International Journal of New Developments in Education, 2022, 4(10); doi: 10.25236/IJNDE.2022.041012.
Nuo Han
Faculty of Education, Monash University, Beijing, China
The college entrance examination is one of the important selection methods for students to enter higher education institutions in China. Some provinces have the power to independently decide the provincial college entrance examination policy. Shandong Province implements the policy of independently formulating provincial college entrance examination questions. In the process of implementing the distributed college entrance examination policy, educational freedom in different regions has been achieved, but there are also some problems in terms of educational leadership. Based on the experience of a high school in Shandong Province, this article evaluates the college entrance examination policy from the perspective of education administrators, mainly from the aspects of distributed leadership, the transition from government to governance, and global panopticism with leadership discourse. While giving some feasible suggestions from teachers and exam subjects, it also found that there are corresponding specific challenges. Through the active cooperation of the government, schools and individuals, realize the vision that the college entrance examination policy can promote the all-round development of students.
Educational reform, College entrance examination policy, Educational leadership, Distributed leadership
Nuo Han. Educational Change Case Study: from the Educational Leadership Perspective to Solve the Problem of Shandong Province's College Entrance Examination Policy. International Journal of New Developments in Education (2022) Vol. 4, Issue 10: 59-62. https://doi.org/10.25236/IJNDE.2022.041012.
[1] Haifeng L. (2015) The College Entrance Examination in China. International Higher Education. 68,23-25.
[2] Jones, S.(2014) Distributed leadership: A critical analysis. Leadership, 10(2), 129-141.
[3] Mertz, N. T. (2010) Teacher Selection and School Leader Effects. Journal of School Leadership. 20(2), 184-207.
[4] Ozga, J. (2009) Governing education through data in England: From regulation to self-evaluation. Journal of education policy. 24(2), 149-162.
[5] Zhang Y. (2013) Does private tutoring improve students’ National College Entrance Exam performance?—A case study from Jinan, China. Economics of Education Review. 32, 1-28.
[6] Lingard B, Martino W, Rezai-Rashti G. (2013) Testing regimes, accountabilities and education policy: commensurate global and national developments. Journal of Education Policy. 28(5), 539-556.