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Current position: Home >> FACULTY
 
FACULTY

Name: Wenye Zhou

I. Position and Contacts

Name: Wenye Zhou

Current Post: Research Assistant

Institute of Curriculum and Instruction

East China Normal University, China

Address: Room 1607, Wenke Building

Institute of Curriculum and Instruction

East China Normal University, China

Shanghai, P.R.China, 200062

Contacts: (86) 21-62233130

wenyezhou@126.com (Email.)


II. Education and Experience

Education

Ph.D (Curriculum& Instruction), East China Normal University, 2009

Joint Doctoral Training, University of Wisconsin-Madison, 2008-2009

Master of Arts (Chinese Curriculum& Instruction), Zhejiang Normal University, 2006

Bachelor of Arts (Chinese Literature), Zhejiang Normal University, 2003

Professional Experience

Research Assistant

Institute of Curriculum and Instruction

East China Normal University, China (January, 2013 - present).

Research Assistant

School of Distance Education

East China Normal University, China (May, 2009 – December, 2012).


III. Publications

Main Research Areas

Curriculum Assessment

Curriculum Development

Classroom Teaching

Teacher Education



Refereed Journal Article in Chinese


On Curriculum Assessment


Zhou, W.Y. (2014). On Curricular Validity of Classroom Assessment. Curriculum Teaching Material And Method.7:103-107

Wang, S.F. & Zhou, W.Y. (2014). The Reliability of Classroom. Research in Educational Development. 8:13-17.

Zhou, W.Y. (2011). Beyond Paper-and-pencil Test: Performance Assessment’s Application. Contemporary Educational Science.20:12-16.

Zhou, W.Y. (2008). Ohio State’s Students' Academic Achievement Assessment framework and Its Enlightenment. Global Education. 4: 55-61.

Zhou, W.Y. (2007). On Performance Assessment’s Use in Student Comprehensive Quality Assessment. Global Education. 10: 54-58.


On Curriculum Development


Zhou, W.Y. (2013). How to Measure the Curriculum Implementation Context: Case Studies on TIMSS & PIRLS. Research in Educational Development.24:6-10.

Zhou, W.Y. (2012). Common Core and Clear High Expectations: The Enlightenment of the Common Core State Standards in the US for the Development of the Quality Standards of China's Basic Education. Research in Educational Development. 24:19-24.

Zhou, W.Y. (2012). Explicit and Coherent Setting of United States’ Academic Quality Standard.

Basic Education Curriculum.11:65-68.

Zhou, W.Y. &Lan X(2010). Critical Pedagogy and Education Reform. Global Education. 1: 3-7.

Zhou, W.Y. &Lan X(2009). United States’ Education Policy in the Perspective of Critical Pedagogy Global Education. 12:3-6.

Zhou, W.Y.&Cui Y.H(2008). School-based Curriculum Planning Should Be Made According to Different Schools. China Education Daily. July 4th.

Zhou,W.Y.(2007).School’s Cultural Construction: A Professional Perspective. Research in Educational Development.5:29-33.

Zhou,W.Y.(2006). Curriculum Implementation Seeking the Development of Teachers and Students. Global Education. 12:76-79.

On Classroom Teaching


Zhou,W.Y. (2013). Let Students Become the Master of Classroom: the Implementation of Performance Assessment. Contemporary Educational Science.16: 16-18.

Zhou, W.Y.&Cui Y.H. (2008).Classroom Observation: Why and How. Shanghai Research on Education. 6:51-53

Zhou, W.Y.&Cui Y.H (2008). How Should Teachers Do Classroom Observation. Management of Elementary and Secondary Schools. 4.

Zhou, W.Y. (2008). Research on Classroom Observation Asking Effective Teaching. Contemporary Educational Science. 4:63-64.

Zhou, W.Y. (2007). What is Classroom Observation. Contemporary Educational Science.24.

Zhou, W.Y. (2006). Also Talking About the Verbalization of Chinese. The Middle School Language Teaching Reference.5.

Zhou,Y.& Zhou, W.Y. (2006).Two Kinds of ‘Chinese’ Confusion and Cover of the Chinese and Human Relations. Chinese Teaching Communication.1:6-8.

Zhou, W.Y. (2005). New Exploration of Understanding and Applying Chinese Correctly. Chinese Study. 10:4-5.

Zhou, W.Y. (2005). New Exploration on the Direction of Chinese Curriculum Reform. Journal of Zhejiang Normal University. 6:105-109.


On Teacher Education


Zhou, W.Y. (2014).Assessment of Pre-service Teacher Education Curriculum: Paradigm, Principles and Method. Teacher Education Research.2:72-77.

Zhou, W.Y. (2014). Teacher Training Based on Performance Assessment. Global Education.1:50-57.

Zhou, W.Y.& Zhou, S.Q.(2013). Assessment Literacy for Teachers: a Comparative Perspective of Teacher Professional Standards. Comparative Education.9:62-64.

Zhou, W.Y.&Cui Y.H (2012)What is Teacher Profession: A Comparative Perspective of Teacher Profession Standards. Global Education. 4:31-36.

Zhou, W.Y. (2012). The Setting of Curriculum and Credit of Pre-service Teacher’s Education. Research in Educational Development.10:17-20.

Zhou, W.Y. (2008). Let Teachers Become Masters of Their Own Professional Development. Contemporary Education Science. 16:16-18.


Monograph in Chinese

1. Zhou, W.Y. (2014). The Theory and Technique of Performance Assessment in Elementary and Secondary Schools. Shanghai : East China Normal University Press. (in Chinese)

2. Cui Y.H.& Zhou W.Y. & Zhou W.S.(2O13). Curriculum Guidelines and Teaching Planning. Shanghai : East China Normal University Press. (in Chinese)


Awards


1. Teaching Research and Practice Based on Curriculum Standards. Grand Prize Awarded by Shanghai Educational Committee, P.R. China,2014.

2. Education Researchers’ Leadership on Promoting the Development and Practice of Training Curriculum. First Prize Awarded by Shanghai Educational Committee, P.R. China,2014.

3. Teaching Research and Practice Based on Curriculum Standards. Second Prize Awarded by Ministry of Education, P.R. China,2014.

4. The Research and Generalization of the LICC Mode of Classroom Observation. Second Prize Awarded by Ministry of Education, P.R. China,2010.



IV. Research and Grants

1.Executive Investigator (2013-present), The Theory and Technique of Performance Assessment in Elementary and Secondary Schools. Supported by Ministry of Education, P.R. China.

2.Executive Investigator (2014-present), Research on School’s Curriculum Development Based on Students’ Core Literacy. Supported by Ministry of Education, P.R. China.

3.Principal Investigator (2013-present),Research on Classroom Assessment for Learning in Compulsory Education. Supported by Ministry of Education, P.R. China.

4.Principal Investigator (2013-present),Research on the Theory and Technique of Evaluation of School’s Curriculum Implementation Process in Compulsory Education Stage. Supported by Ministry of Education, P.R. China.

5.Principal Investigator (2013-present),Classroom Research and Teacher Professional Development. Supported by Cooperative Project with Zhengzhou No.9TH Middle School, P.R. China.

6.Principal Investigator(2013-present), Research on School-based Curriculum Construction, Supported by Cooperative Project with Ruian Senior High School, P.R. China

7.Principal Investigator (2013-present), School’s Characteristic Curriculum Construction. Supported by Cooperative Project with Yuanji Senior High School, P.R. China.

8.Principal Investigator (2010-2011), International Comparative Research on Development of K-12 Educational Quality Standard. Supported by Ministry of Education, P.R. China.

9.Principal Investigator (2008-2011), School-based Teacher Professional Development. Supported by Ministry of Education, P.R. China.

10.Principal Investigator (2006-2010), Research on Teacher Education Curriculum Standards & Research on Teacher Professional Standards. Supported by Ministry of Education, P.R. China.

11.Principal Investigator (2006-2011), Research on Curriculum Assessment System of Quality Education. Supported by Ministry of Education, P.R. China.

12.Principal Investigator (2006-2008), Research on Students’ Academic Achievement Based on Curriculum Standards. Supported by Ministry of Education, P.R. China.


V. Teaching

The Design and Application of Performance Assessment (In-service Teacher Training)

How to Develop Curriculum Guideline(In-service Teacher Training)

Listening and Reviewing Lessons Based on Evidence: How Teaching and Research Group Develop Classroom Research(In-service Teacher Training)

 School-based Curriculum Planning (In-service Teacher Training)