黄慧 Hui Huang

农村教育
Rural Education

黄慧 Hui Huang

黄慧博士现任美国圣罗伦斯大学国际文化研究交流中心亚洲项目主任,致力于建立中美学生教育文化交流项目;哈佛大学硕士,田纳西大学教育学博士,她的博士论文探索了外来务工子女城市入学政策。

Dr. Hui Huang is the Director of Asia Programs at the Center for International and Intercultural Studies at St. Lawrence University. She received her PhD degree from the University of Tennessee-Knoxville with the concentration on Cultural Studies of Education. Her dissertation is about Migrant Children Public School Enrollment policy in urban China. She also graduated from the Harvard Divinity School with a Masters of Theological Studies in 2012 with a concentration in Religion, Ethics and Politics.

Devon Wilson 戴伟

农村教育
Rural Education

Devon Wilson 戴伟

戴伟现为哈佛大学教育学院Project Zero研究助理,同时攻读国际教育政策硕士。戴伟十多年的中美教学经历包括:美丽中国支教项目三年级到六年级英语教师,在此期间设计了教师培训项目和英语课程;陕西师范大学富布赖特学者,研究教育和学习汉语;并在加州大学伯克利分校在一个青年创业非营利组织当过两个学校的项目经理。
Devon Wilson is a Research Assistant for the Interdisciplinary and Global Studies Project at Project Zero and a Master’s candidate at the Harvard Graduate School of Education. Devon has over 10 years of experience working with educational projects in the US and China including serving as 3rd-6th grade teacher; grade level chair; and curriculum writer with the Teach for China (美丽中国); studying as Fulbright scholar at Shaanxi Normal University (陕西师范大学) in Xi'an China; and working a program manager for a young entrepreneur non-profit through UC Berkeley.

孙梦 Meng Sun

儿童早期教育
Early Childhood Education

孙梦 Meng Sun

本科毕业后就职于英语驻北京大使馆。已获得麻省州立大学,艾默斯特分校,双语、英语为第二外语和多文化教育专业硕士学位。现就读于哈佛教育学院,人类发展与心理学(儿童方向)专业。此前,她在一所美国公立小学担任ESL老师两年半,拥有丰富的儿童教学经验。她的研究重心主要放在“平等教育”和“多维跨文化教育”,以及儿童英语学习者(移民,国际学生)的语言发展,认知发展,社会情感和执行能力发展。目前,她就职于美国Wheelock学院Connected Beginnings幼教教师培训机构,波士顿公立小学儿童早期教育部,并担任万千心理图书专栏作家,其儿童早期教育类文章阅读量均在20万次以上。

Meng worked at British Embassy in Beijing for a year before she got her master’s degree in Bilingual, ESL and Multicultural (BEM) Education from University of Massachusetts, Amherst. After two and a half year’s ESL teaching in an American local public elementary school, she came to Harvard Graduate School of Education and currently studies Human Development and Psychology (Child Advocacy). Her research focuses on “equitable education”, “multidimensional multicultural education”, and young English Language Learners’ (ELLs) language, cognitive, social emotional and executive function development. She is now working at Connected Beginnings Training Institution in Wheelock College and Department of Early Childhood Education (ECE) in Boston Public Schools. In addition, as a columnist in Wanqian Book Group, her ECE related articles have over 200,000 page views.

邓静茵 Tracy Tang

创客与STEAM教育
Maker & STEAM Education

邓静茵 Tracy Tang

哈佛大学教育学院国际教育政策硕士项目在读。从香港大学的商科项目毕业后,她在一家国际航空公司工作数年,之后决定投身她最热爱的行业-教育。她以支教老师的身份加入了NGO组织“美丽中国”,并在云南支教了两年。作为支教的小学里面的唯一一位英语老师,她有接近480个学生,并且很多都还有保持联系。她也曾担任一个香港教育NGO“良师香港”的顾问。她对学生的21世纪技能发展,以及教育公平等议题感兴趣。

Tracy Tang is a master’s candidate in the International Education Policy program at the Harvard Graduate School of Education. She also holds a bachelor’s degree in business administration from the University of Hong Kong. After working in an international airline for a few years upon graduation, she decided to continue her career in the field she is most passionate about – education. Therefore, she joined Teach For China as a teaching fellow for two years. Serving as the only English teacher in her elementary school in Yunnan, she taught close to 480 students, many of whom she still has close contact with. She has also served as a consultant for a Hong Kong-based NGO, Teach For Hong Kong. She is particularly interested in the topics of 21st century skills development and education equity.

胡雅萌 Yameng Hu

教育科技与大数据
Education Technology and Big Data

胡雅萌 Yameng Hu

Knowa Academy资深课程设计师。她曾就职于北京师范大学及麦肯锡公司,从事公共政策咨询工作。雅萌于2016年毕业于哈佛大学肯尼迪政府学院,并担任院中国学生学者联合会联席主席。

Senior Academic Associate at Knowa Academy. Prior to Knowa, she worked with Beijing Normal University and McKinsey & Company in public consulting. Yameng held Master in Public Policy from Harvard Kennedy School of Government and B.S. in Applied Economics degree from Renmin University of China. She served as Co-Chair of China Society of Harvard Kennedy School during 2015 - 2016.

李雪晴 Jessica Li

公民教育
Civic Education

李雪晴 Jessica Li

哈佛教育学院国际教育政策硕士在读。本科毕业于于波士顿大学双语教育专业,获得麻州英语为第二外语教师资格证并帮助来自拉美贫困移民孩子营造全纳教育环境。曾任China Care Fund主席并帮助国内留守儿童及患有先天性疾病的孤儿改善教育、医疗、生活等条件,为孩子们创造生命中第二次机会,并在国内参与志愿者项目,缓解流动儿童教育公平的问题。她在哈佛零点项目做调研助理,为国内的教师更好地提供结合中西文化的国际素养教育法。
Jessica Li is currently a master’s candidate in the International Education Program at Harvard Graduate School of Education. She graduated from Boston University with a Bachelor of Science in Bilingual Education. She is a certified ESL teacher in Massachusetts, helping disadvantaged immigrant children from Latin America in Boston public schools. She served as the president for China Care Fund at Boston University creating second chances for left-behind children and orphaned children with congenital diseases in China. She volunteered in programs to help migrant children and bridging education inequality in China. She is also a research assistant at Project Zero at Harvard working on a collaborative project with Weiming Education Group to explore the most appropriate global competence pedagogies that embrace Chinese and western cultures.

苗鑫 Xin Miao

教育体制改革
Education System Reform

苗鑫 Xin Miao

哈佛大学教育学院国际教育政策在读硕士。她曾在广州一所重点中学工作三年多,走完一个完整的高中教学与管理循环,曾在厦门大学、约翰斯霍普金斯大学-南京大学中美文化研究中心学习。她在西北兰州接受基础教育,也了解中国东南等一线城市的基础教育体系。她认为,有效的基础教育改革和创新,应当致力于改善每个学生的学习经历及学习结果,这样的教育投资和教育创新才最有成效。她认为互联网科技进入中国教育领域是大趋势,但每个学校的课程体系、教学理念、学校管理等配套条件得跟得上新的趋势。 她侧重研究如何大规模推广个性化学习,如何改良课程体系,如何将教育科技融入学习中,最终改善教育公平。
Xin Miao is currently an IEP (International Education Policy) candidate at Harvard Graduate School of Education. Prior to HGSE, she worked at an elite high school in Guangzhou for over 3 years. She got both her BA and MA from Xiamen University, and she studied at Johns Hopkins University-Nanjing University Center for a year. With extensive experience working in Chinese schools, she knows how the basic education system in the country works. She believes that effective reform and investment in education should focus on improving the learning experience of every child and every student. She supports the growing use of new technologies and online tools in China’s basic education system; but she believes that schools should be ready to embrace this trend in the construction of curricula, in new models of management, and in responding to the needs of students in the 21st century. Her interests lie in promoting practices aimed at personalizing education at the high school level, integrating technology into the learning process to achieve better outcomes and improving education equity.

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    无论是学校教育,还是NGO教育项目,怎样通过项目设计和课程设计提供足够多的支持,以供学生学习能力以未来突破社会阶层局限?How can project design and curriculum design better support students in their learning and go beyond the social and geographical limits?

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    社会力量(如NGO),怎样运用政府支持,一起推动农村教育?How can non-governmental forces take advantage of governmental support to facilitate rural education?


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    学校和老师如何解决学生在校园外的问题,给予学生更全面的支持?Problems facing students outside of the classroom – how can educators best support students the whole year round? (Including summer and winter breaks)

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    乡村教师如何最大程度利用现有资源组织进行教学活动?How can teachers in villages best use resources available to them to better support teaching and student learning?


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    Meng1

    如何在中国进一步推进儿童早期阅读,语言,读写能力发展?How to better improve children’s early reading experience in China and promote literacy and language development?

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    如何进一步促使中国儿童媒体产品科学化,在评估体系中不断完善?How to push children’s media products to be science based and evaluation driven?


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    如何在结构和自由中取得平衡,既不会让学生无从入手?How to develop structure and agency in a way so that students don’t feel overwhelmed yet still have the freedom to develop and make their own project?

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    如何评估在STEAM和创客教育的学习成果和教育质量? How to evaluate and assess the learning quality and outcomes in maker/ STEAM education?

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    如何在资源相对匮乏的地区推广STEAM和创客教育?How to promote maker and STEAM education to under-resourced areas?


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    技术能否助力解决教育体系自身的问题? Can edtech solve problems generated by the education system of China?

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    大数据在科技产品的开发和迭代以及在教学质量的评估与提升中又起到怎样的作用?How can big data influence the upgrade and development of ed-tech product as well as the assessment of education quality?


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    如何在体制内改良课程体系,鼓励学生养成探索、创新和研究的科学素养?how to reinvent curricula that encourage students to explore, innovate and to encourage research-oriented learning model?

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    怎样专业化学校已有的教师队伍来配合课程体系改革?How to professionalize the teaching force within each school to cope with curricula reform?

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    如何在中国每个省份培养2-3个有创新改革模式的学校,校长和地方教育局领导扮演怎样的角色?What is the role played by school principals and local education policy-makers to facilitate such change, so that every province could have 2-3 leading reform models?