Master Degree Program in Education

Discipline code: 0401

Ⅰ.General introduction of the discipline and the research fields

     Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Education is commonly divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship. Educational sciences (traditionally often called pedagogy) and education theory seek to describe, understand, and prescribe educational policy and practice. Educational sciences include many topics, such as pedagogy, curriculum, learning, and education policy, organization and leadership. Faculties, departments, degree programs, and degrees on educational sciences are often called Faculty of Education.

    School  of Teacher Education, Jiangsu University, was established in December 2001. In 2005, STE was granted to award master's degree with the major of higher education. In 2010, it was granted to award master's degree with the major of education as a subject. Now STE offers master program of education in the four research fields of Higher Education, Principles of Education, Curriculum and Instructional Theory, and Teacher Education.

Ⅱ. Goal and objectives

   Master program of education aims at cultivating talents with academic ability in education research, as well as international and multiplex perspectives. In order to achieve the goal of this major, the following objectives are to be accomplished by the time the candidate completes the 3 years courses.

1. Systematic mastery of classic readings in education and humanistic and social sciences;

2. Comprehensive and in-depth mastery of educational theory, understanding the current situations and future development of educational sciences;

3. Skillful mastery of instructional techniques, able to conduct instructional activities;

4. Mastery of educational research in terms of basic methodology and knowledge framework, able to find, raise and solve problems independently;

5. Capable of communicating in Chinese, able to utilized Chinese documents of educational sciences;

6. Taking an active part in academic activities, adherence to academic morality.

Ⅲ. Study duration and the way to cultivate

    Study duration for the graduate students for education major is 3 years, and no more than 4 years including all kinds of suspensions. Students should finish the required course credits that must be at least a total of 28 credits, and the credits for degree courses should be more than 14. Excellent students could apply for graduation ahead of time after completing 2.5 years of learning. Processes concerning earlier graduation are conducted in compliance with regulations issued by Jiangsu University.

     Cultivation of postgraduate is based on curriculum learning, and emphasizes the cultivation of the abilities to conduct research, apply learning to real settings, and make innovations. Evaluation is conducted through different ways of assignments, case study, social survey, research report and soon, and interdisciplinary selection of courses is to be encouraged.

Ⅵ.Requirement for the course credits

     Type of the courses: English-taught course or experimental platform courses

Ⅴ.Credits requirement for the practice

    The graduate students for education major should finish at least the required 6-credits course of Special Practice. The Special Practice mainly consists of academic activities that students must participate in. Credits courses of Special Practice are not interchangeable with curriculum course. Students could apply for dissertation reviewing submission only after completing all the credits of Special Practice and curriculum course. See more details in "Ⅷ. Practice process and requirement".

Ⅵ. ADVISORY COMIMITEE AND SUPERVISORY

    Supervisor is in charge of the postgraduate cultivation process, and School of Teacher Education advocates guiding panel containing several qualified co-advisors. Guiding panels are established according to the real need of postgraduate cultivation.

Ⅶ. Dissertation

    The level of the quality of master thesis is a comprehensive measure of master training quality and academic standards as an important symbol.

    Including：

(1) Topics of the report

Before writing the dissertation paper, students need to conduct investigations and surveys, search plenty of materials especially English documents, gain more understanding about the history and current situation of the research field they are working on, set a fixed topic of research based on the work previously mentioned, and address an opening report concerning the dissertation. The opening report should cover the key issues such as foundations of the topic selection, research proposal, expected objectives and achievement, work plan, etc.

Postgraduates should get their supervisors' approval before conducting their opening reports; the report is conducted collectively and organized by the Discipline or School of Teacher Education. Each discipline is to establish an expert assessing team for the opening report, while supervisors and members of the guiding panel could be member of the team. The team is composed of 5 experts in the discipline or related disciplines, and one member is conformed as the person in charge of the assessment of opening report.

Students could only apply for dissertation reviewing submission one year after their opening reports have been assessed and approved.

(2) Paper publishing and research achievements

     Postgraduate should make full use of the on-campus time, write academic paper, and gain certain amounts of research achievements. Detailed requirements can be found in the regulations issued by Jiangsu University.

(3) Paper writing

     Dissertation paper should be written independently by the postgraduate and under the guidance of supervisor. Dissertation paper is written in accordance with the standard format issued by Jiangsu University.

(4) Dissertation reviewing and defense

     Dissertation reviewing and defense are conducted in accordance with the regulations issued by Jiangsu University.

Ⅷ. Practice process and requirement

(1) Academic activities (≥2 credits)

Postgraduates are required to participate in academic activities and seminars at least 10 tens, and come to a full academic report after the participation, and this participation is to be examined by the Discipline or the supervisors.

Meanwhile, postgraduates are encouraged to participate in national or international high-level academic conferences, and address their paper in the conferences. This paper-addressing could equal the qualification of academic activities.

(2) Foreign document reading (≥2 credits)

Postgraduates are required to read the classic readings in their discipline, with the amount of documents or periodicals or books in no less than 20,000 words. Document reading is assessed and scored before the opening report by expert team, and those scored as "failed" are not allowed to participate in the opening report.

(3) Academic seminars and reports (1 credit per time)

Postgraduates are required to report their readings of academic documents, research advancements and address at seminars at least one time, and interdisciplinary research is to be encouraged.

(4) Practice (1 credit)

Academic postgraduates are required to attend at least one month of practice, including instructional practice, social investigation, etc. The time could be set in summer or winter holidays, or during the paper-writing process, details are to be discussed by students and supervisor.

       See also <Training Program of Jiangsu University for Graduate Students (general)>, <Jiangsu University graduate training process Introduction>

Ⅸ . Other issues and requirements

Master postgraduates, who finish the required courses in the required time limit, pass the examinations, gain the required credits of academic courses and special practice, pass the dissertation defense, are qualified for graduation. Those who meet the Regulations of the People's Republic of China on Academic Degrees，and meet the standard issued by Jiangsu University, are to be awarded the Master Degree after examined by the Committee for the Conferment of Academic Degrees of Jiangsu University.

     Every graduate student is required to publish at least one research paper in a relevant INTERNATIONAL JOURNAL prior to being eligible to apply a dissertation defense. The thesis must demonstrate a mastery of research techniques, ability to perform original and independent research, and skill in formulating conclusions that enlarge upon or modify accepted ideas.

The above achievements are required to be with the first unit of Jiangsu University.

Ⅹ. Financial assistance

 Applicants from a foreign country can apply a variety of Chinese government scholarship that may fully or partially support your degree study at JU. For further information regarding these scholarships provided by Chinese government, you can surf on the website of Overseas Education College (OEC), JU, at http://oec.ujs.edu.cn/pub/eng/Scholarship/GS/. In addition to apply these funding supports, you can also apply a financial assistance provided by school of the Management of JU during your degree study, which depends on your performance in academic research.

Attachments

(Ⅰ)  Guide for thesis and dissertation research proposal and plan of study

School of Teacher Education, Jiangsu  University

Zhenjiang, Jiangsu Province

(December 11th, 2017)

TITLE: A brief, clear, specific designation of the subject of the research. The title, used by itself, should give a good indication of the project.

OBJECTIVES: A clear, complete, and logically arranged statement of specific objectives of the project. If several objectives are proposed, they must be closely related. List them as 1, 2, 3, etc.

JUSTIFICATION: Should present the motivation and importance of the research.

PREVIOUS WORK AND PRESENT OUTLOOK: A brief summary covering pertinent previous research on the problem, citing important and recent publications, the status of current research, and additional information needed, to which the project is expected to contribute. This review will help to determine work already accomplished.

PROCEDURE: A statement of essential work plans and methods to be used to attain each of the stated objectives. The procedure should correspond with objectives, and follow the same order. Phases of the work to be undertaken should be designated.

RESEACH METHOD: should specify the research method of the project, if the theoretical analysis is conducted, the basic model description should be given, if the empirical study is conducted, the possible source of data should be indicated.

PROBABLE DURATION: An estimate of the maximum time likely to be required to complete research and publish results.

LITERATURE CITED: List important and recent publications involving this field of work.

(Ⅱ) The directory of mainly classic books needed to be read.

1．Jarvis, P., Holford, J. & Griffin, C. (2003) . The theory & practice of learning, Second Edition. Kogan Page, London.

2．Alderman, M. K. (1999). Motivation for achievement: Possibilities for teaching and learning. Mahwah, NJ: Lawrence Erlbaum Publishers.

3．Anderson, J. R. (2000). Learning and memory: An integrated approach (2nd ed.). New   York: Wiley.

4．Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4–15.

5. Johann Amos Comenius. Great Didactic of Comenius(1632).

6. Rousseau. Emile, or Education(1762). The Online Library of Liberty.

7. John Dewey. Democracy and Education(1916). The Pennsylvania  State University, 2001.

8. Rethinking Education Towards a global common good?. UNESCO, 2015.

9. The Systematic Design of Instruction (seven edition ), Walter Dick, Lou M. Carey, James O. Carey, 2010.

10. WILLEM E. SARIS, IRMTRAUD N. GALLHOFER. Design, Evaluation, and Analysis of Questionnaires for Survey Research, A John Wiley & Sons, Inc., Publication, 2007

11．Hoy,W.K., Miskel,C.G.. Educational Administration: Theory, Research, and Practice [M]. New   York: McGraw-Hill, 1991.

12．Richard Smith.Education Policy [M]. Chicheste John Wiley & Sons Ltd, 2013.

13. Marc-Antoine Jullien, plan and preliminary Views for a work on Comparative education.

14. Horace Mann. Seventh Annual Report to Board of Education

15. Michael Sadler. How Far can We Learn Anything of Practical Value from the Study of Foreign Systems of Education?

16. Kandel. Comparative Education.

17. H.J. Noah. Toward a Science of Comparative Education.

18. Bereday. Comparative Methods in Education

19. Edmund King . Other school and ours .

20. .Holmes. Problems in Education: A Comparative Approach/A Comparative Approach to Education/Comparative Education: Some Consideration of Method

21 . Philip.H. Coombd. World education crisis—80th viewpoint

22. Philip G•Altbach. Comparative Education

23. Rashdall Hastings The University of Europe in the Middle Ages, VolumeⅠ, Oxford University Press,1936.

24. Rashdall Hastings The University of Europe in the Middle Ages, VolumeⅡ, Oxford University Press,1936.

25. Rashdall Hastings The University of Europe in the Middle Ages, VolumeⅢ, Oxford University Press,1936.

26. C.Kerr. The Uses of University. Harvard  University Press, 2001

27. Robert Paul Wolff. The Ideal of the University, 1969

28. D. Bok. Beyond the Ivory Tower, 1982

29. Machael Allan. The Goals of the Universities, 1988.

30. Abraham Flexner. Universities: American English German, 1930.

31. Robert M. Hutchins. The Higher Learning in American, 1936.

32. John Henry Newman. The idea of a university, 1853.

33. Ashby, Eric, "The Future of the Nineteenth Century Idea of a University ", Minerva, VI, 1 (Autumn, 1967).

34. John S. Brubacher: On the Philosophy of Higher Education, Jossey-Bass Publishers, San Francisco• Washington• London, 1982.

35. Clark B R. Perspectives on Higher Education, California university press, 1984.

36. Apple M W. Ball S J, Gandin L A. The Routledge International Handbook of the Sociology of Education[M]. New York: Rougledge, 2010.

37. Ball S J. Some Sociologies of Education: a History of Problems and places, and segments and gazes[M]. The Sociological Review, 2008, 56(4).

38. Swartz D L. From Correspondence to Contradiction and Change: Schooling in Capitalism America Revisited[J]. Sociological Forum, 2003, 18(1).

39. Ravitch D. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education[M]. New York: Basci Books, 2010.

40. Goodlad J I. A Place Called School[M]. Columbus, OH: McGraw-Hill Education, 2004.

41. Lawton,D.and Gordon,P. A History of Western Educational Ideas, Woburn Press,2002.

42. Sharma,Y. The Doctrines of the Great Wester Educators:From Plato to Bertrand Russell,Kanishka Pubilishers,Ditributors,2002.

43 . Reid，William Arbuckle & Reid，William A & Null，J Wesley , 2006, The Pursuit of Curriculum: Schooling and the Public Interest (Hc), Information Age Publishing

44. Dubin，Fraida & Olshtain，Elite & Swan，Michael, 1986, Course Design: Developing Programs and Materials for Language Learning, Cambridge University Press.

45. McNeil，John D, 2014, Contemporary Curriculum: In Thought and Action, Wiley.

46. Jon Wiles, Joseph Bondi, 2004, Curriculum Development(Sixth Edition), Pearson Education, Inc.

47．Anita Woolfolk(2013). Educational psychology. Pearson Education (US).

48．Karen R. Harris,Steve Graham, Tim Urdan (2015) . APA Educational Psychology Handbook, APA.

(Ⅲ). The directory of mainly professional academic journals needed to be read.

1. EDUCATIONAL RESEARCH

2. TAYLOR & FRANCIS LTD

3. JOURNAL OF EDUCATIONAL RESEARCH

4. HELDREF PUBLICATIONS

5. EDUCATIONAL POLICY

6. CORWIN PRESS INC

7. EDUCATIONAL EVALUATION AND POLICY ANALYSIS

8. AMERICAN EDUCATIONAL RESEARCH ASSOCIATION

9. SOCIOLOGY OF EDUCATION

10. AMERICAN EDUCATIONAL RESEARCH ASSOCIATION

11. JOURNAL OF MORAL EDUCATION

12. TAYLOR & FRANCIS LTD

13. JOURNAL OF CURRICULUM STUDIES

14. TAYLOR & FRANCIS LTD

15. JOURNAL OF TEACHING IN PHYSICAL EDUCATION

16. HUMAN KINETICS PUBL INC

17. COMPARATIVE EDUCATION

18. TAYLOR & FRANCIS LTD

19. AMERICAN JOURNAL OF EDUCATION

20. UNIVERSITY OF CHICAGO PRESS

21. HARVARD EDUCATIONAL REVIEW

22. HARVARD GRADUATE SCHOOL EDUCATION

23. BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION

24. TAYLOR & FRANCIS LTD

25. OXFORD REVIEW OF EDUCATION

26. TAYLOR & FRANCIS LTD

27. CHINESE EDUCATION AND SOCIETY

28. M E SHARPE INC

29. PHI DELTA KAPPAN

30. PHI DELTA KAPPA

31. HIGHER EDUCATION

32. SPRINGER, VAN GODEWIJCKSTRAAT

33. JOURNAL OF TEACHER EDUCATION

34. AMERICAN ASSOCIATION  COLLEGE TEACHER EDUCATION

35. JOURNAL OF HIGHER EDUCATION

36. OHIO STATE UNIV PRESS

37. RESEARCH IN HIGHER EDUCATION

38. KLUWER ACADEMIC-HUMAN SCIENCES PRESS

39. STUDIES IN HIGHER EDUCATION

40. TAYLOR & FRANCIS LTD

41. TEACHERS COLLEGE RECORD

42. BLACKWELL PUBLISHING

43. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY

44. BLACKWELL PUBLISHING

45. EDUCATIONAL RESEARCH

46. TAYLOR & FRANCIS LTD

47. JOURNAL OF EDUCATIONAL RESEARCH

48. HELDREF PUBLICATIONS

49. EDUCATIONAL POLICY

50. CORWIN PRESS INC

51. EDUCATIONAL EVALUATION AND POLICY ANALYSIS

52. AMERICAN EDUCATIONAL RESEARCH ASSOCIATION