CCEF



论坛日程




18 July 2019

    9:00 – 9:15

Opening Remarks

    9:20 - 10:20  Keynote

(K-12 Education)


     10:20 - 10:40    

Coffee  Break

      10:40 - 12:10    

Panel  1



教师职业发展

Teacher Education and

Professional Development


以教师教育与职业发展为主题,聚焦教师发展在领域研究中的新进展,以及在实践中的经验总结与问题研讨,同时探讨如何通过教师发展提升教育领导力及学校发展。


This panel focuses on the edging  research of teacher professional learning and empirical evidence and  knowledge gained from implementation, along with the internal relationship  with educational leadership and school improvement.



    12:10 – 13:20    

Lunch

     13:20 – 15:20    

Panel  2 & 3


外语教育创新 | Innovating  Foreign Language Education: The Way Forward


外语教育创新专家聚焦不同领域的理论和方法在外语教育中的应用,探索创新教育范式,旨在实现理论和实践的同步优化,推进外语教育学科发展。


This panel focuses on innovating  foreign language education through interdisciplinary and multi-theoretical  integration, with the objective of optimising theory and practice to advance  the field. Issues ranging from psychology of language learning to multilingualism  will be discussed.



科技与外语教育

Technology and Foreign

Language Education


科技与外语教育专家聚焦科技在外语教育的中的意义与影响,探讨数字化教学在外语教育中的应用,为人才培养和学科发展打开新局面。


This panel focuses on the role of technology in foreign  language education and the unprecedented possibilities of harnessing  technology to enhance language learning. Issues ranging from MOOCs to online  intercultural communication will be discussed.



   15:20 – 15:40    

Coffee Break

      15:40 - 16:30      

   Presentation  (CfA)

       16:30-17:00      

Poster session



19 July 2019

   9:00 – 10:00    

Keynote

(Higher Education)

    10:10 – 11:10    

Panel 4


高等教育中全球胜任力素养

Global Competence in

Higher  Education


专家不仅对全球胜任力这一概念进行基础性讨论,比如学生如何在高校获得该素养。专家将根据自己的研究背景,从独特的视角来剖析这个现象:高等教育市场化过程中,教育商业机构对大学在全球胜任力认知所产生的影响;在大学以外,职业技术教育是否同样也能完成全球胜任力培养的使命?比如国际经合组织的国家是如和看待全球胜任力和职业技术教育之间的关系的。


This panel aims to go beyond the nitty-gritty of global  competence – the teaching for and learning of it - which have been the foci  of academic and policy research. Instead of tackling it from the implications  for educators and education systems, we will approach it from the angle of  higher education marketization and alternative routes to higher education. By doing so, we see global competence as an educational imaginary constructed and governed by a plethora of actors and activities.


 

11:10 – 11:30    

Coffee Break

  11:30 – 12:30    

Panel 5


大学生发展

College Student

Gaining


大学生发展板块围绕高等教育给大学生带来的影响这一主题邀请了两位教育专家为大家展示他们的研究成果。两个研究项目将展示大学生在高等教育过程中的发展和变化,包括海外中国大学生的求学和归国体验等。


This panel aims to explore what higher education can bring to  college students. Two research projects will be presented in the panel to  discuss what students have gained over their college years, including Chinese  students’ oversea experiences.


  12:30 – 13:30  

Lunch

   13:30 – 14:30    

Panel 6


融合教育

Inclusive Education


环顾融合教育政策、教学法以及教育实践,当今和未来教育面临的一个根本挑战是为学习者提供多元化包容的学习环境。虽然这一价值观深深植根于世界各国的教育系统中,但融合教育的立法和政策指导方针在不同国家和机构之间存在一定差异。本次分论坛着重于于以自上而下的方式探讨中国和英国之间融合教育政策、教学法以及教育实践的交叉。


This panel examines the intersection of inclusive policy, pedagogy,  and practices in education. One fundamental challenge in today and tomorrow’s  education is ensuring inclusive learning environments for learners. While  this value is intrinsic to education systems around the world, legislation  and policy guidelines on inclusive education differ between countries and  institutions. This panel focuses on the intersection of inclusive policy,  pedagogy and practice from a top-down approach between the UK and China.




14:30 – 15:30

Presentation  (CfA)

教育工作坊

Workshop


教育工作坊是一个为新兴教育议题提供交流与对话的平台。来自不同背景的教育研究者和从业者将会在这里展示他们关于教育理论与实践的相关研究。


Education workshop is a platform to foster exchange and  dialogues about emergent education ideas. Education researchers and  practitioners from different background will present their works with topics  ranging from theory to practice.


15:40 – 16:40

圆桌会谈

Roundtable

本届论坛与会代表们将会齐聚于此,就论坛两日来所谈及之议题交换意见,共同探讨解决方案和未来发展愿景。


Forum participants will join in the roundtable discussion to  connect thoughts, propose solutions, and envision future plans with the ideas  and thoughts taken in the two-day forum.


16:45 – 17:00

结束致辞

Closing Remarks



Keynote 1 主旨演讲1:K-12 Education


Professor Dame Alison Peacock


Alison.png

Professor Dame Alison Peacock is the Chief Executive of Chartered College of Teaching. Prior to joining the Chartered College, she was Executive Headteacher of the Wroxham School in Hertfordshire. Her career to date has spanned primary, secondary and advisory roles. She is a member of the Royal Society Education Committee, a peer member of the Teaching Schools Council and a trustee of both the Chartered Institute of Educational Assessors and of Teach First. In March 2015, Alison was appointed by the Department for Education as a member of the commission on assessment without levels and she is author of Assessment for Learning without Limits.

Dame Alison Peacock教授是英国特许教师学院行政总裁。在加入特许教师学院之前,她是赫特福德郡沃克哈姆学校的行政主任教师。迄今为止,她的职业生涯跨越了小学、中学和顾问的角色。她是英国皇家学会教育委员会的成员,教学学校理事会的同级成员,特许教育评估员协会和教学优先协会的理事。2015年3月,Alison教授被教育部任命为无等级评估委员会成员,她也是《无限制学习评估》一书的作者。



Professor Geoff Hayward

hayward_geoff.jpgProfessor Geoff Hayward is the Head of Faculty of Education, University of Cambridge. He started his academic career as a research biologist at the Universities of Oxford and Leeds. He taught the Future Education sector for five years and he has been involved in the training and education of teachers across both Primary and Secondary phases at the Liverpool Institute of Higher Education, Universities of Oxford and Leeds. When Professor Geoff Hayward was at the Department of Education, University of Oxford, he was one of the directors of the Nuffield 14-19 Review Education and training, Associate Director of the ESRC Research Centre on Skills, Knowledge and Organisational Performance (SKOPE) and the Director of Research. Before joining the Faculty of Education at the University of Cambridge, he was the Head of the School of Education at the University of Leeds. His research interest is focusing on vocational education and training policy and practice; social disadvantage and education; transition into Higher Education and the labour market; and learning transfer.

Geoff Hayward教授是剑桥大学教育学院现任院长。他的学术生涯始于在牛津大学和利兹大学进行生物学研究。他曾在未来教育部门执教五年,并且在利物浦高等教育学院、牛津大学和利兹大学参与了中小学教师的培训教育。Geoff Hayward教授在牛津大学教育系工作时,曾任Nuffield 14-19教育及培训回顾项目主任之一,经济社会研究会(ESRC)下技能、知识和组织绩效研究中心副主任及研究主任。在加入剑桥大学教育学院之前,他是利兹大学教育学院的院长。他的研究兴趣主要为职业教育政策和实践、弱势群体与教育、高等教育与劳动力市场的过渡以及学习迁移。




Keynote 2 主旨演讲2: Higher Education

Professor Simon Marginson

simon.jpegSimon Marginson is Professor of Higher Education at the University of Oxford, Director of the ESRC/OFSRE Centre for Global Higher Education (CGHE), and Editor-in-Chief of Higher Education. Simon’s research is focused primarily on global and international higher education, higher education in East Asia, and higher education and social inequality. Simon is one of the most cited scholar-researchers in the world in the field of higher education studies. He was the Clark Kerr Lecturer on Higher Education at the University of California, Berkeley in 2014, and in the same year received the Distinguished Research Award from the Association for Studies of Higher Education in the United States.

Simon Marginson教授是牛津大学高等教育学教授,ESRC / OFSRE全球高等教育中心(CGHE)主任,《高等教育》期刊主编。 西蒙教授的研究主要集中在全球和国际高等教育,东亚高等教育以及高等教育和社会不平等。 西蒙教授是在高等教育研究领域上被引用最多的学者之一。 他于2014年在加州大学伯克利分校担任克拉克克尔高等教育讲师,并于同年获得美国高等教育研究协会颁发的杰出研究奖。




Professor Susan Robertson

robertson_susan.jpg

Susan Robertson is Head of the Faculty of Education at the University of Cambridge, Chair of the Culture, Politics and Global Justice research cluster, Editor-in-Chief of the journal Globalisation, Societies and Education, and Director of the Doctoral Programme. She also sits on the ESRC’s funding council. Her approach to researching education has been formed out of working as a sociologist of education in universities in different parts of the world, including Australia, Canada, New Zealand, and the UK. Her work draws on a range of disciplines that broadly address the social, from geography to politics and the economy. Susan has published well over 100 books and papers on education, the state, governance and social justice.


Susan Robertson 教授是剑桥大学教育学院院长,“文化,政治和全球正义研究组”主席,《全球化,社会和教育》期刊的主编,以及博士项目主任。 她还是ESRC研究基金委员会的成员。苏珊教授以教育社会学家的角度研究世界各地的大学,包括澳大利亚,加拿大,新西兰和英国。她的研究广泛涉及社会,地理,政治和经济各种学科。苏珊出版了100多本关于教育、国家、治理和社会正义的书籍和论文。



Panel 1
Teacher Education and Professional Development
教师职业发展

This panel focuses on the edging research of teacher professional learning and empirical evidence and knowledge gained from implementation, along with the internal relationship with educational leadership and school development.
以教师教育与职业发展为主题,聚焦教师发展在在研究领域中的新进展,探讨实践中总结的经验和问题,以及如何通过教师发展提升教育领导力及学校发展。

Dr James Biddulph.pngDr James Biddulph


Dr James Biddulph lived and worked in Nepal and Indiain primary and secondary schools.  In 2002, inspired by a creative approach to teaching, he gained Advanced Skills Teachers(AST) status in creativity and in 2003 he was awarded Outstanding New Teacher of the Year for London. He supported the transformation of two faillings schools in East London, UK, as Deputy Head teacher, and was the inaugural Head teacher of a new Hindu-based Primary school. He is the first Head teacher of the University of Cambridge Primary School, the first primary University Training School in the UK. He is also a founding fellow of the Chartered College of Teaching.


James Biddulph曾在尼泊尔和印度的小学和中学生活和工作。2002年,他以创造性的教学方法为灵感,在创造力方面获得了高级技能教师(AST)的荣誉,2003年他被授予伦敦年度杰出新教师奖。他支持改造英国东伦敦的两所亟需改进的学校,担任副校长,并担任新印度教小学的首任校长。目前,他是剑桥大学附属小学的第一任校长。这所小学不仅仅是剑桥大学的附属小学,也是英国第一所以教育系的教育研究为基础的,支持老师和学生在实践中探索教育的新型大学附属小学。他他还是英国特许教育学院的创始学者。




Jane Warwick.pngJane Warwick


Jane is currently Course Manager for the Primary PGCE course at the Faculty of Education, University of Cambridge, a role she has had for 14 years. During that time, the course has had three successful 'outstanding' Ofsted inspections and has been the highest ranked primary PGCE course nationally across all routes into teaching(Good Teacher Training Guide, 2017). Jane has responsibility for overseeing all elements of the course including Partnership with over 200 local schools and settings. In addition, she has been involved in a number of Faculty-based research projects including the SKIMA project led by Dr Tim Rowland, which has developed an internationally recognised framework, the Knowledge Quartet, for identifying the mathematical content knowledge of teachers as revealed in practice.


Jane目前是剑桥大学教育学院小学PGCE课程的经理,她已经担任这一职位13年。在此期间,该课程已经在英国国家Ofsted的课程检查中三次成功取得“杰出”称号,并且是全英所有教学课程中最高级别的PGCE课程(GoodTeacher Training Guide,2017)。 Jane负责监督课程的所有组成部分,包括与200多所当地学校和环境的合作。此外,她还参与了许多以学院为基础的研究项目,包括由TimRowland博士领导的SKIMA项目,该项目开发了一个国际公认的框架,即Knowledge Quartet,用于识别教师教学实践中所展示的数学内容知识。




Peter Dudley.pngDr Peter Dudley


As Deputy Director of Education in the London Borough of Redbridge, Peter helped establish and then worked on 'networked learning' with the National College for School Leadership. He went on to lead the Primary National Strategy for 5 years introducing the 'Leading Improvement' programme, collaborative classroom enquiry and the What Works Well database of school-based action research. He joined the London Borough of Camden as Director of Education in 2013 where he helped establish an improvement focused, schools led, not for profit company: Camden learning. Peter joined the Faculty of Education as a lectuerer in 2017, co-ordinating the Education Leadership and School Improvement Masters route.


作为伦敦Redbridge区教育部副主任,Peter Dudley帮助Redbridge学校与国家学校领导学院一起开展了“网络式学习”。在接下来的五年里,他继续负责PNS这个全国项目,向校区介绍“领先改进”计划,协作课堂调查以及基于学校的行动研究的What Works Well数据库。他于2013年加入伦敦卡姆登区担任教育总监,在那里他帮助建立了一个旨在改善学校,并以学校为主导的非盈利公司:Camden Learning。他于2017年加入剑桥大学教育学院担任讲师,目前负责教育领导和学校改进这一硕士课程。




Elaine Wilson.pngDr Elaine Wilson


Dr Elaine Wilson is a Senior Lecturer in the Facultyand is a Fellow of Homerton College. Elaine was a secondary school chemistry teacher in Bath and Cambridge and was awarded a Salters' Medal for chemistry teaching. She has also received two career awards for teaching in Higher Education; the University of Cambridge Pilkington Teaching Prize, in recognition of excellence in University teaching and a National Teaching Fellowship in recognition of excellence in teacher education leadership. Her research interests are in: Implementation and Improvement Science, Education Reform, Teacher Education, and DIgital Technology. She recently developed and implemented a whole country teacher reform programme in Kazakhstan and has also advised Education Minsters in Japan and the Norwegian Research Council.


Dr Elaine Wilson是剑桥大学教育学院的高级讲师,也是Homerton College的学者。她曾在巴斯和剑桥担任中学化学教师,并获得了化学教学的Salters奖章。她还因高等教育教学而获得两项职业奖;一项为剑桥大学皮尔金顿教学奖,以表彰她在大学教学的卓越表现,另一项为国家教学奖学金,以表彰她在教师教育领导力方面取得的成就。她目前的研究兴趣在于;实施和改进科学,教育改革,教师教育和数字技术。她最近在哈萨克斯坦制定并实施了一项全国教师改革计划,并为日本的教育部长和挪威研究理事会提供咨询。



Panel 2
Innovating Foreign Language Education: The Way Forward
外语教育创新

This panel focuses on innovating foreign language education through interdisciplinary and multi-theoretical integration, with the objective of optimising theory and practice to advance the field. Issues ranging from psychology of language learning to multilingualism will be discussed.
外语教育创新专家聚焦不同领域的理论和方法在外语教育中的运用,探索教育创新范式,旨在实现理论和实践的同步优化,推进外语教育学科发展。

Professor Jean-Marc Dewaele.pngProfessor Jean-Marc Dewaele


Jean Marc-Dewaele is professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional variables in Second Language Acquisition and Multilingualism. He is particularl interested in the interface between applied linguistics and psychology. He has published widely on multilingual emotions, including a monograph entiled Emotions in Multiple Languages(2013) and a number of studies with Peter MacIntyre(Cap Breton University) on Foreign Language Enjoyment and Foreign Language Anxiety. He is former president of the International Association of Multilingualism and the European Second Language Association. He is currently member of the Executive Committee of the International Association of the Psychology of Language Learning.


Jean-Marc Dewaele是伦敦大学伯贝克学院的应用语言学和多语研究教授。他致力于研究第二语言系的和多语研究中心心理语言学,社会语言学,语用学,心理学和情感变量的个体差异。他曾任国际多语种协会和欧洲第二语言协会主席。





Michael Evans.pngDr Michael Evans


Michael Evans is Emeritus Reader in Second Language Education at the University of Cambridge Faculty of Education. He has directed a number of research projects on language education including The impact of curriculum changes on provision and practice of MFL in schools at KS3 (DfES, 2009) and Language development and school achievement: opportunities and challenges in the education of EAL students (Bell Foundation, 2016). He is part of the team that developed the EAL Assessment Framework (Bell Foundation) winner of the ELTons award for local innovation (British Council, 2018). The framework, which supports the English language assessment of students with English as an additional language, is used in schools throughout the UK. He is co-investigator for the Education strand of the OWRI research project Multilingualism: Empowering Individuals, Transforming Societies (AHRC, 2016 -2020). He is editor and several books on second language learning including co-author of Learning to Teach Foreign Languages (4th edition) London: Routledge, 2013. He has published several papers on second and foreign language learning topics. He is co-series editor of Cambridge Education Research (Cambridge University Press).


Michael Evans是剑桥教育学院第二语言教育的副教授。他擅长第二语言教育的研究,特别关注中学教师教育和外语学习(法语和西班牙语)。他的研究相关领域包括英语作为外语学习者和语言发展,双语和跨文化学生话语分析,多语和语言认同,语言学习者代码转换,科技在语言学习中的应用,出国留学对第二语言熟练程度的影响等。他目前正在参与或主持多项重大研究项目。





Suzanne_Graham_03.jpg

Professor Suzanne Graham


Suzanne Graham is Professor of Language and Education atthe University of Reading. She also leads its Modern Foreign Languages Initial Teacher Education course. She has published widely in the field of language teaching and learning, focusing particularly on language comprehension, and motivation for and beliefs about language learning. With funding from the Nuffield Foundation, she led a large-scale two-year longitudinal investigation into primary language learning in England, Primary Modern Languages: The impact of teaching approaches on attainment and preparedness for secondary school language learning.   She is currently Strand Lead for Linguistic Creativity in Language Learning, the Education Strand of the AHRC-funded Creative Multilingualism project.


Suzanne Graham是雷丁大学语言与教育教授。她负责雷丁大学现代外语教师教育课程。她在语言教育领域进行了广泛的研究和发表,尤其侧重于语言理解、语言学习的动机和信念。她目前正在主持并参与多项与外语教育相关的重大研究项目。




LILi.pngDr Li Li

Li Li is Senior Lecturer at the Graduate School of Education in the University of Exeter. She conducts theoretical and empirical research on a range of topics but is particularly interested in teacher cognition and language, thinking skills, interaction and new technologies. She ahs published widely in these topics, with more than 40 scholarly papers and two solo-authored research monographs(Social Interaction and Teacher Cognition, 2017; New Technologies and Language Learning, 2017).


Li Li是埃克塞特大学教育研究生院高级讲师。她的主要研究兴趣是教师认知和语言、思维技巧、互动和创新科技。她在这些主题上发表了大量文章,包括40多篇学术论文和两部独立撰写的研究专著。






This panel focuses on the role of technology in foreign language education and the unprecedented possibilities of harnessing technology to enhance language learning. Issues ranging from MOOCs to online intercultural communication will be discussed.

科技与外语教育专家聚焦科技在外语教育中的意义与影响,探讨数字化教学在外语教育中的应用,为人才培养和学科发展打开新局面。
Panel 3
Technology and Foreign Language Education
科技与外语教育

This panel focuses on the role of technology in foreign language education and the unprecedented possibilities of harnessing technology
to enhance language learning. Issues ranging from MOOCs to online intercultural communication will be discussed.
科技与外语教育专家聚焦科技在外语教育中的意义与影响,探讨数字化教学在外语教育中的应用,为人才培养和学科发展打开新局面。

Amos paran.pngDr Amos Paran


Dr Amos Paran is Reader in Second Language Educationat the UCL Institute of Education. He started his professional career teaching EFL in secondary schools in Israel and writing EFL coursebooks. His main areas of interest are using literature in EFL, reading in EFL and distance eduation and he has published extensively in these areas. He has also been active in research into teacher education in distance learning environments, including research into the impact of the Teaching EFL/ESL Reading MOOC. He is the Book Reviews editor of the ELT Jounal and co-covenor of the AILA research network, Literature in Language Learning and Teaching.


Amos Para是伦敦大学学院教育学院第二语言教育的副教授。他的职业生涯始于以色列中学的英语作为外语教学和教材研发。他的主要兴趣领域是在外语教学中使用文学和远程教育技术,并在这些领域发表了大量文章。




Hye-.pngDr Hye-won Lee


Dr Hye-won Lee is a Senior Research Manager at Cambridge Assessment English. She has built extensive assessment development and validation experience at leading organizations including the Center for Applied Linguistics, Educational Testing Service, and Pearson. Her research interests lie in the area of computer-assisted language assessment, domain analysis, and learning-oriented assessment. Hye-won has presented her work at regional and international conferences such as AAAL, Euro CALL, LTRC, MwALT and SLRF and language assessment workshops for classroom teachers from various parts of the world.


Hye-won Lee是剑桥英语评核的高级研究经理。她先后在全球领先的教育机构工作(包括应用语言学中心,教育测试服务中心和培生集团)并积累了广泛的语言测试开发和验证经验。她的研究兴趣在于计算机辅助语言评估和学习导向评估。




Miriam Hauck.pngDr Mirjam Hauck


Dr Mirjam Hauck is a Senior Lecturer in the Department of Languages at the Open University, UK. She has been investigating the use of technologies for the learning of languages and cultures for almost two decades. In her current research and publications, she focuses on the interdependence of multimodal and intercultural communciative competence and the emergence of online learning cultures in technology-mediated language learning and teaching such as telecollaboration.


Mirjam Hauck是英国开放大学语言系的高级讲师。近二十年来,她一直在研究以科技为媒介的语言和文化学习。在她目前的研究和出版物中,她侧重于多模态和跨文化交际能力的相互依赖性,以及技术中介语言学习和教学(如远程教育)中在线学习文化的形成。






Panel 4
Global Competence in Higher Education
高等教育中的全球胜任力素养

This panel aims to go beyond the nitty-gritty of global competence - the teaching for and learning of it - which have been the foci of academic
and policy research. Instead of tackling it from the implications for educators and education systems, we will approach it from the angle of higher
education marketization and alternative routes to higher education. By doing so, we see global competence as an educational imaginary that is
constructed and governed by a plethora of actors and activities.

这个分论坛不仅将对全球胜任力这一概念进行基础性讨论,比如学生如何在高校获得该素养,专家还将从独特的视角来剖析这个现象:在高等教育市场化过
程中,教育商业机构对大学在全球胜任力认知所产生的影响;在大学之外,职业技术教育是否同样也能完成全球胜任力培养的使命?包括国际经合组织的成
员国是如何看待全球胜任力和职业技术教育之间的关系。


Tim Oats.jpeg

Tim Oates

Mr. Oates is Director of Assessment Research and Development at Cambridge Assessment. He joined Cambridge Assessment in 2006 to spearhead the rapidly growing Assessment Research and Development division. He was previously at the Qualifications and Curriculum Agency, where he had been Head of Research and Statistics for most of the last decade. He has advised the UK Government for many years on both practical matters and assessment policy as well as on a pan-European 8-level qualifications framework. He was awarded CBE in the 2015 New Year's Honours for services to education.

Tim Oates是剑桥大学测评集团测评研究及发展总监,他于2006年加入剑桥大学测评集团,负责测评研究与发展的相关工作。在此之前的10年里,他在英国教育部下属的非部门公共机构 – 资格和课程发展局任研究和统计总监。他有着丰富的教育研究经验,多年来一直为英国政府的教育和测评政策提供专业建议,也曾为泛欧洲八级教育资格认证框架(pan-European 8-level qualifications framework)提供顾问咨询服务。为了表彰他对教育作出的贡献,他于2015年被授予大英帝国司令勋章。



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Malgorzata Kuczera

Malgorzata is the recipient of the 2018 Gatsby Technical Education PhD studentship at the University of Cambridge. Her PhD project will explore the technical and vocational sector of the education and labour market, with an aim to understand employer demand for technical skills. Malgorzata worked for Organisation for Economic Co-operation and Development (OECD) in Paris, where she coordinated reviews using evidence from the OECD Survey of Adult Skills and researched vocational education and training at upper secondary and post-secondsary levels in countries around the world.


Malgorzata 2018年剑桥大学盖茨比技术教育博士奖学金获得者 (Gatsby Technical Education Studentship)。她的博士项目将研究职业和技术教育的重要性,以及劳动力市场中雇主对职业技能的真实需求。Malgorzata来剑桥之前曾在国际经合组织(OECD)工作,负责协调该组织发起的成年人技术调查(Survey of Adult Skills) 研究成果的评审工作。同时,她一直致力于世界各国技术教育和培训,以及高中后阶段和大专教育的研究。



prof.pngProfessor Daniel Dauber

Associate Professor Daniel Dauber is a facultymember of the Centre for Applied Linguistics at University of Warwick. SinceOctober 2009 he is Executive Editor of the European Journal of Cross-Cultural Competence and Management. Professor Dauber has widely published on topics ranging from internationalisation of university, cross-cultural integration of international students to organisational culture. He obtained his Ph.D. from Vienna University of Economics and Business.


Daniel Dauber 在是英国华威大学应用语言中心的副教授,并从200910月起担任《跨文化胜任力和管理欧洲杂志》(European Journal of Cross-Cultural Competence and Management)执行编辑。他的学术著作颇丰,在大学国际化,海外留学生跨文化融合,以及组织文化等研究领域均有建树。Dauber教授从维也纳经济与商业大学获得博士学位。



Panel 5
College Student Gaining
大学生发展

This panel aims to explore what higher education can bring to college students. Two research projects will be presented in this
panel to illustrate what students have gained over their college years, including Chinese students' oversea experiences.

大学生发展分论坛围绕高等教育给大学生带来的影响这一主题邀请了两位教育专家为大家展示他们的研究成果。两个研究项目将展示大学
生在高等教育过程中的发展和变化,包括海外中国大学生的求学和归国体验等。

Picture4.pngDr. Sonia Ilie:

Dr.Sonia Ilie. Sonia is a Senior Research Fellow, working on projects related to inequalities in access to, learning during, and outcomes of, education. She is the lead evaluator of the Network for East Anglian Collaborative Outreach, and researcher and project manager for the Cambridge strand of the LEGACY project. She has published on access to higher education in both England and low- and lower-middle income countries, and has extensive experience as a data analyst on a range of research projects


Ilie 博士是一位剑桥教育学院的高级研究员,致力于教育结果、学习过程、教育不公平等问题。她是Network for East Anglian Collaborative Outreach 首席分析师以及LEGACY项目(剑桥)的项目经理。她发表了许多关于英格兰低收入和中低收入接受高等教育的研究,是一位研究经验非常丰富的研究员。






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Professor Qing Gu:

Qing Gu (Dr) is Director of the London Centre for Leadership in Learning (LCLL) and Professor of Leadership at the UCL Institute of Education. She is Chair of the British Association for International and Comparative Education (BAICE), an Associate Editor of International Journal of Educational Development and a member of the Editorial Board of a number national and international high impact academic journals. From 2006 until now, Qing has directed and co-directed 18 government, research council and independent charities funded projects in the areas of teacher professional development, school leadership, school improvement, and systemic reform and change. She is currently directing two Education Endowment Foundation (EEF) funded projects investigating whether and how Research Schools (RS), especially those in new Opportunity Areas, embed their work within school improvement structures and processes at area level, and through this, effectively support schools to use evidence to improve teaching and learning.


Prof Qing Gu 是伦敦大学学院教育学系的教授,同时也是领导力学习伦敦中心的主任。她是英国国际和比较教育协会(BAICE)的主席,国际教育发展杂志的副主编,以及多个国家和国际高影响力学术期刊的编辑委员会成员。从2006年至今,在教师专业发展,学校领导,学校改进,系统改革和变革等领域,Gu Qing教授已经指导或共同指导了18个政府、研究理事会和独立慈善机构资助的项目。她目前正在指导两个教育捐赠基金会(EEF)资助的项目,调查研究学校(RS)是否以及如何,将其工作嵌入学校改进结构和地区层面的过程,并通过这种方式,有效地支持学校用证据改善教学和学习。


Panel 6
Inclusive Education
融合教育

One fundamental challenge in today and tomorrow’s education is ensuring inclusive learning environments for learners. While this value is intrinsic to education systems around the world, legislation and policy guidelines on inclusive education differ between countries and institutions. This panel focuses on the intersection of inclusive policy, pedagogy and practice from a top-down approach between the UK and China.

环顾融合教育政策、教学法以及教育实践,当今和未来教育面临的一个根本挑战是为学习者提供多元化包容的学习环境。虽然这一价值观深深植根于世界各国的教育系统中,但融合教育的立法和政策指导方针在不同国家和机构之间存在一定差异。本次分论坛着重于于以自上而下的方式探讨中国和英国之间融合教育政策、教学法以及教育实践的交叉。

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John Harding

John Harding (BA (hons), MA, PGCE, PGDip (SpLD) has been the Head of the Disability Resource Centre (DRC) at the University of Cambridge since 2008. John has worked as a practitioner and managed teams of specialists in the field of disability support in both further and higher education for over twenty years. He is also a Director of the National Association of Disability Practitioners (NADP), Secretary of the University’s Committee on Accessibility and a member of the Cambridge Centre for Teaching & Learning Steering Committee. John is a fellow at Queens’ College, Cambridge. John is currently studying for his Doctorate in Education (EdD) at the Faculty of Education, University of Cambridge, with a focus on the role of assistive technology in inclusive teaching and learning.


自2008年起,John Harding长期担任剑桥大学残疾人资源中心(DRC)的负责人。他专注于为继续教育和高等教育中的残疾人提供支持,在这一领域拥有着丰富的经验。这20多年来,他不仅是一名卓越的教育实践者,还带领着一支专家团队深耕于此。与此同时,他兼任英国残疾人教育协会会长、剑桥大学无障碍委员会秘书以及剑桥教学指导委员会成员。作为剑桥大学女王学院的研究员,John目前在剑桥大学教育学院攻读教育博士学位(EdD), 致力于研究辅助型技术在融合教学和学习中的作用。



Andrea Abbas.pngProfessor Andrea Abbas

Professor Andrea Abbas is a sociologist of education and Head of the Department of Education at the University of Bath.   Her research focuses on critical accounts and theorisations of the role that universities play in generating and transforming (in)equalities and (in)justices through their day to day functions: particularly through teaching, research, and international collaborative research. Many of her publications use a Bernsteinian influenced theoretical frameworks to understand what diverse students (could) get out of studying particular disciplines at university and what university disciplines (could) contribute to social justice in societies. She is currently a lead investigator for the collaborative INCLUTE project. This project developed masters curricula regarding inclusive education for four universities in Southwest China: four European and four Chinese universities are collaboratively developing methodologies and approaches that aim to facilitate locally led collective knowledge generation.


Andrea Abbas教授是教育社会学家,英国巴斯大学教育系系主任。她的研究聚焦于探索大学在推动和变革社会平等和正义中的重要角色,致力于辩证分析和进一步理论化。研究集中于分析大学的日常职能,特别是以下三个方面:教学、科研和国际发展交流。Andrea Abbas教授还是《用知识的力量打破不平等:论本科教育质量》的合著者,即将出版的(2019年)《性别学习教学——跨国界女权主义对话》的联合编辑以及巴斯大学INCLUTE项目的首席研究员。该项目由四所欧洲大学与四所中国大学共同合作,致力于探索制定中国大学的硕士课程规划。该课程主要以当前中国和国际融合教育的著作文献及研究为理论基础,立足于对中国西南部四个地区融合教育现状发展的深入研究。该项目的重要结论之一是,我们需要开展更多立足于各地区特点的研究,以有效推动整个中国及各个区域的融合教育理论与实践发展。在中国政府资助的高端外国专家计划支持下,Andrea Abbas教授正与中国西南大学(重庆)和四川师范大学(成都)的专家合作,努力探索中国融合教育区域理论与实践的共同发展方法。


sabates_ricardo.jpgDr Ricardo Sabates

Dr Ricardo Sabates is a trained economist and a Reader in Education at the University of Cambridge. He is affiliated with the Research for Equitable Access and Learning (REAL) Centre at the Faculty of Education, where he studies educational inequalities in access and learning primarily in Sub-Saharan Africa and South East Asia. His research interests include issues of education in the context of development, in particular the role of parents, schools and other institutions in narrowing educational inequalities. Ricardo is a Research Fellow at the Centre for International Education, University of Sussex, and previously a Reader in International Education and Development at the University of Sussex.


Ricardo Sabates博士,资深经济学家,剑桥大学教育系副教授。他是剑桥教育系教育公平研究中心(REAL)的重要成员,主要致力于研究在撒哈拉沙漠非洲以南和东南亚地区的教育不平等问题。他的研究在帮助理解和探索全球教育机会及资源不平等的现状,边缘化儿童的二次教育机会,成本效益、教育公平以及学习责任方面发挥了重要作用。他曾在Sussex大学担任国际教育和发展学副教授。