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专职研究员
柯政

柯政

职位:课程与教学研究所副所长

职称:教授

研究领域:教育政策分析、组织制度研究、教育研究方法、课程与教学理论、教育社会学

E-mail:kezheng@ecnu.edu.cn


个人简介0 科学研究1 教授课程2

研究方向

教育社会学(特别关注教育与学生的社会流动)
教育政策研究
制度理论
课程教学理论

高考改革

 

社会兼职

中国教育战略发展学会教育政策专委会秘书长

国务院妇儿工委办公室儿童工作智库专家

九三学社上海市委教育委员会副主任委员
九三学社华东师范大学委员会副主任委员
上海市普陀区第十三、十四届政协委员

 


 

Selected publication


Hongbiao Yin & Zheng Ke. (corresponding) (2017). Students’ course experience and engagement: an attempt to bridge two lines of research on the quality of undergraduate education. Assessment & Evaluation in Higher education, vol. 42, no. 7, 1145–1158.
Xin Zheng, Hongbiao Yin
,Yuan Liu & Zheng Ke. (2016). Effects of leadership practices on professional learning communities: the mediating role of trust in colleagues. Asia Pacific Education Review, 17 (3) :1-12.

Chen, S.Y. & Ke, Z.(corresponding) (2014). Why the leadership of change is especially difficult for Chinese principals: A macro-institutional explanation. Journal of Organizational Change Management, 27(3), 486-498.

Yang, X.D. Ke, Z. Zhan,Y. & Ren, YQ. (2014). The Effect of Choosing Key Versus Ordinary Schools on Students Mathematical Achievement in China. Asia-Pacific Education Researcher , 23 (3) :523-536

Ke, Z. & Chen, S.Y. (2013). Is there the key school advantage independent of quality of students and teachers? : Empirical study of school operation, instructional leadership and sector effects in China. Accepted paper to be presented at the 2013 annual meeting of AERA, San Francisco.

Ke, Z (2012).The influence of normative institutions on the new curriculum policy implementation and its policy implications. Information, Technology and Education Change, 3(1).

Yang, X.D. Ke, Z. & Wang, T. (2012). The effect of school choice on student’s Mathematical achievement in China. Paper presented at the 2012 annual meeting of AERA, Vancouver, CA.

Ke, Z. (2017). The negotiated order in educational policy implementation. Journal of Educational Studies,5. In Chinese

Ke, Z. (2017). Acumulation and Progress of Educational Scientific Knowledge: Movement of Evidence-based Educational Research in America. Journal of East China Normal University (Educational Sciences) , 3: 37-46. In Chinese

Ke, Z. (2016). Curriculum Reform and the Urban-Rural Probability of Academic Success: A Research based on the eight-year data from City A. Education Research, 10: 95-105. In Chinese

Ke, Z. (2014). How to abolish science-humanity division?: the suggestions based on the pros and cons of alternative policis. Global Education. 2: 30-40. In Chinese

Ke, Z., Chens S.Y. & Ren, Y.Q. (2013). Comparison of principals' leadership behaviors in the key and the ordinary schools. Peking University Education Review11: 108-127. In Chinese

Ke, Z. (2012). Education and students’ upward social mobility needs. Research in Educational Development6: 23-27. In Chinese

Ke, Z. (2011). How does the teachers’ cultural cognition influence the curriculum policy implementing. Global Education3:39-48. In Chinese

Ke, Z. (2011). The native conception of teacher professional development. Research in educational Development18: 48-56. In Chinese

Ke, Z. (2009). An analysis of educational supervision in curriculum reform. Research in educational Development10: 43-48. In Chinese

Ke, Z. (2007). The explanation of the difficulties of school change from the new institutionalism perspective. Peking University Education Review, 5(1): 42-54. In Chinese

Ke, Z. (2011). Neo-institutional Analysis of Curriculum Policy Implementation. Beijing: Education Science Press. (in Chinese) 




课程政策分析(研究生课程)