Самоэффективность как содержательная основа образовательных программ для родителей
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
Proceedings of the 16th International interdisciplinary scientific multiconference “Information Society”, considering topical technical and social problems of modern information society
The strive for quality enhancement of educational standards the national levels in Russia and Europe leads to the variety of Public Administration educational programs in different countries. Correspondingly, it puts to the forefront the selection of proper assessment criteria which suffice to the requirements of state authorities and international experts in the area of Public Administration. The leading organization for evaluating educational programs in public administration in the countries of the Central and Eastern Europe is the European Association for Public Administration Accreditation (EAPPA). The EAPPA criteria for assessing the quality of educational programs serve as the tools for their improvement and modernization of the national educational systems, including the CIS countries and Russia. The main purpose of the article is to analyze the criteria used for assessing the quality of Bachelor's programs and educational standards in Public Administration in Russia and the European Association for Public Administration Accreditation and to compare educational standards in the field of Public Administration in Russia, the Czech Republic, Slovakia and Poland. The outcomes of the comparative analysis of educational standards conducted by the authors has made it possible to see the evolution of quality assessment criteria implemented for PA Bachelor's programs in Russia. The authors contend that this is due to the introduction of new educational standards (2014) having eliminated a uniform approach to the content of educational programs giving the right to independently determines the content of the educational program trainings bachelors in the field of public administration. The authors propose the new content of PA educational programs in Russia targeted at the implemention of he effective international standards and multidisciplinary approach meeting the requirements of European certification and subsequent accreditation by EAPAA.
The article discusses the lack of effective practices for school educational program development in Russian educational system. As an alternative to the existing practice, we suggest to consider a tool named curriculum mapping that is widely used by foreign schools for program development and optimization. A review of different aspects of this tool presented in the article allows to see how it can be applied in the Russian reality.
We demonstrate that the school curriculum documents, as it currently exists in Russian schools, tends to duplicate the Federal State Educational Standard and often does not reflect the special aspects of the implemented curriculum in a particular school. Curriculum mapping, on the other hand, allows to document the real educational process and involve the whole teaching staff in the work on its optimization. The article describes the basic principles of curriculum mapping and provides examples of curricular maps. To prove the effectiveness of the tool for improvement of the student learning outcomes, a review of previous studies is presented.
Curriculum mapping is compared to the actual practice of program development adopted in Russia, which reveals a range of advantages of this method. Curriculum mapping allows to fill in the gap between the official and the implemented curricula, to align the actual educational process with the standards, to involve teachers in the educational program development. Moreover, it provides space for the interdisciplinary connections. The relevance of these features for the Russian educational system is emphasized.
The article briefly discusses the changes associated with parenthood and parental experience. One of the important characteristics of modern parenthood is the diversification of parental experience. There are many different discourses of parenthood, and specific parent needs to determine his or her own position. Educational programs for parents, training and courses help to solve this problem. Internal personal resources are important in the development of such programs, in particular parental self-efficacy is a promising concept for research and practice.
Entrepreneurship education is included into the innovative development programs of numerous countries. To start the large-scale entrepreneurship educational process basing on the existing educational system is comparatively difficult, as the latter is aimed at training of standard well-known skills, while entrepreneurship isn’t one of them. Currently many universities in the world. mostly technical are inventing formats and contents of the entrepreneurship educational programs. In the article the relevant programs from 20 leading technical universities in Russia and USA are compared by using the official open information. According to the results of the analysis as well as Anatoly Korotkov’s experience in the relevant field in Russia two possible ways of raising the effectiveness of Russian entrepreneurship educational programs are defined in the article.
The article describes the experience of designing project-based learning courses as part of the educational program "Applied Mathematics" in MIEM NRU HSE. The features of the organization of project-based learning for educational programs for mathematical sciences are considered. The results of the annual survey of employers, concluded that the need for various forms of project-based learning to achieve the learning outcomes claimed by employers. We suppose a sequence of the project-based workshops and seminars, as well as their approximate content. An important feature of the practice-oriented courses in the educational program "Applied Mathematics" is its interdisciplinary focus, including the projects carried out in a foreign language.
The article analyzes the impact of the results of the unified state examination on the academic performance of students. We used for calculations the information of exam results and current progress for students enrolled in the HSE Moscow Institute of Electronics and Mathematicsin 2014 and 2015. Data for analysis are taken from documents of the LMS (Learning Management System) HSEMIEM. The influence of the Unified National Exam on the performance on similar items, as well as the impact of average use on academic performance at the totality of objects. Also described trends in student performance for several modules. On the basis of the conducted analysis it is concluded from the results of the exam in three subjects (mathematics, physics and Russian language) for formation of a contingent successfully successful students
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.