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.
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.
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).