1. Introduction. 1.1 Background and Motivation Academic motivations. A global topic in the context of Chinese education

Size: px
Start display at page:

Download "1. Introduction. 1.1 Background and Motivation. 1.1.1 Academic motivations. A global topic in the context of Chinese education"

Transcription

1

2 1. Introduction A global topic in the context of Chinese education 1.1 Background and Motivation In this section, some reasons will be presented concerning why the topic School Effectiveness in China was chosen as the major research focus in my doctoral study. I will firstly introduce the academic importance of school effectiveness research, particularly in the Chinese context of education. The policy implications of school effectiveness research in China are also presented combined with the introduction of some recent education reforms in China Academic motivations School effectiveness research (SER) has a history of nearly half a century if the Coleman Report is seen as the starting point of this field of study. The core question that school effectiveness research tries to answer can be simply summarized as: What makes a good school? It focuses on the factors at school and class levels which can promote desired student outcomes, such as cognitive achievement. In addition, scientific properties of school effects, such as consistency, stability and differential school effects have also been intensively investigated in school effectiveness research. In the past five decades, numerous studies on school effectiveness research have been undertaken in economically advanced countries, particularly in the U.S., the U.K., the Netherlands, and Australia. Both theoretical modelling of school effectiveness and empirical investigations of effective factors have been booming in educational research. Evidence provided by these studies, whether they were labelled school effectiveness or not, has a far-reaching impact on changes of educational policies at school, regional and even national levels. In comparison with the extensive attention that has been given to school effectiveness in industrialized countries, school effectiveness research is still in its infant stage in China. As Sun (2007, P.3) argued, Educational effectiveness research in China is 30 years behind the western countries. This situation is particularly apparent in the area of quantitative empirical research. Wang & Chen (2010) reviewed 82 articles with the topic school effectiveness which were 1

3 published in mainland China between 1994 and They found that only 12 of them are empirical studies. The majority of these publications are theoryoriented or just introductions of school effectiveness research in western countries. In addition, in the writing process of this dissertation, one of the major problems the author met is the lack of empirical literature in China. Given the fact that quantitative approach is one of the key features of school effectiveness research methodology (Sammons, 2007), it is a pity that we do not have enough reliable empirical evidence on school effectiveness in China, a country which has the largest number of pupils in the world and the best performance in international student assessment (e.g. PISA). Thus, empirical studies on school effectiveness in China are urgently needed. As a literature review in the 2011 meeting of the International Congress for School Effectiveness and Improvement (Reynolds, Sammons, De Fraine, Townsend & Van Damme, 2011) pointed out, The arrival of societies such as China, India, Brazil and Russia at precisely the time to embrace education effectiveness research, since there is much dissatisfaction within these societies with the results of their educational systems, and the clear recognition that their industrialization generated by rapid urbanization and the application of limited capital needs to be replaced by more technologically advanced, educationally more intensive production, necessitating improved outcomes from their school systems. School effectiveness research, like many other areas of educational research in China, is currently undergoing a paradigm shift : from systematic logic thoughts or ideas to observable empirical evidence. However, this shift cannot be realized in a short time. There still exists the predominance of personal reflections in Chinese educational research. A comparative study of educational research shows that 89 percent of studies in one of the most prestigious journals2 in China are just personal intuitions/reflections, while this percentage is 3.4 in the United States (Zhao, Zhang, Yang, Kirkland, Han & Zhang, 2008). The large difference in paradigm and methodology of educational research between Chinese scholars and those from the advanced countries makes it difficult for the former to participate in the international debate on school effectiveness. Personal reflections can neither help build solid theory on school effectiveness nor support evidence-based educational policy in China. In addition, the knowledge base of school effectiveness is mainly based on research evidence in western industrialized countries. It is not clear whether it can be generalized in the Chinese context. The education system in China has been influenced by the long 1 The first article introducing the concept of school effectiveness in mainland China was published in 1994 by Sun & Hong. 2 The Chinese journal is Jiao Yu Yan Jiu (Educational Research). The American one is the American Education Research Journal. 2

4 tradition of Confucian philosophy, as well as the Soviet-style centralization at different levels of governance. It is believed that some features of Chinese education are not shared by western countries. Pan (2007) argued that some effective processes do not work well in China and they are harder to be implemented because of the indigenous culture. As Scheerens (2001) noted, school effectiveness studies in developing countries can make a specific contribution to the international debate. From the perspective of an educational researcher, empirical studies on school effectiveness in China are urgently needed. Therefore, this doctoral study aims to provide empirical evidence on school effectiveness in the context of Chinese education Practical considerations Apart from the need for empirical studies in terms of academic importance, recent changes in educational policies in China call for more reliable empirical evidence from school effectiveness research. Although some researchers argue that educational effectiveness research is lost in translation into practice to some degree (Harris, Chapman, Muijs & Reynolds, 2011), I believe that the prospect will be good in China because the practitioners and policy makers in this country rely more on research evidence now than ever before. Firstly, quality has become the key word of recent educational reforms in China. As a developing country confronted with a large number of illiterate and semi-illiterate population, priority in education policies of China has been to universalize 9-year compulsory education since So the main policy instruments are, among others, building more schools and training more teachers to increase provision, as well as supplying free compulsory education for all pupils to improve the accessibility to schooling. Quantity (enrolment rate) was the central theme in educational development in China. It is only recently that the core task of educational reform in China shifted from ensuring quantity to improving quality4. Providing high-quality education was listed as one of the strategic medium- and long-term goals of educational reform and development until A consensus has been reached now among different stakeholders to im- 3 The Resolution of Central Committee of Chinese Communist Party on the Reform of Educational System, This trend can also be found internationally due to the recent problematic economic situation: an increasing emphasis on educational quality rather than the quantity of resources. 5 National Guidelines for Medium- and Long-Term Educational Reform and Development ( ),

5 prove the quality of schooling. From the very beginning, school effectiveness research was closely related to quality of schooling. For instance, academic achievement, well being, achievement motivation and societal development of students are the main school outcomes which have been studied. Resource input and educational process variables are at the center of interest. Also, how to assess and evaluate the quality of schools in an accurate and fair way is one of the main areas of school effectiveness research. It is believed that the study of school effectiveness can provide more evidence for improving educational quality. Secondly, equity is becoming a policy priority of reform of compulsory education in China. One aim of recent educational reform is to achieve equity in education and to ensure every child and teenager has the opportunity to receive good schooling. Like in many social contexts, Chinese pupils from disadvantaged family backgrounds are at higher risk to experience underachievement, such as children of migrant workers. Interestingly, in the history of school effectiveness research, special attention was paid to those factors at class and school levels that promote the progress of students with low socio-economic status. For example, in Effective Schools for the Urban Poor, a milestone of school effectiveness research, Edmonds (1979) pointed out that strong leadership and a climate of expectation that students will learn are the key effective factors for schools with low-achieving intakes. Since the early 1990s, differential school effects for students with different baseline attainment, gender or ethnic groups have been extensively discussed (e.g. Sammons, Nuttal & Cuttance, 1993; Strand, 2010). Unlike macro sociological studies in education, school effectiveness research can focus on equity issues within schools or even classrooms. The equity issue at school or class levels has rarely been addressed in China. School effectiveness research can presumably make a contribution to the national debate on equity in education. Apart from the emphasis on quality and equity, many other policy changes call for empirical evidence from school effectiveness research. One example is the curriculum reform. China has implemented a systemic national curriculum reform since The reform aims to change the overemphasis on knowledge dissemination of teachers in classrooms and the so-called examination-oriented education. The outcome of this reform needs to be evaluated, no matter at the national or local level. School effectiveness research can make a contribution due to its outcome-oriented perspective. Another example is the reform of balanced development of compulsory education. The newly issued Compulsory Education Law in 2006 stipulated that governments should promote balanced development of compulsory education. The large gap between schools makes parental school choice behaviours widespread and this has led to the Matthew 4

6 Effect in school development: the gap between schools becomes larger than before. The implementation of value-added school effectiveness evaluation may help invert the ongoing deteriorating situation. 1.2 Research Questions The major purpose of this thesis is to provide empirical evidence of School effectiveness research based on data from China. The empirical analysis in this study is based on the theoretical foundations of school effectiveness introduced in Chapter 2 and the past empirical studies reviewed in Chapter 4. School effectiveness is a multi-disciplinary research field, where economists, educational psychologists, sociologists, psychometricians, and researchers on organizational behaviours have participated. They focus on the effectiveness factors at the different levels of a school system from different perspectives. For instance, economists pay special attention to the school-level resource input and its relationship with educational outcomes. They also show great interest in applying the findings of school effects research in school/teacher evaluation and educational accountability. School leadership is the central theme of organization researchers. Educational psychologists emphasize the importance of teaching method, class climate and other education processes. Their expertise is mainly at the classroom level. As an educational economist, I try to explore the educational effectiveness in China at both levels in this thesis: school level and classroom level6. At the school level, I focus on the effect of school material and human resources. At the class level, my attention is focused on some important education processes. Furthermore, scientific properties of school effects (size, consistency, stability and differentialness) will be investigated in depth. It should be mentioned here that the following questions are not restricted to a specific discipline. I only give a short description of research questions in this section. The details of research questions are presented in Chapter 6 to 8. Question 1: To what extent does the student achievement in the HSEE (High School Entrance Examination) vary at school, class and student level? How much of the variation in HSEE achievement is attributable to the student intake characteristics? Which school-level input and classroom process variables can well predict the student HSEE achievement? Is there any evidence that some schools are differentially effective in promoting the HSEE achievement for different groups of students? 6 It does not mean that the factors above the school level are not important. In fact, the organization of education is intensively guided by the national level (see Sun, 2003 p.6). 5

7 Question 2: How large is the between school difference in school effectiveness based on test score and value added (covariate-adjusted test score)? To what extent are test score and value added measures of school effectiveness different? Are test score and value added measures of school effectiveness consistent across different subjects? Which measure of effectiveness is more sensible from the perspective of teachers? Question 3: What are the conceptual differences of some commonly used value-added models and their specifications? Are estimated yearly value-added school effects consistent across models? Are estimated annual value-added school effects stable from grade to grade? 1.3 Structure of Dissertation This dissertation comprises nine chapters, which are organized as follows: Chapter 1 introduces the research background, explaining the academic and practical reasons why I choose school effectiveness as the topic of doctoral study. Research questions are also briefly presented. Chapter 2 is the theoretical part, introducing the knowledge base for School effectiveness research. This chapter also gives the definitions of key terms used in the study. Chapter 3 presents a short description of Chinese educational contexts, particularly the structure of basic education system and lower secondary schools. The focus is on some unique features in Chinese schools that are different from the western ones. Chapter 4 is the literature review. In this chapter I focus on the literature on empirical school effectiveness research conducted in China. The specific literature review on each research question will be presented in Chapter 6 to 8. Chapter 5 presents the research design and methodology. I present the single-cohort longitudinal design which is applied in this study. I also introduce multi-level modelling. Data collection process is presented in detail. Chapters 6 to 8 is the main part of this dissertation. They relate to research question 1 to 3. Each chapter can be viewed as an independent article. In each chapter, there might be some overlapping content with chapter 5, the methodological parts. Chapter 9 summarizes the major findings in the empirical analysis. The author also presents some practical implications of these findings. In addition, limitations of the study and future research agenda are discussed. 6

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) 247 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work

More information

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3. DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive

More information

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) 215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work

More information

Teachers Views on Conducting Formative Assessment in Chinese Context

Teachers Views on Conducting Formative Assessment in Chinese Context Teachers Views on Conducting Formative Assessment in Chinese Context Xuefeng Wang Abstract A new system of curriculum evaluation of formative assessment has been established in secondary education system

More information

Party Secretaries in Chinese Higher Education Institutions, Who Are They?

Party Secretaries in Chinese Higher Education Institutions, Who Are They? Journal of International Education and Leadership Volume 2 Issue 2 Summer 2012 http://www.jielusa.og/home/ ISSN: 2161-7252 Party Secretaries in Chinese Higher Education Institutions, Who Are They? Hua

More information

Comparative Analysis of PhD programs in Engineering Education

Comparative Analysis of PhD programs in Engineering Education Paper ID #13515 Comparative Analysis of PhD programs in Engineering Education Mr. Homero Gregorio Murzi, Virginia Tech PhD. student of Engineering Education at Virginia Tech. Mr. Prateek Shekhar, University

More information

UNIVERSITY OF BELGRADE FACULTY OF PHILOSOPHY. Part two: INFORMATION ON DEGREE PROGRAMS

UNIVERSITY OF BELGRADE FACULTY OF PHILOSOPHY. Part two: INFORMATION ON DEGREE PROGRAMS Part two: INFORMATION ON DEGREE PROGRAMS Part two: Information on Degree Programs Philosophy Bachelor s Degree Philosophy Master s Degree Philosophy Doctoral Degree Sociology Bachelor s Degree Sociology

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

DESCRIPTION OF COURSES

DESCRIPTION OF COURSES DESCRIPTION OF COURSES MGT600 Management, Organizational Policy and Practices The purpose of the course is to enable the students to understand and analyze the management and organizational processes and

More information

School of Social Work

School of Social Work Social Work 282 School of Social Work St. Patrick s Building 469 Telephone: 788-5601 Fax: 788-7496 The School Director of the School: Gillian Walker Supervisor of Graduate Studies: Allan Moscovitch The

More information

REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan)

REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan) 1391 REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan) (See also General Regulations and Regulations for First Degree Curricula) HM1 In these Regulations, and in the Syllabuses for

More information

Curriculum for Doctoral Studies in. Political Science

Curriculum for Doctoral Studies in. Political Science Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Political Science Approved by the Faculty Board of Social and Life Sciences on 4 June 2008 (Reg.no. FAK3 2008/131) and is valid from

More information

Review of the M.A., M.S. in Psychology 42.0101

Review of the M.A., M.S. in Psychology 42.0101 Review of the M.A., M.S. in Psychology 42.0101 Overview of the program. The M.A., M.S. in Psychology program is housed in the Department of Psychology within the College of Arts and Sciences. Other programs

More information

LETTER OF INTENT DOCTOR OF PHILOSOPHY IN HEALTH SERVICES POLICY AND PRACTICE UNIVERSITY AT BUFFALO

LETTER OF INTENT DOCTOR OF PHILOSOPHY IN HEALTH SERVICES POLICY AND PRACTICE UNIVERSITY AT BUFFALO LETTER OF INTENT DOCTOR OF PHILOSOPHY IN HEALTH SERVICES POLICY AND PRACTICE UNIVERSITY AT BUFFALO A. Program Identity and Abstract 1. Proposed title: Health Services Policy and Practice 2. Proposed award:

More information

Discussion paper Tiering in GCSE which structure holds most promise?

Discussion paper Tiering in GCSE which structure holds most promise? Discussion paper Tiering in GCSE which structure holds most promise? Tim Oates April 2013 Research Division Assessment Research and Development Cambridge Assessment 1 Regent Street, Cambridge, CB2 1GG

More information

The Design Study of High-Quality Resource Shared Classes in China: A Case Study of the Abnormal Psychology Course

The Design Study of High-Quality Resource Shared Classes in China: A Case Study of the Abnormal Psychology Course The Design Study of High-Quality Resource Shared Classes in China: A Case Study of the Abnormal Psychology Course Juan WANG College of Educational Science, JiangSu Normal University, Jiangsu, Xuzhou, China

More information

DOCTOR OF BUSINESS ADMINISTRATION POLICY

DOCTOR OF BUSINESS ADMINISTRATION POLICY DOCTOR OF BUSINESS ADMINISTRATION POLICY Section 1 Purpose and Content (1) This document outlines the specific course requirements of the Doctor of Business Administration (DBA) at the University of Western

More information

OUR MISSION. The mission of the USC Rossier School of Education is to improve learning in urban education locally, nationally and globally.

OUR MISSION. The mission of the USC Rossier School of Education is to improve learning in urban education locally, nationally and globally. STRATEGIC PLAN 2012-2017 OUR MISSION The mission of the USC Rossier School of Education is to improve learning in urban education locally, nationally and globally. Urban education takes place within many

More information

Evaluation of degree programs. Self-Evaluation Framework

Evaluation of degree programs. Self-Evaluation Framework Evaluation of degree programs Self-Evaluation Framework COVER, December 2009 FOREWORD UNIL's approach to quality emphasizes procedures based on reflection that encourage the faculties and units concerned

More information

National Center for Urban Education at the University of the District of Columbia Conceptual Overview

National Center for Urban Education at the University of the District of Columbia Conceptual Overview National Center for Urban Education at the University of the District of Columbia Conceptual Overview In far too many universities, education schools are the neglected stepchild. Too often they don't attract

More information

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Cass School of Education and Communities, University of East London In collaboration with The Institute

More information

Since the 1990s, accountability in higher education has

Since the 1990s, accountability in higher education has The Balanced Scorecard Beyond Reports and Rankings More commonly used in the commercial sector, this approach to strategic assessment can be adapted to higher education. by Alice C. Stewart and Julie Carpenter-Hubin

More information

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education

Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education Principles to Guide the Design and Implementation of Doctoral Programs in Mathematics Education A Task Force Report for the Association of Mathematics Teacher Educators Forward This report, in some ways,

More information

Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership)

Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership) Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership) Course Title Strand Course Description Community College Administration This course provides

More information

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management Program Overview The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

BOSTON UNIVERSITY SCHOOL OF PUBLIC HEALTH PUBLIC HEALTH COMPETENCIES

BOSTON UNIVERSITY SCHOOL OF PUBLIC HEALTH PUBLIC HEALTH COMPETENCIES BOSTON UNIVERSITY SCHOOL OF PUBLIC HEALTH PUBLIC HEALTH COMPETENCIES Competency-based education focuses on what students need to know and be able to do in varying and complex situations. These competencies

More information

Faculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students

Faculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students 1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2014 2 Table of Contents Overview of the Revised MN Streams in Relation to Project 3 The Importance of Projects

More information

Master of Arts in Higher Education (both concentrations)

Master of Arts in Higher Education (both concentrations) Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or

More information

This historical document is derived from a 1990 APA presidential task force (revised in 1997).

This historical document is derived from a 1990 APA presidential task force (revised in 1997). LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the

More information

Section I. Context Chapter 1. Country s context and current equity situation.

Section I. Context Chapter 1. Country s context and current equity situation. 1 Equity in education: dimension, causes and policy responses. Country Analytical Report Russia Outline Russian CAR will follow structural requirements offered in General Guidelines. Outline from this

More information

National Literacy Programme

National Literacy Programme National Literacy Programme National Literacy Programme Audience Lead members for education, regional consortia, local authority directors of education, local authority advisers, headteachers and schools

More information

Using Value Added Models to Evaluate Teacher Preparation Programs

Using Value Added Models to Evaluate Teacher Preparation Programs Using Value Added Models to Evaluate Teacher Preparation Programs White Paper Prepared by the Value-Added Task Force at the Request of University Dean Gerardo Gonzalez November 2011 Task Force Members:

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM

DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM IN CURRICULUM AND INSTRUCTION WITH EMPASIS IN CURRICULUM STUDIES Department of Instruction and Teacher Education College of Education University of South Carolina

More information

48th Session of the International Conference of Education (ICE)

48th Session of the International Conference of Education (ICE) 48th Session of the International Conference of Education (ICE) Inclusive Education : The Way of the Future 25-28 November 2008 Geneva, Switzerland, UNESCO- IBE Organised by: With the participation of

More information

Early Childhood Education Policy Development in China

Early Childhood Education Policy Development in China International Journal of Child Care and Education Policy Copyright 2011 by Korea Institute of Child Care and Education 2011, Vol. 5, No.1, 29-39 Early Childhood Education Policy Development in China Xin

More information

A Review of China s Elementary Mathematics Education

A Review of China s Elementary Mathematics Education A Review of China s Elementary Mathematics Education Department of Education Taishan College Tai An, ShanDong People s Republic of China Abstract This paper provides an introduction and analysis of the

More information

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate

More information

Looking for an international strategy for geography education

Looking for an international strategy for geography education Journal of Research and Didactics in Geography (J-READING), 1, 3, June, 2014, pp. 9-13 DOI: 10.4458/3253-02 Looking for an international strategy for geography education Joop van der Schee a a Co-chair

More information

UNIVERSITY OF CALIFORNIA, SANTA CRUZ. Education Department, Ph.D. Program. Ph.D. Program in Education. Program Features.

UNIVERSITY OF CALIFORNIA, SANTA CRUZ. Education Department, Ph.D. Program. Ph.D. Program in Education. Program Features. UNIVERSITY OF CALIFORNIA, SANTA CRUZ Education Department, Ph.D. Program Ph.D. Program in Education We prepare leading scholars and educators who engage in research focused on needs of students from linguistic

More information

Curriculum for Doctoral Studies in. Social Work

Curriculum for Doctoral Studies in. Social Work Karlstad University Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Social Work Approved by the Faculty Board of Social and Life Sciences on 28 August 2008 (Reg.no. FAK3 2008/155).

More information

MA in Development Studies School of Social Development and Public Policy Beijing Normal University. To be launched in September 2010

MA in Development Studies School of Social Development and Public Policy Beijing Normal University. To be launched in September 2010 About the Program MA in Development Studies School of Social Development and Public Policy Beijing Normal University To be launched in September 2010 For many developing nations, poverty, stagnation, poor

More information

A. The master of arts, educational studies program will allow students to do the following.

A. The master of arts, educational studies program will allow students to do the following. PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);

More information

Standards for Graduate Preparation of School Psychologists

Standards for Graduate Preparation of School Psychologists Standards for Graduate Preparation of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school

More information

SUMMARY ACCREDITATION REPORT

SUMMARY ACCREDITATION REPORT SUMMARY ACCREDITATION REPORT HONG KONG SHUE YAN UNIVERSITY COMBINED PROGRAMME VALIDATION DOCTOR OF PSYCHOLOGY IN COUNSELLING PSYCHOLOGY AND MASTER OF SOCIAL SCIENCES IN PSYCHOLOGY DECEMBER 2014 This accreditation

More information

A Survey on Bilingual Teaching in Higher Education Institute in the Northeast of China

A Survey on Bilingual Teaching in Higher Education Institute in the Northeast of China ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 1, No. 4, pp. 353-357, July 2 2 ACADEMY PUBLISHER Manufactured in Finland. doi:.44/jltr.1.4.353-357 A Survey on Bilingual Teaching in Higher

More information

DOCTOR OF PHILOSOPHY IN EDUCATIONAL PSYCHOLOGY

DOCTOR OF PHILOSOPHY IN EDUCATIONAL PSYCHOLOGY DOCTOR OF PHILOSOPHY IN EDUCATIONAL PSYCHOLOGY Program Description The PhD in Educational Psychology is designed for individuals who wish to pursue advanced scholarship and professional practice in a specific

More information

An Analysis of the Essential Abilities and Work Art of Educational Administration Staff in Chinese Universities

An Analysis of the Essential Abilities and Work Art of Educational Administration Staff in Chinese Universities An Analysis of the Essential Abilities and Work Art of Educational Administration Staff in Chinese Universities LIU Huimin 1, YU Bin 2 Academic Office, Zhejiang University of Technology, Hangzhou, 310014,

More information

MSc AND PhD TWENTE GRADUATE SCHOOL ETHICS AND TECHNOLOGY GRADUATE SCHOOL

MSc AND PhD TWENTE GRADUATE SCHOOL ETHICS AND TECHNOLOGY GRADUATE SCHOOL MSc AND PhD TWENTE GRADUATE SCHOOL ETHICS AND TECHNOLOGY GRADUATE SCHOOL TWENTE GRADUATE SCHOOL - ETHICS AND TECHNOLOGY GRADUATE SCHOOL 2 TWENTE GRADUATE SCHOOL TWENTE GRADUATE SCHOOL OFFERS HIGH-QUALITY

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

HAMPTON UNIVERSITY ONLINE School of Education and Human Development PhD in Educational Management

HAMPTON UNIVERSITY ONLINE School of Education and Human Development PhD in Educational Management Program Overview This accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

Course Guide Masters of Education Program

Course Guide Masters of Education Program Course Guide Masters of Education Program Note: 1 course = (3) credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. or M.A Graduate

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

Education Doctoral Program

Education Doctoral Program 1 Education Doctoral Program Graduate College of Education Dean: Judith Munter Educational Leadership BH 521 Phone: 415-405-4103 Director: Robert Gabriner, Ed.D. Special Education BH 156 Phone: 415-338-1161

More information

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA

SOUTHERN UNIVERSITY AND A&M COLLEGE BATON ROUGE, LOUISIANA MASTER OF SCIENCE IN NURSING (MSN) COURSE DESCRIPTIONS 600. THEORETICAL FOUNDATIONS OF ADVANCED NURSING (Credit, 3 hours). A systematic examination of the concepts of nursing, human beings, health, and

More information

THE DEPARTMENT OF SOCIAL AND BEHAVIORAL SCIENCES POLITICAL SCIENCE PROGRAM HANDBOOK

THE DEPARTMENT OF SOCIAL AND BEHAVIORAL SCIENCES POLITICAL SCIENCE PROGRAM HANDBOOK THE DEPARTMENT OF SOCIAL AND BEHAVIORAL SCIENCES POLITICAL SCIENCE PROGRAM HANDBOOK MAY 2015 Political Science Objectives 1. To study the structure and functions of government. 2. To understand political

More information

Copyrighted material SUMMARY

Copyrighted material SUMMARY Source: E.C.A. Kaarsemaker (2006). Employee ownership and human resource management: a theoretical and empirical treatise with a digression on the Dutch context. Doctoral Dissertation, Radboud University

More information

FP2020: A RESEARCH ROADMAP POLICY BRIEF

FP2020: A RESEARCH ROADMAP POLICY BRIEF FP2020: A RESEARCH ROADMAP POLICY BRIEF The global community came together in July 2012 in pursuit of an ambitious yet essential goal: ensuring that 120 million additional women and girls have access

More information

In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012

In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012 1 In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012 The Gevirtz Graduate School of Education is one of five colleges at the University of California, Santa

More information

(Advanced Preparation)

(Advanced Preparation) 1 NCTM CAEP Standards (2012) Elementary Mathematics Specialist (Advanced Preparation) Standard 1: Content Knowledge Effective elementary mathematics specialists demonstrate and apply knowledge of major

More information

Insights From Research on How Best to Teach Critical Thinking Skills Teaching in a Digital Age

Insights From Research on How Best to Teach Critical Thinking Skills Teaching in a Digital Age Insights From Research on How Best to Teach Critical Thinking Skills Teaching in a Digital Age In today s world, students need to learn critical thinking skills in the classroom so that they can use critical

More information

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS Updated January 2007 1. General Introduction and Principles These Guidelines have been developed for use by tertiary institutions

More information

PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION

PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION FACULTY OF EDUCATION The Faculty of Education is a community of faculty members, students and staff members who are passionate about

More information

Master of Education. Graduate School of Education, The University of Western Australia. School of Continuing Education, Hong Kong Baptist University

Master of Education. Graduate School of Education, The University of Western Australia. School of Continuing Education, Hong Kong Baptist University Master of Education Offered by Graduate School of Education, The University of Western Australia in collaboration with School of Continuing Education, Hong Kong Baptist University The University of Western

More information

Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of

Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Applied Sciences Approved by the Oslo and Akershus University

More information

A New Series of Papers on Teacher Compensation from the University of Wisconsin CPRE Group

A New Series of Papers on Teacher Compensation from the University of Wisconsin CPRE Group A New Series of Papers on Teacher Compensation from the University of Wisconsin CPRE Group There is strong consensus around the country that talented and capable teachers will be needed in all classrooms

More information

Charter School Performance Framework

Charter School Performance Framework Charter School Performance Framework The Regents of the University of the State of New York Office of School Innovation 89 Washington Avenue Albany, New York 12234 www.p12.nysed.gov/psc/ Charter School

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Programme Specification and Curriculum Map for MA Global Governance and Public Policy

Programme Specification and Curriculum Map for MA Global Governance and Public Policy Programme Specification and Curriculum Map for MA Global Governance and Public Policy 1. Programme title MA / PGDip / PG Cert Global Governance and Public Policy: International Development 2. Awarding

More information

SPECIAL EDUCATION AND DISABILITY POLICY (SEDP)

SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements

More information

Chapter 1: Goals and principles of the guidelines, and ideal images of evaluators to be educated

Chapter 1: Goals and principles of the guidelines, and ideal images of evaluators to be educated Program Evaluation Education Guidelines (Tentative) to cultivate competent advanced social workers as evaluators and/or researchers at graduate schools of social work [Scope of the guidelines] Professors

More information

DOCTOR OF EDUCATION (Ed.D.) DEGREE PROGRAM IN CURRICULUM AND INSTRUCTION WITH EMPHASIS IN CURRICULUM STUDIES

DOCTOR OF EDUCATION (Ed.D.) DEGREE PROGRAM IN CURRICULUM AND INSTRUCTION WITH EMPHASIS IN CURRICULUM STUDIES DOCTOR OF EDUCATION (Ed.D.) DEGREE PROGRAM IN CURRICULUM AND INSTRUCTION WITH EMPHASIS IN CURRICULUM STUDIES Department of Instruction and Teacher Education College of Education University of South Carolina

More information

Review of the M.A., M.S. in Applied Economics

Review of the M.A., M.S. in Applied Economics Review of the M.A., M.S. in Applied Economics 45.0601 Context and overview. The M.A., M.S. in Applied Economics program is housed in the Department of Economics within the College of Arts and Sciences.

More information

PhD in Information Studies Goals

PhD in Information Studies Goals PhD in Information Studies Goals The goals of the PhD Program in Information Studies are to produce highly qualified graduates for careers in research, teaching, and leadership in the field; to contribute

More information

ASSOCIATE DEGREE OF BUSINESS COURSE OUTLINE 2015. Information correct as of August 2014. Provider CRICOS Code 00020G Higher Education Provider

ASSOCIATE DEGREE OF BUSINESS COURSE OUTLINE 2015. Information correct as of August 2014. Provider CRICOS Code 00020G Higher Education Provider GOVERNMENT OF WESTERN AUSTRALIA ASSOCIATE DEGREE OF BUSINESS COURSE OUTLINE 2015 Information correct as of August 2014. Provider CRICOS Code 00020G Higher Education Provider The Administrative Information

More information

Under the Start Your Search Now box, you may search by author, title and key words.

Under the Start Your Search Now box, you may search by author, title and key words. VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to

More information

Critical Inquiry in Educational Research and Professional Practice

Critical Inquiry in Educational Research and Professional Practice DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.

More information

Employability of Higher Education Graduates: Projects, Studies and Institutional Practices

Employability of Higher Education Graduates: Projects, Studies and Institutional Practices Samo Pavlin, University of Ljubljana, Slovenia Higher Education Making the Knowledge Triangle Work EURASHE 23rd Annual Conference Split, Croatia 9 and 10 May, 2013 Keynote Paper Employability of Higher

More information

Master of Science in Psychology: Theory and Research

Master of Science in Psychology: Theory and Research LEUVEN t Master of Science in Psychology: Theory and Research Faculty of Psychology and Educational Sciences KU Leuven. Inspiring the outstanding. Discover KU Leuven Situated in Belgium, in the heart of

More information

Program Competency & Learning Objectives Rubric (Student Version)

Program Competency & Learning Objectives Rubric (Student Version) Program Competency & Learning Objectives Rubric (Student Version) Program Competency #1 Prepare Community Data for Public Health Analyses and Assessments - Student 1A1. Identifies the health status of

More information

FOUNDATION YEAR Student Evaluation

FOUNDATION YEAR Student Evaluation FOUNDATION YEAR Student Evaluation I. Cover Sheet Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Email Agency Cell Phone Site Address

More information

ASSESSMENT PLAN/REPORT

ASSESSMENT PLAN/REPORT ASSESSMENT PLAN/REPORT FORM C -Tampa Ed.D. / Ph.D. 2001-2002 August 2002 (Assessment Period Covered) (Submitted) Student Learning Outcomes: 1. Identify, integrate, and illustrate conceptual frameworks

More information

Policy Implications of School Management and Practices

Policy Implications of School Management and Practices Policy Implications of School Management and Practices In the wake of the recent global economic crisis, countries need to structure and manage school systems efficiently to maximise limited resources.

More information

SECTOR ASSESSMENT (SUMMARY): EDUCATION 1

SECTOR ASSESSMENT (SUMMARY): EDUCATION 1 Country Partnership Strategy: Bangladesh, 2011 2015 SECTOR ASSESSMENT (SUMMARY): EDUCATION 1 Sector Road Map 1. Sector Performance, Problems, and Opportunities 1. Bangladesh has made considerable progress

More information

Graduate research courses

Graduate research courses Faculty of Education Graduate research courses The Faculty of Education views research as one of its core responsibilities. Our research activities aim to inform and lead professional practice, public

More information

Status Analysis and Consideration of Medical Education System in China and Abroad

Status Analysis and Consideration of Medical Education System in China and Abroad Higher Education of Social Science Vol. 3, No. 2, 2012, pp. 40-44 DOI:10.3968/j.hess.1927024020120302.2002 ISSN 1927-0232 [Print] ISSN 1927-0240 [Online] www.cscanada.net www.cscanada.org Status Analysis

More information

Business Management and Leadership (MS)

Business Management and Leadership (MS) Business Management and Leadership (MS) ACADEMIC DIRECTOR: B. Loerinc Helft CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: B. Loerinc Helft, b.loerinc.helft@cuny.edu

More information

WARSAW SCHOOL OF ECONOMICS

WARSAW SCHOOL OF ECONOMICS WARSAW SCHOOL OF ECONOMICS mgr Ewelina Florczak The summary of doctoral dissertation THE TITLE SOCIAL ENTERPRISE IN LOCAL ENVIRONMENT 1 Rationale topic A social enterprise as a business entity is subject

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN

MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN These materials have been prepared within the framework of the project Technical Assistance to the Sector Policy

More information

Ph.D. in Educational Theory and Practice. Emphasis Areas

Ph.D. in Educational Theory and Practice. Emphasis Areas In addition to the shared core courses, doctoral students in ETAP choose an emphasis area. Emphasis areas are overlapping, of course, and should not be considered as exclusive. While the ETAP core provides

More information

EDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013

EDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013 EDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013 THE ROLE OF EDUCATION Education involves building up knowledge and learning new skills. It can take place formally or informally. Formal education: takes place

More information

Syllabus Master s Programme in Child Studies (60/120 credits)

Syllabus Master s Programme in Child Studies (60/120 credits) Syllabus Master s Programme in Child Studies (60/120 credits) Aim The objective of the United Nation s Convention on the Rights of the Child is to protect children, a group considered particularly vulnerable,

More information

Curriculum for Doctoral Studies in. Nursing

Curriculum for Doctoral Studies in. Nursing Karlstad University Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Nursing Approved by the Faculty Board of Social and Life Sciences on 14 June 2007 (Reg.no. FAK3 2007/218) and

More information

UMEÅ INTERNATIONAL SCHOOL

UMEÅ INTERNATIONAL SCHOOL UMEÅ INTERNATIONAL SCHOOL OF PUBLIC HEALTH Master Programme in Public Health - Programme and Courses Academic year 2015-2016 Public Health and Clinical Medicine Umeå International School of Public Health

More information

WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS

WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS Background Good teaching is the core driver of high quality learning. Linked with

More information