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Works matching IS 26395312 AND DT 2022 AND VI 10 AND IP 2

Results: 5

1

Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China.

Published in:

Best Evidence in Chinese Education, 2022, v. 10, n. 2, p. 1405, doi. 10.15354/bece.22.ar030

By:

Weidong Fu;
Wei Zhou

Publication type:

Article

2

The Effect of Blended Instruction on Student Performance: A Meta-Analysis of 106 Empirical Studies from China and Abroad.

Published in:

Best Evidence in Chinese Education, 2022, v. 10, n. 2, p. 1395, doi. 10.15354/bece.22.ar018

By:

Baomin Li;
Qing Yu;
Fenglei Yang

Publication type:

Article

3

What is the Most Important Source for Teachers' Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers' Knowledge.

Published in:

Best Evidence in Chinese Education, 2022, v. 10, n. 2, p. 1375, doi. 10.15354/bece.22.ar036

By:

Dongchen Zhao;
Lianghuo Fan

Publication type:

Article

4

The Influence of Class Teachers' Leadership Behavior and Personal Characteristics on Student Academic Performance: A Study of Fuzzy Set Qualitative Comparative Analysis Citing H Middle School as a Case Study.

Published in:

Best Evidence in Chinese Education, 2022, v. 10, n. 2, p. 1357, doi. 10.15354/bece.22.or042

By:

Hongyan Zhao;
Jiacheng Zhang

Publication type:

Article

5

Qualitative Comparative Analysis (QCA): An Innovative Approach for Integrating Qualitative and Quantitative Analysis.

Published in:

Best Evidence in Chinese Education, 2022, v. 10, n. 2, p. 1353, doi. 10.15354/bece.22.co003

By:

Longjun Zhou

Publication type:

Article