Short Bio
Prof. Rochelle Ge (葛贇) obtained her Ph.D. from National University of Singapore. She was a visiting fellow in Yenching Institute, Harvard University (2013-2014). She is an adjucnt professor at National Curriculum Development Base of South China Normal Univeristy. She works from a cross-disciplinary angle, integrating sociological perspectives into the teaching and research of education and development. Based in Macau, her current research interests include but are not limited to: a) Globalization and Education, b) Education and Social Development, c) Educational Organization and Governance, d) Professionalization of Teaching. Her work can be found in Asia Pacific Education Review, Asia Pacific Journal of Education, Educational Research and Evaluation, and Journal of Population Research.
Research Projects:
2020 till now: Research Member for international research project “Belt and Road Initiative and Student-Mobilities in China-Southeast Asia” which involves a number of tertiary level institutions in China and Southeast Asia Countries (Singapore Ministry of Education Tier 2 Research Grant);
2021-2022: Principle Investigator for research project "The Role of Universities in High-level Human Capital Formation in Wester Greater Bay Area of China" (Macao SAR DSEDJ Grant HSS-USJ-2021-03);
2018-2019: Principle Investigator of Macau Foundation Project entitled “Culturally Responsive Teaching: Attitude and Practice among Teachers in Macau”;
2009-2012: Core team member of the international project “Globalizing Universities and International Student Mobilities in Asia”, responsible for research design, partnership recruitment, fieldwork and data analysis (Singapore Ministry of Education Tier 2 Research Grant);
2011- 2015: Principle Investigator of the project entitled “Towards a World Discipline: Internationalizing Chinese Medicine in Mainland and Hong Kong Universities”;
2007-2008: Research team member of “Macau Tertiary Education Development System”, responsible for data collection and analysis (this project was sponsored by Education and Youth Affairs Bureau).
Research Prize:
Ananda Rajah Prize for Excellent Research and Thesis issued by National University of Singapore
Publications
Peer Reviewed Journal Articles and Book Chapters
Ge, Y. (2024). Career trajectory and cross-system mobility: Career planning of doctoral students in Macao. Higher Education Quarterly, 78(2), 488-504. https://doi.org/10.1111/hequ.12474 (Q1 Journal, 2022IF=2.2)
Ge. Y. (2022). Internationalisation of higher education: new players in a changing scene. Educational Research and Evaluation,27(3-4), 229-238. DOI: 10.1080/13803611.2022.2041850 (Q2 Journal, 2021IF=1.235）
Ge, Y. & Ho, K.C. (2022). Belt and Road Initiatives: implications for China’s internationalisation of tertiary-level education. Educational Research and Evaluation, 27(3-4), 260-279. DOI: 10.1080/13803611.2022.2041858 (Q2 Journal, 2021IF=1.235）
Ge, Y. & Ho, K.C. (2019). Conceptualizing the second education circuit for China’s doctoral students in Asia. International Journal of Chinese Education, 8(2), 186-208. DOI: 10.1163/22125868-12340112 (Q3 Journal, 2021IF=0.481)
Ge, Y., & Ho, K.C. (2018). The cultivation of research labor in Pacific Asia with special reference to Singapore. Asia Pacific Education Review, 19(2), 199-210. DOI: 10.1007/s12564-018-9531-z （Q2 Journal, 5Y-IF=2.093）
Ge, Y. & Ho, K.C. (2018). Intra-Asia higher education mobilities. In G. Liu-Farrer and B.S.A Yeoh (Eds.), Routledge Handbook of Asian Migrations. London: Taylor and Fancies Books Ltd. DOI: 10.4324/9781315660493-5
Saw, S. H. & Ge, Y. (2014). Enhancing Educational Collaborations between China and Singapore. In S. H. Saw and J. Wong (Eds.), Advancing Singapore-China Economic Relations. Singapore: Southeast Asian Institute. EBook ISBN: 9789814519182 https://bookshop.iseas.edu.sg/publication/1954
Ge, Y. & Ho, K. C. (2014). Researching international student mobility in Asia: design and practical Issues of survey method. Journal of Population Research, 31(3), 197-217. DOI: 10.1007/s12546-014-9129-1 (Q2 Journal, 2018IF=1.026)
Ho, K. C., & Ge, Y. (2011). Education and human capital management in a world city: the case of Singapore. Asia Pacific Journal of Education, 31(3), 263–276. DOI: 10.1080/02188791.2011.595058 (Q2 Journal, 5Y-IF=2.000)
Selected Conference Papers (past 5 years)
Ge, Y. (2023, November). 澳門特殊與融合教育的發展及教師培訓, presentation at 知行合一特殊教育高質量發展國際研討會，Chongqing Normal University, China.
Ge. Y. (2023, July). 課程變革的趨勢和具澳門特色的課程發展, presentation at the Curriculum and Teaching in a Global Perspective: Reforms, Opportunities and Challenges Symposium, University of Macau, Macau SAR China.
Ge, Y. (2022, December). 澳門課程改革與發展: 政策與實務, presentation at the the 9th Conference on National Education and Teaching Media (第九屆全國教育教材語言研討會) and the 4th Summit of Youth Education and Development in Hong Kong and Macau (暨第四屆港澳青少年教育與發展高端論壇), South China Normal University, Guangzhou China.
Ge, Y. (2022, November). Career Planning of Doctoral Students in Macau: Linking Individual Experience to Macro Picture, paper presented at CHERA Symposium organized by University College London, Peking University and the University of Hong Kong.
Ge, Y. (2022, August). The Role of University in High-Level Human Capital Cultivation in China’s West Greater Bay Area, paper presented at ICHE XVI International Conference on Higher Education, Montreal, Canada. (Best Presentation Awarded)
Ge, Y. (2021, December). 澳門教師文化回應教學認知與實踐研究. presentation at 3rd Summit of Hong Kong-Macao Youth Education, Shenzhen, China.
Tchiang, I. & Ge, Y. (2020, November). 澳門品德與公民教育校本課程初探. presented at 2nd Summit of Hong Kong-Macao Youth Education, South China Normal University, Guangzhou, China.
Ge, Y. (2019, November). Belt Road Initiative: Implication on China’s Internationalization Strategy on Tertiary Education. Paper presented at a conference entitled “Belt and Road Initiative, New Knowledge Spaces and Asian Regionalism” organized by Asian Research Institute at National University of Singapore, Singapore.
Ge, Y. (2019, July). Teaching in a Multi-Cultural Society: Awareness and Practice of Teachers in Macao. Paper presented at International Academic Conference on Education and Social Sciences, Paris, France.
Ge, Y. (2018, November). East Asia as Destination for Doctoral Students from China: Opportunities, Choices and Future Plans. Paper presented at AUA Graduate Education Forum 2018, Tsinghua University, Beijing, China
Ge, Y. (2018, August). Adapting Heterogeneity: Organizational Restructuring in Internationalizing Universities in China. Paper accepted by CHER 31st Annual Conference “Differentiation and Integration in Higher Education: Patterns and Dynamics”, Moscow, Russia4
Modules
Year 1 Doctorate
This module enables students to plan and conduct qualitative research studies. The module introduces instrumentation for data collection, including interviews, observation, and reflection on practice. For qualitative studies, it considers matters of researcher bias, sampling, piloting, reliability and validity in the conduct of research, operationalizing research questions; the politics and micro-politics of research; insider and outsider research. This module also aims to enable students to analyze and interpret and present the results of different kinds of qualitative studies.
This module aims to introduce participants to key elements of doctoral research in the broad sense of an Academic framework. It focuses on providing an understanding of the research support Mechanisms at USJ and in overviews of the main research specialisation fields within the University of Saint Joseph, namely Business Administration; Education; Global Studies; Government Studies; History; Information Systems; Psychology; Religious Studies; Science. The course also provides an opportunity for the students to present and discuss their own work in a seminar environment.
This Module provides an initial experience of supervised research work where students will work with their intended supervisor in a collaborative tutorial model that resembles the practice of Thesis Supervision. During the Module the intended supervisor will guide the student trough multiple meetings (up to 15) during a full academic year The students will conduct autonomous research that should result in a preliminary literature review, research contextualisation and a thesis proposal completely finished and prepared to be submitted to the Foundation Year Final thesis proposal review and assessment instances.
Year 1 Master
This module provides an analysis of Macau’s curriculum development reform and the curriculum framework for formal education. Participants will gain knowledge that will help them understand the relevant provisions of “The requirements of basic academic attainments” in Macau.
Multi-level curriculum development plans and the role of teachers and other education stakeholders will be examined.
Participants will examine the complex relationship between curriculum design, teaching, and evaluation. Students will also acquire knowledge on adjusting annual and subject plans to fit the needs of diverse learners, gifted learners and learners with disabilities.
本課程分析了澳門正規教育課程的框架及相關的發展改革。學生透過本課程能進一步了解澳門「基本學術要求」的相關規定。
同時亦會講述多層次的課程發展規劃，以及教師與教育相關人士在其中扮演的角色。
學生將會探討課程設計、教學與評估之間的複雜關係。學生需要具備調整課程規劃的能力，以應對不同類型學生的需求，如天賦特別優秀的學生、身心障礙學生等。
Year 1 PGDE
This module provides a foundation to the study and practice of education. Key figures and ideas in the field of education will be elaborated before an exploration of how various concepts and themes in education inform teaching in a range of contexts. The module will then provide an overview of the different characteristics and needs of learners and how these interact with the role of teachers. In addition, the nature and purposes of education and its relationship with wider society will be explored as well as an examination of current controversies in educational theory and practice.
This module enables students to plan, develop and evaluate curricula and assessment policies and practices. It introduces key issues and models of curriculum planning and development. The module considers approaches to curriculum planning, to defining curriculum aims and objectives, to selecting and organizing content and other learning resources and to changing and developing the curriculum at several levels of curricular decision in an institution. The module also examines curriculum planning; evaluation and record keeping for different temporal frames of reference, from long term based planning to weekly, daily and specific lesson planning. The methods and instruments used to assess student learning, i.e., assess the knowledge, skills and abilities acquired as well as changes in attitudes and values will also be examined.
這個課程可提供教育的基礎研究以及實踐。了解教育領域上的學者和想法，從有關之概念和主題去探討教育中的各種環境並探索不同的教學理念。課程將提供對有不同特點的學者，教授他們怎樣演繹教師的角色。此外，亦會探討教育的性質和宗旨，並延伸至更廣泛的社會關係，以及理解在教育理論與實踐上之爭論。
這個課程讓學生對某一課題作出相應的策劃、開發和評估，從而對整體課程作評估以及政策分析。課程介紹了一些重要的問題，課程規劃與發展模式。並延伸考慮課程規劃，確定課程的宗旨和目標，選擇和組織內容以及其他學習資源，以配合不斷變化和發展的課程。此外，還會對整體課程規劃作考察；評估和記錄，並對不同標準的時間框架，從長遠規劃，至每週，或每天作具體的備課。好讓對評估學生在學習上有更好的技能和能力的知識。
Year 1 Bachelor
This module is designed to provide an introduction to teaching as a profession. It will assist students in developing awareness about the qualities, roles, responsibilities and challenges required to effective teaching and educational services. As a foundational course, it also offers a variety of perspectives on education. Students will examine current and historical, philosophical, social and ethical issues relevant to education and teaching. Students will start creating a professional portfolio over the module.
This course attempts to cast light on the relationship between education and society by examining how schools and schooling are contributing to produce and are products of social structures, social stratification, institutions and practices. Students will develop an understanding of the role that education plays in promoting social mobility as well as social reproduction. The central topics to be covered are social class and social inequalities, race, ethnicity, gender, school opportunities and school choice. A variety of theoretical and empirical studies in the area of sociology of education will be analyzed.
This module examines the forces converging on education that are shifting views of teaching and learning. It will introduce various frameworks developed to guide educators in preparing students for the 21st century and covers skills to help students learn and innovate. The module is designed to meet the rising demand for creativity, problem solving, critical thinking, digital literacy skills, and innovation.
Year 2 Bachelor
Through this course students will develop awareness of the most salient models of curricular organization and respective practices concerning curriculum design and evaluation, in particular of the implications for these practices of the different ways these models define pedagogical objectives. A particular emphasis will be put in the process of curriculum development and in the role of the school and the teacher in that process.
The module aims at promoting student's acquisition of basic knowledge in the field of Curriculum Theory that can provide them with the conceptual benchmarks required both to design a curriculum at different institutional levels, especially at school level, and also to develop a critical reflective attitude towards the curricular problematic, namely through the application of these concepts to the analysis of concrete situations of curriculum operationalization.
Year 3 Bachelor
In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
Year 4 Bachelor
In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.
