourage teachers to actively participate in the program.展开更多
For a very long time,educational policies have been based on ideological standpoints or individual views rather than evidence or best practices.However,evidence-based reform has been gaining momentum in the past two d...For a very long time,educational policies have been based on ideological standpoints or individual views rather than evidence or best practices.However,evidence-based reform has been gaining momentum in the past two decades in many parts of the world.Evidence-based refonn is dedicated to bringing education into a cycle of innovation,evaluation,and dissemination that has been proven successflil in fields such as medicine,agriculture,and technology(Haskins,2014;Kolada,2013;Slavin,2020).For example,medical experts around the world are currently doing everything they can to fight the COVID-19 pandemic.展开更多
Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the e...Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools.Through close cooperation with project schools,Project GIFT comprised six developmental areas:school development,curriculum development,teachers’professional development,parent empowerment,student development,and financial support.To further assess the usefulness of the school-based support provided by Project GIFT,this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.educational program in gifted education that intervened at both Level 1(whole class)and Level 2(pullout)of the three-tiered policy stipulated by the Hong Kong Education Bureau.One of the few gifted education programs implemented in Asia,Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs.This study shows that Project GIFT significantly enhanced diversity in learning,its collaboration with two key schools resulting in the successful enhancement of school development,professional development,curriculum development,student development,parent empowerment,and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs.In doing so,this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.展开更多
文摘Purpose:This article presents a definition and rationale for evidence-based reform in education,and a discussion of the current state of evidence-based research,focusing on China,the U.S.,and the UK.Design/Approach/Methods:The article contrasts the state of educational research in the U.S.,the UK,and China,world leaders in evidence-based reform.Findings:The article suggests ways in which Chinese,U.S.,UK,and other scholars might improve the worldwide quality of evidence-based reform in education.One indicator of this partnership is an agreement among the Chinese University of Hong Kong,Nanjing Normal University,and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.Originality/Value:This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S.and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students.
基金funded by the Priority Academic Program Development of Jiangsu Higher Education Institutions.
文摘Purpose:This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All(ABRACADABRA;hereinafter,ABRA)-a webbased literacy program designed by Concordia University in Canada-on third-grade students in Nanjing,China.Design/Approach/Methods:Participants comprised 999 students from three treatment schools(N=711)and three control schools(N=288).Three different approaches were used in the treatment schools:namely,a computer laboratory once a week,noontime study after lunch,and single-game instruction(SG)during every English lesson.Interviews were also conducted with teachers,producing qualitative data.Findings:Following 20 weeks of intervention,the overall effect size was 4-0.05.The SG group reflected the smallest effect size(d=-0.52).The noontime study group produced an effect size of 0.39,and the laboratory group an effect size of 0.55.This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts.In doing so,this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload,resulting in passive roles and low ABRA program intensity.Originality/Value:The results of this study indicate that ABRA is an effective means of improving Chinese students*English literacy skills.Results also underscore the need for critical measures to encourage teachers to actively participate in the program.
文摘For a very long time,educational policies have been based on ideological standpoints or individual views rather than evidence or best practices.However,evidence-based reform has been gaining momentum in the past two decades in many parts of the world.Evidence-based refonn is dedicated to bringing education into a cycle of innovation,evaluation,and dissemination that has been proven successflil in fields such as medicine,agriculture,and technology(Haskins,2014;Kolada,2013;Slavin,2020).For example,medical experts around the world are currently doing everything they can to fight the COVID-19 pandemic.
文摘Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools.Through close cooperation with project schools,Project GIFT comprised six developmental areas:school development,curriculum development,teachers’professional development,parent empowerment,student development,and financial support.To further assess the usefulness of the school-based support provided by Project GIFT,this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.educational program in gifted education that intervened at both Level 1(whole class)and Level 2(pullout)of the three-tiered policy stipulated by the Hong Kong Education Bureau.One of the few gifted education programs implemented in Asia,Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs.This study shows that Project GIFT significantly enhanced diversity in learning,its collaboration with two key schools resulting in the successful enhancement of school development,professional development,curriculum development,student development,parent empowerment,and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs.In doing so,this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.
