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Найдено 117 публикаций
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Статья
Karelina I., Sobolev A., Sorokin S. Russian Education and Society. 2016. Vol. 58. No. 4. P. 260-282.

The article discusses the deployment of a comprehensive reporting and monitoring framework used to evaluate the performance of state and private higher education institutions in Russia. By referring to diversified indicators including organizational, financial and economic, training, research, graduate employment, and other metrics, the authors spotlight key developments taking place in the Russian higher education system as well as areas where reorganization/optimization measures are required.

Добавлено: 11 октября 2017
Статья
Karelina I., Sobolev A. Russian Education and Society. 2016. Vol. 58. No. 4. P. 283-298.
Добавлено: 11 октября 2017
Статья
Dvoretskaya I. Russian Education and Society. 2019. Vol. 61. No. 2-3. P. 101-107.

The shared vision is considered one of the essential features of the school development process. The article presents data on the formation of a shared vision of the use of ICT in the educational process, obtained during the piloting of a tool for self-assessment of the school SELFIE. It was found that all groups of participants in the educational process agree that the use of ICT is important and desirable for their school, but purposeful work on the formation of shared vision in the school team, as a rule, is not conducted.

Добавлено: 23 октября 2019
Статья
Popova I. P., Temnitsky A. Russian Education and Society. 2012. Vol. 54. No. 5. P. 3-23.
Добавлено: 3 декабря 2013
Статья
E.A. Konobeeva. Russian Education and Society. 2016. Vol. 58. No. 5-6. P. 388-427.

Kindergarten structure and operation are strongly influenced by the interrelation between the emotionality of children and adults and the existing formal rules. This paper analyses the organizational form of a state kindergarten through Karen Ashcraft’s concept of “organized dissonance”. Case-study materials provide comparisons of bureaucratic organization, feminist organization, and organized dissonance based on parameters such as primary goals, power structure, rules, division of labor, qualifications for hiring and promotion, and ideal member relations. It is concluded that emotionality and the formal rules of kindergarten intermingle and may partially substitute for one another and modify the practices and participants’ relations.

The data were mostly collected through participant observations conducted in one of Moscow’s state kindergartens (April-May, 2013) but also included interviews and document analysis. Field notes and a diary were analyzed with the procedures of grounded theory.

Добавлено: 29 сентября 2016
Статья
Popova I. P. Russian Education and Society. 2014. Vol. 56. No. 10. P. 3-23.
Добавлено: 5 декабря 2014
Статья
Asmolov A. Russian Education and Society. 2018. Vol. 60. No. 5. P. 381-391.
Добавлено: 28 декабря 2018
Статья
Borusiak L. F. Russian Education and Society. 2012. Vol. 54. No. 9. P. 3-30.

Research on the reading habits of the more intellectually inclined young people of Russia shows that their allegiance is to the more serious classics of literature rather than to contemporary popular fiction. Thus, the literary tastes of the older generation of Russian intellectuals are being preserved by the younger generation.

Добавлено: 5 февраля 2013
Статья
Sidorkin A. M. Russian Education and Society. 1998. Vol. 16. No. 1. P. 99-104.
Добавлено: 16 сентября 2013
Статья
Tyumeneva Y. A., Kapuza A. Russian Education and Society. 2017. Vol. 59. No. 3-4. P. 174-194.
Добавлено: 6 февраля 2018
Статья
Derkachev P., Zinkovsky K. Russian Education and Society. 2018. Vol. 60. No. 5. P. 402-421.
Добавлено: 27 августа 2018
Статья
Kosaretsky S., Grunicheva I., Гошин М. Е. Russian Education and Society. 2016. Vol. 58. No. 11. P. 732-756.

The article contains the results of a study of Russian educational policy from the late 1980s to the early 2000s in connection with the emerging trends of educational inequality in the field of K-12 education. A statisical analysis of data of educational organizations, content analysis of documents, and a review of legislation and matherials collected during expert interviews all show that the public policy of universal equality of educational opportunities that was declared throughout the period under review in practice was not provided with any legal or organizational support. At the same time, the economic and social conditions in post-soviet Russia had a significant impact on the nature and practical effect of these components of administrative policy. This process has revealed the specific of the Russian experience of neoliberal reforms in K-12 education and their adverse impact on educational inequality.

Добавлено: 23 октября 2017
Статья
Chirkina T., Khavenson T. Russian Education and Society. 2018. Vol. 60. No. 2. P. 133-160.
Добавлено: 29 апреля 2018
Статья
Roshchina Y., Filippova T. Russian Education and Society. 2014. Vol. 56. No. 1. P. 70-86.
Добавлено: 23 октября 2014
Статья
A.G.Kasprzhak, N.B.Filinov, R.F.Bayburin et al. Russian Education and Society. 2016. Vol. 57. No. 11. P. 954-978.
Добавлено: 9 октября 2016
Статья
Gordeeva T. O., Osin E. N., Suchkov D. et al. Russian Education and Society. 2017. Vol. 59. No. 5-6. P. 231-255.
Добавлено: 28 января 2018
Статья
Shabanova M. A. Russian Education and Society. 2010. Vol. 52. No. 4. P. 36-62.
Добавлено: 29 сентября 2011
Статья
Shabanova M. A. Russian Education and Society. 2010. Vol. 52. No. 8. P. 44-69.
Добавлено: 29 сентября 2011
Статья
Khavenson T., Migol E. V. Russian Education and Society. 2012. Vol. 54. No. 10. P. 71-90.

A comparison of political values in Russia, Germany, and the United States shows that while there are similarities, Russian respondents are much more in favor of government providing for people's needs than is the case in Germany and the United States. In all three countries, values vary from stratum to stratum.

Добавлено: 4 февраля 2013
Статья
Valeria Ivaniushina, Daniil Alexandrov. Russian Education and Society. 2015. Vol. 57. No. 4. P. 189-213.

The paper presents results of a large-scale research on the scope of services in extracurricular and extra-school education and on assessment of the potential role of education beyond the classroom and informal education in solving children socialization issues. The research was carried out through questioning students as consumers of education services. A new instrument was developed and tested to allow for a detailed description of various aspects of extracurricular activities and their correlation with studies and social and psychological characteristics of students. An extensive statistic material (over 6,000 questionnaires filled out by students from several regions of Russia) was used to analyze the degree of engagement in out-of-class activities among children of different age; the activities that are more popular for specific age groups; the age range when children are most engaged in such activities; the reasons for non-participation in extracurricular activities; the infrastructure of education beyond the classroom; the relative frequency of structured and non-structured classes; the correlation between out-of-class activities and development of self-esteem, feeling of community, and satisfaction. Age- and gender-related profiles of various classes are described. It appears that structured extracurricular activities, unlike unstructured ones, correlate with higher self-esteem (both overall and academic), stronger sense of belonging, and better satisfaction with school.

Добавлено: 14 сентября 2015
Статья
Polivanova K. N., Koroleva D. Russian Education and Society. 2018. Vol. 60. No. 6. P. 496-505.
Добавлено: 12 декабря 2018