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混,包凡一美国研究生请求 哥大经济与教育PS,侍

原标题:混,包凡一美国研究生请求 哥大经济与教育PS,侍

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包凡一美国研究生申请 哥大经济与教育PS...

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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,可是N资料里最大的亮点,却是她的乒乓球专长——

5岁开端老婆的哥哥学乒乓球,在国内、世界各大竞赛中获得的过优异成绩,是她申请资料里的中心资料。

PS选取了她的三段阅历:

1、在球队练习时,目击教练为了进步队员技艺而体罚队员的阅历;

2、参与青奥会时,看到荷兰队员不“唯金牌论”;

3、享用竞赛的阅历以及她在西藏支教时的阅历;

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 Economic钟楚武s and Education program可以怎样协助自己完成自己的愿望。

Personal Statement

In the past two decades of a frenz下运河风情y 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, popular 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混,包凡一美国研究生恳求 哥大经济与教育PS,侍 near, however, I have realized that 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 China can learn from United States educational policy a56kukund 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 quest穿越yin线ion the predominant notions of achievement in my country through my experiences as a student athlete. I became a nationally competitive ping pong player when I was eight years old. I witnessed a disturbingly singular focus on 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 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 the 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 a宠物小精灵之天分纵横nd 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 oth混,包凡一美国研究生恳求 哥大经济与教育PS,侍er 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 not?

The atti混,包凡一美国研究生恳求 哥大经济与教育PS,侍tudes I witnessed surrounding student athletics mirror those found throughout the Chines静香毁幼年e 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 province 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 always 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 equ混,包凡一美国研究生恳求 哥大经济与教育PS,侍ipped classrooms with outdated 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 and adults from other schools. They asked me and t莫小默钟腾he observatory staff questions and took careful notes. One of the gircontroveryls in my class told me that she wanted to become a teacher like me when she grew up. I was taken aback and moved. 上官大斌This was the first time I had thought of myself as a teacher.

My desire to pursue a graduate degree in econk7801omics 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. Recently, many educational professionals 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 development to replace a test based approach to learning. Unfortunately, many of the evaluation and admi邓涌川ssions systems that foster the tra金洪法ditional notions of achievement remain largely unchanged and much work remains to be done.

I am certain that the Economics and Education program at Teachers College will provide me with a grounding in education policy and will give me critical tools and pe姐妹3rspective that I can bring back to China. Within the MA program I plan to concentrate in the "Privatization and Governance 混,包凡一美国研究生恳求 哥大经济与教育PS,侍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 individua弥几画lized education. I am particularly interested in learning more about ProfessorHenry Levin's work in National Center for the Study of Privatization 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 resea混,包凡一美国研究生恳求 哥大经济与教育PS,侍rch 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 and Edu安思潼cation program at Teachers College, I plan to return to China 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 measures and learning choices for Chinese students. My quantitat渔网会母ive background and training in econometrics are valuable assets that will allow me to take a rigorous approach to policy analysis and凤为后 I am excited to bring these skills to my graduate education and career. Ful私房粽刷屏朋友圈ly equipped with the knowledge and tools I acquire through Columbia’s Economics and Education 混,包凡一美国研究生恳求 哥大经济与教育PS,侍program, I believe that I can achieve my dream of making education more engaging and fun for Chinese students.

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