E-mail: cxie@dedu.ecnu.edu.cn
Brief Introduction
Chen Xie graduated from The Chinese University of Hong Kong with a Ph.D in Education in 2018. His doctoral dissertation is entitled “The Effects of Computer-Assisted Instruction on Mathematics Achievement in Mainland China: A Meta-Analysis”. The dissertation committee was composed of Professor Alan Cheung, Professor Hongbiao Yin, Professor Wilfred Lau, and Professor Robert Slavin.
Research Interests and Experience
His research interests include evidence-based reform in education, meta-analysis method, mathematics education, moral education and teacher education. He worked with Dr. Robert Slavin for the research projects of the Best-Evidence Encyclopedia and the Evidence for Every Student Succeed Act at Johns Hopkins University in 2017. His current research on the meta-analysis of mathematics education and evidence-based reform in education is funded by the Peak Discipline Construction Project at ECNU, the China Postdoctoral International Exchange Program, and the China Postdoctoral Science Foundation.
Representative Publications
Articles
Xie, C., Wang, M., & Hu, H. (2018). Effects of constructivist and transmission instructional models on mathematics achievement in mainland China: A meta-analysis. Frontiers in Psychology.
Corcoran, R., Cheung, A., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72.
Conference Papers
Yin, H. B. & Xie, C. (2019). Sustaining the resilience of teacher educators: The experiences of teaching research officers in China. American Educational Research Association (AERA).
Xie, C., Cheung, A., & Lau, W. F. (2018). The effects of computer-assisted instruction on mathematics achievement in China: A meta-analysis. American Educational Research Association (AERA).
