期刊：
Studies in Educational Evaluation,2020年67:100932 ISSN：0191-491X
通讯作者：
Gong, Xin
作者机构：
[Gong, Xin] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhang, Xuan] Univ Houston, Dept Math, Houston, TX 77004 USA.;[Tsang, Mun C.] Columbia Univ, Teachers Coll, New York, NY 10027 USA.
通讯机构：
[Gong, Xin] C;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
As one of the potential contextual factors for creativity development, children’s museum has been introduced to China from the western world in recent years, with the aim to offer a new informal educational environment to enhance children’s creativity. Based on experimental data for two groups of 4-year-old preschoolers (218 for the family mode and 202 for the preschool mode) from Beijing with an appropriately one-year long intervention (September 2017 to July 2018), this study examines the effect of regular visits to a children’s museum and other education environmental factors on young children’s creativity measured by Torrance’s Thinking Creatively in Action and Movement (TCAM) test. Results indicate that in terms of family visit, compared to the control group, the intervention that offers 18 times free tickets to visit a children’s museum significantly improved the experiment group’s originality (a sub-measure of creativity) by an additional 34.51 %. A beneficial effect of this intervention was also found in improving children’s fluency from the sample of preschool group visit (46.80 %). In addition, family education environment factors such as public preschool attendance, frequency of visits to science museums, and the degree of parents’ latitude were also found to positively affect creativity. Children’s personal features such as sex and geographic location of the family are also found to be related with children’s creativity.
期刊：
Early Childhood Research Quarterly,2016年37:140-152 ISSN：0885-2006
通讯作者：
Gong, Xin
作者机构：
[Gong, Xin] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.;[Xu, Di] Univ Calif Irvine, Educ 3225, Irvine, CA 92697 USA.;[Han, Wen-Jui] NYU, 1 Washington Sq North, New York, NY 10003 USA.
通讯机构：
[Gong, Xin] C;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.
关键词：
Child care;China family panel studies (CFPS);Preschool attendance;Propensity score matching;Rural China
摘要：
Despite growing public attention to access to preschool education in rural China, there is limited evidence about its potential long-term impacts on child development. Using a nationally representative dataset from China Family Panel Studies, this paper is the first rigorously estimating the long-term effects of preschool attendance on multiple domains of child development in rural China for a sample of 11–15 year olds. Results based on ordinary least squares analysis, county fixed effects, and propensity score matching point to a consistent positive association between preschool attendance and individual social skills, although no association was found between attendance and cognitive skills. Directions for future research and policy recommendations related to early education development in China are discussed.
期刊：
International Journal of Educational Development,2015年45:1-15 ISSN：0738-0593
通讯作者：
Gong, Xin
作者机构：
[Gong, Xin] Cent China Normal Univ, Sch Educ, Wuhan 430079, Hubei Province, Peoples R China.;[Zhang, Hui] Minist Finance, Res Inst Fiscal Sci, Educ Sci & Cultural Res Ctr, Beijing 100142, Peoples R China.;[Yao, Haogen] Columbia Univ, Teachers Coll, Ctr Chinese Educ, New York, NY 10027 USA.;[Gong, Xin] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.
通讯机构：
[Gong, Xin] C;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.
摘要：
Based on sampling data of 2008 and 2011, this paper adopts the ordered probit model to investigate the determinants of academic performance for two cohorts of migrant children in Beijing. We found: (1) Age (different directions for the two cohorts), being a girl, family income, mother's education, parental expectations, parental tutoring, and the degree of satisfaction with schools were associated with children's academic ranking in the-class for both cohorts. (2) Family income only mattered for the 2008 cohort and only for girls; additionally for 2008, educational expectations, study time and being a student leader were significant predictors. (3) Heterogeneous effects by gender, by education stage and by school type were also documented. (C) 2015 Published by Elsevier Ltd.
