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Vol. 9 No. 2 (2021)
Volume 9, Number 2, 2021
Full Issue
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Commentary
Teachers’ Roles in Evidence-based Educational Reform in China
Alan C.K. Cheung
1223-1225
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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
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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
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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
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Newsletter
Can Programming Really Promote Individual Development of Children? A Meta-analysis on 28 Experimental and Quasi-experimental Studies
L.H. Sun
1273-1275
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Does Being Left Behind Estrange the Peer Relationship? An Empirical Analysis Based on CEPS
Jia Qian
1276-1277
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Evaluation of the Effectiveness of the "Application-assessment" Admission Method in Doctoral Student Enrollment
Yashuang Wang
1278-1280
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The Determinants and Impacts of Private Tutoring in and out of School in Hong Kong
J.L. Li
1281-1282
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