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| 1 | Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment显示文摘 | MaureenJ. Lage GlennJ. Platt Michael Treglia | 2000 | The Journal of Economic Education2000，，1： | 17 |
| 2 | A Spreadsheet-Based Approach for Operations Research Teaching显示文摘 | Susila Munisamy | 2009 | International Education Studies2009，2，3： | 10 |
| 3 | The effectiveness of problem‐based learning compared to traditional teaching in undergraduate psychiatry显示文摘 | MonicaMcParland Lorraine MNoble GillLivingston | 2004 | Medical Education2004，，8： | 9 |
| 4 | Anticipating Other Worlds, Animating Our Selves: An Invitation to Comparative Education显示文摘Purpose:This article aims to reimagine education—and our selves—within the context of multiple,more-than-human worlds where everything and everyone are interrelated.Design/Approach/Methods:The aim is achieved by pursuing two speculative thought experiments to connect and bring into conversation seemingly unrelated knowledge systems across space and time—European“paganism”and 13th-century Japanese Buddhism,as well as excerpts from indigenous,ecofeminist,and decolonial scholarship.These thought experiments are conducted through a series of“and if”questions around education and schooling.Findings:The article proposes to radically reimagine education in two ways.First,it invites readers to reconfigure education as a“connective tissue”between different worlds,bringing together rather than hierarchizing them.Second,it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-thanhuman worlds.Originality/Value:Using the concept of“metamorphosis”as an antidote to Western metaphysics,the article re-situates education within a wider set of possibilities in relation to the takenfor-granted ways of knowing and being,as well as the notions of space and time. | Iveta Silova | 2020 | ECNU Review of Education2020，3，1： | 8 |
| 5 | Regulating Private Tutoring in China:Uniform Policies,Diverse Responses显示文摘Purpose:This article examines responses from the tutoring sector to Chinese national and local government regulations on private supplementary tutoring.It adds to the literature on policy enactment,showing the importance of context and noting the diversity of tutoring providers compared with schools.Design/Approach/Methods:The article draws on semi-structured and informal interviews with 11 tutors,15 managers of tutoring enterprises,5 members and managers of professional organizations,5 government officials,5 school managers,5 teachers,and 20 parents.Data from interviewees were triangulated with observations,news reports,blogs written by tutoring analysts,and ad hoc research by industrial observers.Findings:Policy enactment in the tutoring sector is even more complex than that for schooling.Standardized policies do not necessarily achieve the aspired goals.Originality/Value:The article adds to the literature not only in China but also internationally.It highlights the importance of distinguishing between aspirations and realities in this domain.It also proposes conceptual considerations for regulating tutoring,given its diverse and fluid nature. | Wei Zhang | 2019 | ECNU Review of Education2019，2，1： | 7 |
| 6 | Defining and Measuring Employability显示文摘 | Lee Harvey | 2001 | Quality in Higher Education2001，，2： | 7 |
| 7 | Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications显示文摘Purpose:Private supplementary tutoring,widely known as shadow education,has long been visible in East Asia,and now has spread to other parts of the world including Europe.This article maps the phenomenon,showing variations within Europe and analyzing its growth,underlying forces,and policy implications.Design/Approach/Methods:The article assembles a regional picture from available national sources.It focuses on the 28 members of the European Union.Findings:Within Europe,four subregions may be identified.Most prominent for the longest duration has been Southern Europe,pushed by political forces and cultural factors.In Eastern Europe,shadow education became prominent following the collapse of the Soviet Union and accompanying economic and social structures during which teachers and others had to earn extra incomes.In Western Europe,the advent of marketization alongside government schooling has fueled the growth of shadow education.Only in Northern Europe does shadow education remain modest in scale,but it is growing there too.Originality/Value:The article identifies forces underlying the growth of shadow education in Europe and highlights policy implications.By contributing this regional perspective to the wider literature on shadow education,the article permits juxtaposition with patterns in East Asia and elsewhere. | Mark Bray | 2021 | ECNU Review of Education2021，4，3： | 7 |
| 8 | Educating Learners for Their Future,Not Our Past显示文摘Purpose-This paper aims to examine the educational demands in the digital age from tomorrow’s teachers and policy-makers,and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow’s schools.Design/Approach/Methods-As a conceptual paper,this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow’s educational demands.Findings-The paper mainly provides possible answers on how to educate students for their future,rather than our past.The heart of future education is to help students develop a reliable compass and tools,transformative competency,and to navigate through an increasingly complex,volatile,and uncertain world.To fulfill this core mission,a new set of curriculum design principles,changing school system,renewed teacher culture,and an alternative assessment program are highly advocated.Originality/Value-Based on the latest observations and reflections,the paper broadens our visions on tomorrow’s education and future schools. | Andreas Schleicher | 2018 | ECNU Review of Education2018，1，1： | 6 |
| 9 | Self-management approaches for people with chronic conditions: a review显示文摘 | Julie Barlow Chris Wright Janice Sheasby Andy Turner Jenny Hainsworth | 2002 | Patient Education and Counseling2002，，2： | 6 |
| 10 | Reimagining Modern Education: Contributions from Modern Japanese Philosophy and Practice?显示文摘Purpose:Amidst ongoing attempts to think beyondWestern frameworks for education,there is a tendency to overlook Japan,perhaps because it appears highly modern.This is striking given that some prominent strands of Japanese philosophy have formulated an explicit and exacting challenge to the core onto-epistemic premises of modern Western thought.It is also surprising because Japanese educational practices have resulted in some of the highest achievement outcomes—both cognitive and noncognitive—found anywhere in the world and inculcate a worldview that is distinct.Design/Approach/Methods:Herein,we thus attempt to make visible the potential contribution of modern Japanese philosophy by outlining some of the core ideas,then turn to sketch resonances with and responses to other projects outlined in this Special Issue.Our approach is elucidation through relational comparison.Findings:Through this process,we suggest that the notion of self-negation as a mode of learning may be helpful in explaining why—at the empirical level—the outlook of Japanese students,and perhaps other East Asian students,diverge markedly from their Western peers.Yet we also find that an attempt,such as ours,to link divergent onto-epistemic thought to alternative empirical hypotheses quickly gives rise to various doubts and discomforts,even among otherwise sympathetic scholars.Originality/Value:In directly responding to these doubts,one original contribution of our piece is to show just how difficult it may ultimately be to divest from the symbolic foundations already laid by Western liberalism:Even if divergent thought can be imagined and different cultural narratives explored,dominant readings of empirical“realities”continue to be entrapped in the logic laid by Western liberalism. | Hikaru Komatsu Jeremy Rappleye | 2020 | ECNU Review of Education2020，3，1： | 6 |
| 11 | The“Double First Class”Initiative under Top-Level Design显示文摘In 2017,Chinese government launched a massive higher education initiative targeting at developing selected universities and disciplines into the world first-class universities as well as first-class disciplines in the world(abbreviated as the“Double First Class”initiative).The initiative was an ambitious higher education project following the existing“985”and“211”key projects. | Xiao Liu | 2018 | ECNU Review of Education2018，1，1： | 6 |
| 12 | Engaging with the More-Than-Human and Decolonial Turns in the Land of Shinto Cosmologies: “Negative” Comparative Education in Practice显示文摘Purpose:In this explorative,self-reflective article,I attempt to extend the methodological discussion of a“negative”approach to comparative education that I have recently articulated elsewhere.Here,I demonstrate how I attempted to put in practice negative comparative education by drawing on my experience at the Shanghai workshop,Beyond the Western Horizon in Educational Research,organized by Iveta Silova,Jeremy Rappleye,and Yun You at the East China Normal University.Design/Approach/Methods:I conceive my participation in the Shanghai workshop as a disruptive moment wherein my previous forms of knowing and being were challenged.More specifically,I discuss how my attempt to situate the ecofeminist and decolonial literature,the two of the three main bodies of literature introduced through the workshop,within the context of Japanese education triggered me to reconsider the role of Shinto in Japanese education and question my own firm identification with the liberal–left politics within Japan.Findings:I reflect upon how the initial sense of discomfort and the remaining sense of ambivalence took me on a journey of unlearning and relearning about the limits of my knowing,my own political subjectivities,and the place of Shinto cosmologies in Japanese education.Originality/Value:I conclude the discussion with a few provisional thoughts that point us to an approach to comparative education that makes our research“a matter of concern”across multiple linguistically bounded,national and regional scholarly communities. | Keita Takayama | 2020 | ECNU Review of Education2020，3，1： | 5 |
| 13 | Learning Experience: An Alternative Understanding Inspired by Thinking Through Confucius显示文摘Purpose:This article aims to provide an alternative understanding of learning experience in contrast to the dominant constructivist interpretation,and discuss its implication for pedagogy.Design/Approach/Methods:The aim is specifically achieved in the comparison between a review of how experience is understood in constructivism and its philosophical underpinnings and an exploration of how it can be understood alternatively inspired by Confucius’educational thought and premised on his ontology.Drawing on this philosophical discussion,learning experience is reinterpreted.Findings:Beyond rationally translating experience into knowledge or gaining knowledge on the basis of experience,learning leads students to immediately and consistently experience dao in which tian and ren harmoniously unit.This experience renders aesthetics and religiousness in learning and moral transformation in life events.Originality/Value:By illustrating this ontological alternative of learning experience,this article is an attempt to fundamentally decolonize thinking about pedagogy. | Yun You | 2020 | ECNU Review of Education2020，3，1： | 5 |
| 14 | Toward Weaving a “Common Faith” in the Age of Climate Change显示文摘Purpose:First,the article offers a critical examination of the Deweyan conception of“common faith”in the context of climate change.Second,the article explores the conceptual linkages among the Confucian conception of the human–nature unity,the Buddhist doctrine of“no-self,”and the Deweyan conception of common faith.Third,the article proposes a transformative pedagogical praxis that welcomes and embraces the pursuit of the intra-and intergenerational justice in this Anthropocene Age of climate change.Design/Approach/Methods:This study is based on a philosophical inquiry into interrelated issues concerning the cultivation of common faith in the age of climate change.Findings:The Confucian conception of a human–nature unity,the Buddhist doctrine of“noself,”and the Deweyan“common faith,”collectively in recognition of a coterminous coexistence of humans and the universe,can shed light on the development of a transformative climate pedagogy.Further,embracing a dialogical pluriversality,recognizing human fallibility,can cultivate a shared agency and ecological identity.Originality/Value:Grounded in the coterminous coexistence of humans and the universe,the conceptual linkages among the Confucian conception of the unity of humans and nature,the Buddhist doctrine of“no-self,”and the Deweyan common faith reveal the possibility of crosscultural collaboration for our interdependent future. | Huey-li Li | 2020 | ECNU Review of Education2020，3，1： | 5 |
| 15 | Downstream River Dialogues: An Educational Journey Toward a Planetary-Scaled Ecological Imagination显示文摘Purpose:This article aims to subvert the nature/culture and subject/object divides that structure the dominant Western educational research paradigm by stepping beyond an exclusively human conversation and activating our ecological imaginations in the face of intensifying anthropogenic climate change.Design/Approach/Methods:Informed by animist ecofeminist philosophies,the river dialogues emerged from a climate action research field trip to the Athabasca oil sand mines in Alberta,Canada.They perform a“more-than-human”mode of narrative engagement with“nature in the active voice.”Findings:Despite the epistemological separations of Western-style education,I conclude that we can still find ways to dialogue and learn with the nonhuman world and thereby to stimulate our ecological imaginations.Originality/Value:This article showcases innovative more-than-human narrative methods and offers a collaborative alternative to the human-centric conventions of educational research and pedagogy. | Affrica Taylor | 2020 | ECNU Review of Education2020，3，1： | 5 |
| 16 | Supplementary Tutoring for Compulsory Education Students in China:Status and Trends显示文摘Purpose-The purpose of this paper is to explore the current status of,and developmental trends affecting,the participation in supplementary tutoring by compulsory education students in China.Design/Approach/Methods-Based on the data from the China Family Panel Study(CFPS)conducted by the Peking University Institute of Social Science Survey in 2010,2012,2014,and 2016,the paper uses the method of multilevel linear model to comprehensively analyze problems involving a multilevel data structure.Findings-The paper finds that the proportion of compulsory education students participating in supplementary tutoring(and the expenditure on such tutoring)increased annually before declining in 2016.Students with higher socioeconomic status,higher school quality,and better academic performance have a higher tutoring participation rate and also spend more on tutoring.Students in China’s three northeastern provinces and eastern coastal areas have higher participation rates in tutoring and higher tutoring expenditures.Originality/Value-Supplementary tutoring in China already has its own developmental patterns and trends;however,few scholars have empirically studied the developmental patterns and trends of supplementary tutoring in compulsory education based on longitudinal survey data. | Haiping Xue Chenchen Fang | 2018 | ECNU Review of Education2018，1，3： | 5 |
| 17 | Who Is More Likely to Participate in Private Tutoring and Does It Work?:Evidence from PISA(2015)显示文摘Purpose-In recent years,private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure.This paper aims to analyze the factors that affect Chinese students’participation in private tutoring and the effectiveness of private tutoring.Design/Approach/Methods-We use data from the Programme for International Student Assessment(PISA)2015 of China's Mainland area and focus specifically on science-related private tutoring.Multilevel logistic model and hierarchical linear model based on coarsened exact matching(CEM)are used to conduct the investigations.Findings-Empirical results show that individual level factors including student’s interest in science,educational expectations,and school-level factors such as school autonomy,science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring.Moreover,science-related private tutoring has not significantly improved the overall scientific literacy scores of students.In addition,private tutoring has widened the performance gap among students from different socioeconomic backgrounds,with students from socioeconomically advantaged family experiencing more significant gains from tutoring.Originality/Value-These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity. | Xiangyi Liao Xiaoting Huang | 2018 | ECNU Review of Education2018，1，3： | 5 |
| 18 | Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions显示文摘 | Richard M. Ryan Edward L. Deci | 2000 | Contemporary Educational Psychology2000，，1： | 5 |
| 19 | Reconsidering research on teachers’ professional identity显示文摘 | Douwe Beijaard Paulien C. Meijer Nico Verloop | 2004 | Teaching and Teacher Education2004，，2： | 5 |
| 20 | General competencies of problem‐based learning (PBL) and non‐PBL graduates显示文摘 | Katinka J A HPrince Patrick W L JVan Eijs Henny P ABoshuizen Cees P MVan Der Vleuten Albert J J AScherpbier | 2005 | Medical Education2005，，4： | 5 |
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