05中澳班学习通讯
发布时间: 2005-11-22 浏览次数: 16

 

EPA 5152:  Leading School Improvement

 

Dear Student,

 

It was good to meet the cohort 4 students at Jinhua and Hangzhou.  You are a responsive cohort.  I was pleased with your positive approach.  We have made good progress in learning some of the key unit ideas.  You have helped me to learn about the challenges you face in your work during this era of reform.  I am impressed with the fine work of many cohort 4 students who are leaders in the educational organizations of Zhejiang province.  The purpose of the Master of Education course is to improve your work as a leader.

We must now build on the good progress that was made during the Intensive Teaching Program.  Your thinking and writing should meet standards for informed, critical and creative ways in which unit concepts, perspectives and models apply to Chinese educational organizations.  It is essential that you engage with the set readings and other unit materials.  Be active in:

          selecting the most important ideas from the readings; and

          justifying your own informed views as to why these ideas are important or not suited to educational organizations in China.

Copying does not score marks.  Reflection, inquiry and constructive critique are the kinds of thinking processes that are expected in Master of Education studies.  During the Intensive Teaching Program all students were using these thinking processes.  Be confident as you work though the Guide.

 

Unit Timeline

 

The unit will run according to the following timeline:

          Completion of Module One.  During week beginning Monday December 5 

          Assignment Two  To be posted by Tuesday, 20 December 2005.

          Completion of Module Two.  During week beginning Monday January 9 

          Completion of Module Three.  During week beginning Monday February 6 

          Final exam during week beginning Monday February 13.

 

Module One

 

You should take four weeks to complete Module One.  Develop an understanding of the key concepts and perspectives that are needed for leading and improving educational organizations in the dynamic educational environment of China.  During week three you should again consider the key readings relating to assignment two.  Then begin writing the final draft of your assignment. 

Modified Assignment 2

I have revised the instructions to make it easier for you to complete the assignment.  Do not use the assessment activities in the Unit Plan.  Instead be guided by the following:

 

Assignment 2  Length: 2000 English words plus concept map plus references The assignment should be of a standard suitable for publication in a refereed education journal.  A long assignment is needed to get the breadth and depth of analysis. 

 

The dynamic environment of China means that new forms of leadership, planning and improvement processes are needed in each educational organization.  Select four or more of the EPA5152 unit readings 0.3 �C 1.8 that have ideas for enhancing schools or universities in China. 

From these readings identify the key ideas with potential to improve existing practice.  Justify your choice by discussing why these ideas are important. Point out where the readings address similar leadership, planning and improvement processes. 

 

Organize this knowledge in a concept map showing the relationships among the key ideas you are advocating.  Explain how these processes can collectively enhance contemporary schools or universities in China.

Advice for preparing the assignment

Your assignment should focus on either the primary or secondary schools or a class of university or colleges or an education bureau of Zhejiang province.  The assignment is intended to be a discussion document for leaders in your own educational organization.  In selecting readings and ideas you could discuss some of the existing strengths and limitations of Chinese educational organizations.  Think critically about the readings when selecting ideas.  Your answer should have the following structure:

1. Title and brief introduction

2. Identification, justification, discussion of the key ideas from the chosen readings.

3. Analysis of the relationships among the main ideas, supported by a concept map for enhancing Chinese schools or universities.

4. References.

 

Submission of Assignment 2

 

Prepare the assignment in English or Chinese.  If your assignment is in Chinese then arrange for an English translation.  Forward both copies to Yang at Zhejiang Normal University before December 20th.  You must attach an assignment cover sheet.  (See attachment on this newsletter).  Indicate the level of assistance you have had with translation and your university identification number if this is known.  .  Ability to write in English is not being assessed in this unit.  Continue to make use of opportunities to learn how to write using English as this is more important in the following units. Best wishes with your reading and thinking about how to demonstrate leadership.

 

The assignment cover sheet is attached.  Please use this.  Be sure to include your university identification number for both the assignment and the exam paper.

 

The English language paper (and Chinese language paper if translation is needed) should be sent to Yang at ZNU by Tuesday 20th December.  It should be clearly labeled as Assignment 2.  Include your student enrolment number.  

 

Please monitor your learning to ensure that you complete your studies according to this timeline.

 

I hope that you have been able to continue the practices that we used at the end of each day during the Intensive Teaching Program:

Reflection

What is my new knowledge? What are the implications for my leadership practice?

 

Personal goal setting

What are the priorities for my own professional learning?  What I need to know more about?

In what areas will I attempt to change my leadership practice?

 

Best wishes as you do Module One: The Process of School Improvement.  Be active in trying and applying unit ideas in your own workplace.

 

亲爱的学员:

很高兴在金华和杭州与05级的学员们相会。你们是个积极的集体,我欣赏你们的学习积极性,你们在课程主要内容的学习方面已取得很大的进步。这次面授也让我了解到在这改革时代你们所面临的挑战。我知道,你们当中许多人在浙江省教育系统的领导岗位上工作得很不错,这个教育硕士课程的目的就在于改进你的领导工作。

现在你应该以面授期间所学的内容为基础,按照熟悉知识、批判性和创造性的要求,结合工作实际思考本课程中的概念、观点及模式,开始书面作业(Assignment 2)。参考阅读文章和其他的学习材料是非常重要的。请你积极地:

l        从文选中汲取最重要的观念;并

l        充分地说明为什么这些观点对于中国的教育管理的是重要的或是不适用的。

抄袭原文不能得分,教育硕士课程所期望的是反思、探究和建设性评论的思考过程。在面授期间各位都运用了这三种思维方式。在《课程指南》的学习中,你也应该充满信心。

 

本课程学习进度安排:

l        第一单元学习完成时间是125日开始的那一周。

l        作业应在1220日(周二)前寄出。

l        第二单元学习完成时间是19日开始的那一周。

l        第三单元学习完成时间是26日开始的那一周。

l        课程考试时间是在213日开始的那一周。

 

第一单元

你应该用四周时间完成第一单元的学习。理解在中国教育改革进程中对改进领导教育机构所需要的主要概念和看法。第三周再复习与作业2有关的主要文章,然后开始完成作业。

 

修改后的作业2

作业2的说明已经简化,原《计划》中的作业要求作废,以这里的要求为准:

 

作业2 长度两千英文单词,加上概念图和参考文献。文章应达到公开发表教育期刊的质量要求。分析的深度和广度决定了这个作业要有一定的长度。

 

在中国改革发展需要呼唤领导、规划和改进教育部门的新方式。参阅EPA5152课程的《阅读文选》0.3至1.8中的4篇(或更多)文章中有助于改进中国学校或大学的观点。

从这些文章中选择具有现实意义的几个主要的观点,说明这些观点为什么重要(说明你选择这些观点的理由)。指出这些文章在论述领导工作、规划和改进过程方面有哪些相似之处。

用概念图的方式表示你赞成的这些主要观点之间的联系,说明这些观点及联系如何综合起来提升当前的学校或高校。

 

 

关于作业的建议

你的作业应该着眼于浙江省的某类学校(小学、中学、或者某类高校)或教育管理部门,把作业写成供你所在教育部门的领导参阅的论文。在选择文章和观点时,可以谈谈目前中国教育机构中的存在的优势和不足之处。运用批判的思维选择文章中的观点。作业中应包括以下这些部分:

1.       题目和简要的引言

2.       列出从文章中选取的主要观念,并进行说明和讨论。

3.   分析这些主要观点之间的相互联系,辅以一个概念图,谈谈它们如何改进中国的学校或大学。

4.   参考文献

 

寄交作业2

用英文或中文完成作业。如果用中文,需要附上英文翻译稿。在1220日之前将作业的两个文本寄交浙师大(高师培训中心)杨辉老师。作业必须加上封面(附后),标明你的学生身份号码,以及请人翻译的情况。英语的写作能力不属本课程评分范围,但是继续努力提高写作能力对于以后的课程是重要的。愿你在学习和思考如何展现你的领导能力方面取得成功!

作业封面附后,务必把它加在你作业的前面,作业封面和考试卷上必须写上你的学号。

英语作业(如请人翻译需附上中文稿)必须标清楚是“作业2”,写上学号,在1220日(星期二)之前交寄浙师大。

 

希望你能继续用我们在面授时使用的方法:

反思

学到了什么新的知识?对我的领导工作有什么启示?

设定个人目标

我的专业学习的重点是什么?我还需要再学习些什么?

我将在领导工作的哪些方面作些改进?

祝你第一单元学习进步,并积极在工作中试用学到的观念。

 

 

迈克尔・哈维 博士

 

Dr Michael Harvey,

School of Education,

Telephone +61 8 9370 6566,

Fax +61 8 9370 6077,

m.harvey@ecu.edu.au

16th November, 2005

 

 


 

                        EPA 5152作业2封面

Assignment cover

S2, 2005

EPA 5152: Leading School Improvement:   Assignment 2

Student Number

学生身份号

FAMILY NAME    Please print

    ( 清楚写出汉语拼音)

OTHER NAME/S

(拼音)

 

 

 

 

 

 

 

 

 

 

 

Instructions 说明

You may get help in translating your assignment. There is no penalty for this. However you must acknowledge the work of the translator. 请人翻译作业不会影响成绩,但必须说明

If you write in Chinese you must submit the original Chinese version of your assignment and an English translation. 如果是中文写稿,中文原稿和英译稿必须一起上交

It is your responsibility to ensure that an accurate translation is provided. 你有责任提供准确的英译稿

 

Tick one box below 请打钩

q  I have written the assignment in English without assistance from another person.  作业由本人独立用英文完成

q  Another person has edited my English language answer to produce the final copy. 请人修改了我的英文稿

q  Another person has translated my Chinese language answers into English.请人英译了我的中文稿

If you had help with the English, write the name of the person who helped you.     如果得到他人在英文方面的帮助,请在此写上帮助者的姓名。

___________________________________________

I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged. 我保证作业系本人自己完成,文中的引用材料都已注明。

Signature(签名)                              Date(日期)

 

Guidelines for translating the assignment翻译作业须知

Purpose of the translation翻译的目的

The purpose of translating the assignment is to enable the lecturer to mark an accurate English translation of the student’s answer. The student should get the same mark (no more, no less) irrespective of whether the English or the Chinese version of the answer is marked. 翻译的目的是让教师能对学生的作业准确地评分。无论是中文还是英文,学生的得分应该一致。

Hints on translating the assignment翻译作业建议

Provide an accurate translation of the Chinese text.  Do not change the meaning or the structure or level of detail or the cohesion of the answer.根据中文稿准确翻译,不要改变原意、结构及内部细节。

Checking and penalties核查和处罚

Translations of assignments are checked by Edith Cowan University. Any substantial difference between the English and Chinese versions may be considered to be academic misconduct and may lead to a loss of marks by the student, or other penalties as considered appropriate. 翻译和原稿将接受ECU大学的核查,任何不符之处将被视为学术不端行为,并导致失分或别的处罚。

 

Dr Michael Harvey 迈克尔哈维博士                             Dr Bridget Leggett 李碧婕博士

Course Coordinator课程协调员                          International Coordinator国际协调员