DOI 10.30926/ecnuroe2018010103
Changes in School Curriculum Administration in China
Yunhuo Cui, Hao Lei, Wenye Zhou
East China Normal University
Corresponding Author: Yunhuo Cui yhcui@kcx.ecnu.edu.cn
Notes on Contributors
CUI Yunhuo, Professor and Director of Institute of Curriculum and Instruction at East China Normal University. He is the member of National Commission of Curriculum Reform of Basic Education in China, and member of National Commission of Teacher Training, and Vice Chairman of the Academic Committee of the Chinese Educational Society. He has published over 100 papers and books in effective teaching, curriculum evaluation, school-based curriculum development in China and the school-oriented teacher professional development model curriculum studies. He won the First and Second prize on National Teaching Achievement Award of Basic Education. He served as a leading curriculum expert who framed and shaped the two major national curriculum reforms and the curriculum reform of national teacher education in China. Currently he is leading a National Breakthrough Project of Philosophy and Social Sciences named “Monitoring the Quality of School Curriculum Implementation in China”.
LEI Hao, PhD in Education (East China Normal University-Purdue University Joint program supported by the National Overseas Fund), associate researcher of Institute of Curriculum and Instruction of East China Normal University. His research interests include curriculum and instruction evaluation, teacher professional development, student learning and development. He published more than 20 academic papers in SSCI and CSSCI journals. Currently he serves the reviewer of Psychological Reports and Global Education.
ZHOU Wenye, PhD in Education (East China Normal University-University of Wisconsin-Madison Joint program supported by the National Overseas Fund), Associate Chair of Department of Curriculum and Instruction at East China Normal University, and associate Professor of Institute of Curriculum and Instruction of East China. She is a visiting scholar at Stanford Graduate School of Education from December 2016 to January 2018. Her research focuses on curriculum development and evaluation, classroom assessment, performance assessment, and teacher education. She is PI of two national research projects of “Key Competencies-based school curriculum development” and “Student Performance Assessment”. She published over 40 academic papers and books, e.g. Theories and Techniques of Performance Assessment in School.
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