N就读于北京某名校经济学专业GPA: 3.32，TOEFL: 109 ，GRE: 315+3.0。虽然是名校学生，但欢欢喜喜过大年,包凡一美国研究生恳求 哥大经济与教育PS,伦敦大学学院是N资料里最大的亮点，却是她的乒乓球专长——
PS主题“education is fun”，N在文中论述了中国教育需求有所改动的观念，接下来跟自己经济学布景相结合，提出Columbia的MA in Economics and Education program可以怎样协助自己完成自己的愿望。
In the past two decades of a frenzy to modernize, stories about people striking it rich in real estate and the stock market abound in China. The same motivation drove me to push myself academically. I am currently working to obtain a dual bachelor's degree from Peking University in economics and statistics, popu人C交lar majors that typically send their graduates on to high paying jobs and have launched the careers of many big names in China’s business and political circles. As graduation draws near, however, I have realized t恩师颂hat my priorities have shifted and that I want devote myself to education. My experiences as a young athlete and a volunteer teacher have convinced me that the Chinese education system needs to adjust its overly narrow focus on achievement and do more to foster passion for learning among students. I believe there is much that Chiqq飞车光天使na can learn from United States educational policy and I know that the MA in Economics and Education program at Columbia's Teachers College will provide me with the training I need to pursue my dream of becoming an education policymaker who can play a part in making this change happen.
I began to question the predominant notions of achievement in my countrgayviy through my experiences as a student athlete. I became a nationally competitiv周圣捷e ping pong player when I was eight years old. I witnessed a disturbingly singular focus on 玉虚首徒winning and a willingness to humiliate those who achieved anything less. I remember once narrowly defeating a boy, two years my senior, in a game. The coach never bothered to congratulate me, but强要 instead started hitting the boy with ping pong balls, then slapped his face right in front of his mother. When the boy went to his mom, presumably for consolation, I was shocked to see the mother slap him too. In 2004, as a young ping pong athlete, I represented China in th欢欢喜喜过大年,包凡一美国研究生恳求 哥大经济与教育PS,伦敦大学学院e Youth Olympic Games in Cleveland, Ohio. Although I won the silver in the girls’ doubles finals, my coach was very unhappy because he wanted nothing short of a gold medal. During our time in Ohio, we did nothing but eat, sleep, practice and compete. I remember seeing fellow athletes from the Netherlands having a blast singing and dancing in the city square. The Dutch players did not do very well in the Games, but by the end of the event they were donning funky T-shirts full of logo buttons, pins and handwritten signatures they had collected from other athletes. They were laughing and high-fiving with each other as if they were going home the winners. It had never dawned on me that sports could be fun. Why no欢欢喜喜过大年,包凡一美国研究生恳求 哥大经济与教育PS,伦敦大学学院t?
The attitudes I witnessed surrounding student athletics mirror those found throughout the Chinese education system as a whole. Being self-motivated has propelled me to survive and even thrive in one of the most competitive high schools in my p萧纲特卖网rovince and later at Peking University. However, I grew up in an environment where academic pursuit was considered to be “bitter”, “hard” and, by implication, “unpleasant.” In the pressure cooker environment of Chinese schools one is told to learn to “Chi Ku” – literally “eat bitterness.” Even though I was a successful and driven student, I have alw绝色盲技师ays loved learning and I could never think of my academic passions as "bitterness."
A recent volunteer teaching experience changed my perspective on education and inspired my passion to participate in and transform China's educational system. In the summer of 2010 I taught a group of orphan students in Tibet. The children were being taught in poorly equipped classrooms with outdatupiaoed textbooks and I saw firsthand just how "bitter" learning could really be. Despite their material disadvantages, they were excited to learn. Teaching these kids showed me that there are many other ways to gauge achievement and motivate students to succeed. I particularly remember taking the class to an observatory on a field trip. The kids were excited and eager to socialize with kids杨恺威 and adults from other schools. They asked me and the observatory staff questions and took careful notes. One of the girls in my class told me that she wanted to become a teacher like me when she grew up. I was taken aback and moved. This was the first time I had thought of myself as a teacher.
My desire to pursue a graduate degree in economics 舌头舔and education stems from my conviction that all children, regardless of their economic, ethnic, or social status are entitled to an education which could put a key in their hands to reshape their lives. I also strongly believe that "bitterness" is not the best path to academic success. An educator’s responsibilities are many, but none is greater than developing a lifelong interest and enthusiasm for learning. Rece欢欢喜喜过大年,包凡一美国研究生恳求 哥大经济与教育PS,伦敦大学学院ntly, many educational pr蓝天航空空姐ofessionals and policy makers in China have begun to focus on these issues and are working to develop measures to ameliorate the situation. The current catchphrase in Chinese educational circles is "quality education," meaning all round de欢欢喜喜过大年,包凡一美国研究生恳求 哥大经济与教育PS,伦敦大学学院velopment to replace a test based approach to learning. Unfortunately, many of the evaluation and admissions systems that foster the traditional notions of achievement remain largely unchanged and much work remains to be done.
I am certain that the Economics and Education program at Teachers 凤求凰紫晓College will provide me 詹子麟with a grounding in education policy and will give me critical tools and perspective that I can bring back to China. Within the MA program I plan to concentrate in the "Privatization and Governance of Educational Systems" area and believe that having a thorough understanding of US and international policy will allow me to think innovatively about problems like cost and achievement measures, school choice and strategies for individualized education. I am particularly interested in learning more about ProfessorHenry Levin's work in National Center for the Study of Privatizat干比ion in Education, especially his research on analyzing contentious private initiatives in education like vouchers, charter schools and educational contracting. Similarly, I look forward to taking classes like "Evaluating educational privatization and school choice." In addition to learning about US and international educational policies and practices I want to hone my analytical skills and I am excited about taking classes like "Quantitative Methods for Causal Inference in Education Research" and to learn from Professor Mun Tsang since I think that his application of quantitative research methods to education policy, especially toeducational planning in international educational development, could be a good model for someone with my economics and quantitative background.
After completing the Economics a朱斯慧nd Education program at Teachers College, I plan to return to Chi录像片na and work with an education policy or research institution focused on school choice and alternative school management strategies. Ultimately I hope to develop policy approaches and analyses that support a broadening of achievement m花蛇约请码easures and learning choices for Chinese students. My quantitative background and training in econometrics are valuable assets that will allow me to take a rigorous approach to policy analysis and I am excited to bring these skills to my graduate education and career. Fully equipped with the knowledge and tools I acquire through Columbia’s Economics an欢欢喜喜过大年,包凡一美国研究生恳求 哥大经济与教育PS,伦敦大学学院d Education program,欢欢喜喜过大年,包凡一美国研究生恳求 哥大经济与教育PS,伦敦大学学院 I believe that I can achieve my dream of making education more engaging and fun for Chinese students.