The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing

Wei Yi; Luo Bin; Lin Xiuyan; Yang Zhijun; Wang Meng

doi:10.16382/j.cnki.1000-5560.2021.05.002

Volume 39 Issue 5

May 2021

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Wei Yi, Luo Bin, Lin Xiuyan, Yang Zhijun, Wang Meng. The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(5): 12-54. doi: 10.16382/j.cnki.1000-5560.2021.05.002

Citation:

Wei Yi, Luo Bin, Lin Xiuyan, Yang Zhijun, Wang Meng. The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(5): 12-54. doi: 10.16382/j.cnki.1000-5560.2021.05.002

Citation:

Wei Yi, Luo Bin, Lin Xiuyan, Yang Zhijun, Wang Meng. The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(5): 12-54. doi: 10.16382/j.cnki.1000-5560.2021.05.002

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The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing

doi: 10.16382/j.cnki.1000-5560.2021.05.002

1.
China Institute for Educational Finance Research, Peking University, Beijing 100871, China
2.
Beijing Haidian Teachers Training College, Beijing 100195, China

Publish Date: 2021-05-20

Abstract

Abstract

Teacher professional development is one of the key factors to ensure the quality of school education and student achievement. With the increasing emphasis on teacher professional development, policymakers around the world have paid more and more attention to the effectiveness study of teacher professional development. Using high school student achievement and transcript data linked to their subject teachers and school from Haidian district in Beijing during 2016—2019, this study applied the Value-Added Model, Hierarchical Linear Modeling (HLM), and Structural Equation Modeling (SEM) to examine the effects of teachers’ participation in district-level and school-level teaching-research activities on teaching practice, teachers’ self-efficacy, and student achievement in standardized high-stakes testing. The findings show that: (a) the degree of teachers’ participation in district level teaching-research activities has a significant positive impact on students’ performance, in which the effects of activities focusing on the subject and curriculum content knowledge is particularly significant; (b) teachers with a higher degree of participation in district-level teaching-research activities have a higher sense of self-efficacy, and they tend to use more inquiry-based, student-centered teaching practice and adopting more diversified evaluation strategies; (c) the degree of teachers’ participation in school-based teaching and research activities also has a significant positive impact on students’ performance, and the role of informal communication between teachers is also important; (4) district-level teaching-research activities also affect classroom teaching practices indirectly by improving teachers’ participation in school-based teaching-research activities.
- teacher professional development,
- teaching- research system,
- student achievement,
- value-added evaluation

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References

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