Vol. 9 No. 2 (2021) | Best Evidence in Chinese Education

Volume 9, Number 2, 2021

Commentary

Teachers’ Roles in Evidence-based Educational Reform in China

Alan C.K. Cheung

1223-1225

Original Article

The Role of China’s Teaching Research System in Promoting Evidence-based Reform in Education: A Case Study of Jiangsu Province

Shike Zhou

1227-1241

Article

Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data

Ran Sun, Ping Du

1243-1261

The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

Yirui Song, Lei Wang

1263-1272

Newsletter

Can Programming Really Promote Individual Development of Children? A Meta-analysis on 28 Experimental and Quasi-experimental Studies

L.H. Sun

1273-1275

Does Being Left Behind Estrange the Peer Relationship? An Empirical Analysis Based on CEPS

Jia Qian

1276-1277

Evaluation of the Effectiveness of the "Application-assessment" Admission Method in Doctoral Student Enrollment

Yashuang Wang

1278-1280

The Determinants and Impacts of Private Tutoring in and out of School in Hong Kong

J.L. Li

1281-1282