Contract teachers and student achievement in rural China: evidence from class fixed effects

Wang, Lei; Li, Mengjie; Zhang, Siqi; Sun, Yonglei; Sylvia, Sean; Yang, Enyan; Ma, Guonan; Zhang, Linxiu; Mo, Di; Rozelle, Scott

doi:10.1111/1467-8489.12250

Cited by 21 publications

(8 citation statements)

References 34 publications

(38 reference statements)

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“…Teaching quality varied in different geographic regions due to the imbalance of economic development and uneven educational resources [43]. Moreover, staffing remote schools with high quality teachers is a challenge [44]. Shortage in qualified teachers and uneven teaching resources in rural education can constrain students' achievements and inhibit inclusive education development [45].…”

Section: Discussionmentioning

confidence: 99%

Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China

2021

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Educational sustainability development (ESD) is central to our sustainable future. To promote inclusive and equitable quality education under the backdrop of sustainable developmental goals (SDGs), we intend to understand how rural students perform in academic studies of post-compulsory high-school education in China by assessing their academic performance based on measurements of four content subjects: Chinese, English, Physics and Biology. A total of 93 senior high school students (Grade 11 and Grade 12) participated in this study and they were enrolled in a rural school from the Guizhou province, China. Our results yielded no significant differences in overall test scores between Grade 11 and Grade 12. Repeated measures multivariate analysis of covariance (MANCOVA) across grade level showed stagnant progress in English reading and a decrease in science-related subjects, which indicates a plateau of academic achievements in rural secondary education. Furthermore, the interactional analysis identified a gender gap leaning toward male students because boys scored higher than girls in the three tested subjects. Applied implications were discussed with respect to sustainable education development in rural areas.

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Section: Discussionmentioning

confidence: 99%

Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China

2021

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“…However, rural schools have relatively low teacher absenteeism and focus on teaching of established standards [31]. The urbanrural education gap is caused by facilities and infrastructure, and the quality of teachers [32], [33].Many factors cause students in urban areas to be superior to students in rural areas, including socioeconomic status [34], [35], family background, distance from home from school, class and school size, school conditions and availability of academic resources, qualification of teacher, teaching strategies, students' self-concept, students' perceptions of school safety and parental and community support [36] .…”

Section: If You Look Closely the Data On Scientific Literacy And Scie...mentioning

confidence: 99%

The Contribution of Scientific Literacy to the Biological Science Process Skills of Urban and Rural High School Students

2023

JERP

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The educational process must be increasingly considered and improved because there are so many challenges that will be faced in 21st century learning. 21st century learning is learning that integrates literacy skills, knowledge skills, skills and attitudes as well as mastery of technology. The educational process in Indonesia must have skills that are able to provide competitiveness in the 21st century learning process, one of which is scientific literacy skills.Defining scientific literacy is the ability to use scientific knowledge, draw evidence-based conclusions to understand and help make decisions about nature and through human activities. Scientific literacy is certainly expected to be able to grow science process skills in supporting and increasing the credibility of education in Indonesia.Science Process Skills are skills used to describe problems in scientific investigations, compose and find new knowledge in learning activities. This study was correlational research with ex post facto approach was investigated the correlation of science literact toward biological science process skills. The samples of this study were 163 students of Senior High School in Jeneponto Regency as the rural area and in Makassar City, Indonesia, as the urban area. The science literacy and biological science process skill data were collected using essay test that validated before use. The data were analysis using simple regression analysis. The result of study showed that science literacy was contributed to biological science process skill as many as 25,8% (in rural area as many as 21,8, and in urban area as many as 23,4%). In developing scientific literacy skills in rural areas, there are many obstacles because the geographical location is quite far from urban areas, causing the lack of facilities and infrastructure needed to develop science process skills.

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“…Grown ups' number-line estimation test scores are not only inconsistent, but also task dependent. When it comes to high numbers, about one out of two individuals place almost 1,000,000 in the middle of one thousand and one billion, suggesting a population-wide lack of knowledge of enormous numbers [10], [11].…”

Section: Estimation Based On a Number Linementioning

confidence: 99%

“…However, it is poorly taught when it comes to class mathematics, frequently due to a lack of confidence in the instructors. Finally, to highlight the meaning of the context, distance estimations are often shaped by time rather than the difference between places [10], [11].…”

Section: Estimation Of the Measurementmentioning

confidence: 99%

Comparative Analysis on Chinese and Canadian Primary School Mathematics Estimation Education Differences

Shao¹

2021

Advances in Social Science, Education and Humanities Research

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Mathematics is one of the most important topics in school and in the community in twenty-first century, a pupil who is good at mathematical seems to have the capacity to alter the progress of their very own state's financial, governmental, and social issues [1]. Estimation is regarded as among the top 3 objectives of teaching maths since it is "an action that pervades both kid's and grownups' lifestyles" [2], [3]. In concerns of shaping a student's ' attitudes regarding mathematics, caregivers play an essential part in the primary level [2]. The aim of this study is to look at mathematics estimation education differences in Canada and China in general to find out the differences between the two systems. This article analyses the national mathematics curriculum of obligatory schools for Canada and China for estimating opportunities for students, recognizing that the capacity to evaluate has significant implications both for subsequent mathematics learning and for real world functions. Framed by four modes of evaluation (number line, quantity, computation and, measurement) that are theoretically and technically distinct, each using mathematics differently [2]. Findings are that both countries' curriculum, especially those in Canada, provide students with ample and clear chances to acquire whatever kind of estimating abilities they may need. A comparison of the two educational methods also indicates that a hybrid of the two approaches should be explored in order to optimize students' results.

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Contract teachers and student achievement in rural China: evidence from class fixed effects

Cited by 21 publications

References 34 publications

Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China

Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China

The Contribution of Scientific Literacy to the Biological Science Process Skills of Urban and Rural High School Students

Comparative Analysis on Chinese and Canadian Primary School Mathematics Estimation Education Differences

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