Xueqi Feng
Biographic Data
| ID | 8842895 |
|---|---|
| NAME | Xueqi Feng |
| GIVEN NAMES | Xueqi |
| FAMILY NAME | Feng |
| SIGNATURE | FENG X |
| AFFILIATIONS | Center of Studies for Future Education Southern University of Science and Technology Shenzhen China |
| ORCID | 0000-0001-7662-2410 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Effects of Co‐Application of Calcium Peroxide and Biochar on Soil Properties and Bamboo Belowground Biomass Under Mulching Condition
Long‐term heavy mulching in Phyllostachys violascens plantations enhances productivity but induces soil acidification, oxygen depletion, and belowground degradation, threatening sustainability. Although calcium peroxide (CaO 2 ) and biochar are known to improve soil quality, their synergistic effects in degraded P. violascens systems remain unclear. This study evaluated how co‐application of CaO 2 and biochar influences soil properties, enzyme ac…
Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building
This interventional case study adopted a data-supported reflective assessment (DSRA) design to help pre-service teachers (PTs) engage in effective Knowledge Building (KB) and examined the mechanisms of this design to support PTs’ productive KB discourse. The participants were 80 PTs from two classes taking the same course. Statistical analysis of indices from social network theory and content analysis of the participants’ Knowledge Forum discours…
Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment
Supporting productive disciplinary engagement (PDE) in low‐achieving students is an important but challenging goal in education. This study used a knowledge‐building inquiry approach augmented by reflective assessment to facilitate low‐achieving students' PDE. A quasi‐experimental design method was employed to examine the effects of reflective assessment in supporting low‐achieving students' PDE. The experimental class of tenth graders ( n = 20) …
Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building
We examined the facilitation of shared epistemic agency through a knowledge‐building (KB) design that included analytics‐supported collective reflective assessment (AsCRA). Forty undergraduate students taking a Liberal Studies course at a university in central China used the promising ideas tool and the knowledge building discourse explorer to self‐analyze the online discourse they had created in Knowledge Forum® (KF), an online discourse environ…
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Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building
We examined the facilitation of shared epistemic agency through a knowledge‐building (KB) design that included analytics‐supported collective reflective assessment (AsCRA). Forty undergraduate students taking a Liberal Studies course at a university in central China used the promising ideas tool and the knowledge building discourse explorer to self‐analyze the online discourse they had created in Knowledge Forum® (KF), an online discourse environ…
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment
Supporting productive disciplinary engagement (PDE) in low‐achieving students is an important but challenging goal in education. This study used a knowledge‐building inquiry approach augmented by reflective assessment to facilitate low‐achieving students' PDE. A quasi‐experimental design method was employed to examine the effects of reflective assessment in supporting low‐achieving students' PDE. The experimental class of tenth graders ( n = 20) …
Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building
This interventional case study adopted a data-supported reflective assessment (DSRA) design to help pre-service teachers (PTs) engage in effective Knowledge Building (KB) and examined the mechanisms of this design to support PTs’ productive KB discourse. The participants were 80 PTs from two classes taking the same course. Statistical analysis of indices from social network theory and content analysis of the participants’ Knowledge Forum discours…
Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry
Effects of Co‐Application of Calcium Peroxide and Biochar on Soil Properties and Bamboo Belowground Biomass Under Mulching Condition
Long‐term heavy mulching in Phyllostachys violascens plantations enhances productivity but induces soil acidification, oxygen depletion, and belowground degradation, threatening sustainability. Although calcium peroxide (CaO 2 ) and biochar are known to improve soil quality, their synergistic effects in degraded P. violascens systems remain unclear. This study evaluated how co‐application of CaO 2 and biochar influences soil properties, enzyme ac…
Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Cognition (3 works) · Computer Science (3 works) · Metacognition (3 works) · Reflective Practices in Education (3 works) · Data science (2 works)