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Works matching IS 1673341X AND DT 2022 AND VI 17 AND IP 2

Results: 6

1

Can Increasing Teachers' Teaching Autonomy Help Improve Instructional Quality? -- Based on the Results of TALIS 2018.

Published in:

Frontiers of Education in China, 2022, v. 17, n. 2, p. 272, doi. 10.3868/s110-007-022-0013-1

By:

LIN Qi;
ZHOU Bin

Publication type:

Article

2

Experience and Challenge of Basic Education Development in China: Reflections on PISA 2018 Results.

Published in:

Frontiers of Education in China, 2022, v. 17, n. 2, p. 257, doi. 10.3868/s110-007-022-0012-4

By:

LI Gang;
XIN Tao;
ZHAO Qian

Publication type:

Article

3

Performance Analysis and Future Prospect of China's Anti-bullying Policy and Practice: Evidence from PISA 2015 and PISA 2018.

Published in:

Frontiers of Education in China, 2022, v. 17, n. 2, p. 231, doi. 10.3868/s110-007-022-0011-7

By:

ZHANG Qian

Publication type:

Article

4

Heterogeneity Analysis on the Influence of the Supply of Teachers on the Academic Performance of 15-Year-Old Students: Based on PISA 2018 Samples from Four Provinces and Municipalities in China.

Published in:

Frontiers of Education in China, 2022, v. 17, n. 2, p. 207, doi. 10.3868/s110-007-022-0010-0

By:

YE Fangru

Publication type:

Article

5

"Screening" or "Meritocracy": Does the Choice of a Private School Help Students Achieve Higher Academic Performance? --Based on the PISA 2018 Analysis of Four Provinces and Municipalities in China.

Published in:

Frontiers of Education in China, 2022, v. 17, n. 2, p. 181, doi. 10.3868/s110-007-022-0009-6

By:

YAO Hao;
ZHANG Ying

Publication type:

Article

6

How the ICT Development Level Influences Students' Digital Reading Literacy: A Multi-level Model Comparison Based on PISA 2018 Data.

Published in:

Frontiers of Education in China, 2022, v. 17, n. 2, p. 151, doi. 10.3868/s110-007-022-0008-9

By:

DENG Fei;
SUN Erjun

Publication type:

Article