The current situation of growing up is characterized by "breaking" the educational space: several decades ago leisure and educational activities were concentrated in the school, today the city provides more "children's" services. To plan the strategy for the development of additional education, the school needs to assess the environment in which it is located, because different territories even in the same city are very differently saturated with offers for children. We propose the methodology for assessing the quality of the school territory taking into account its capabilities in organizing the educational space for various categories of schoolchildren.
This article considers problem of accessibility of quality education for all citizens in spite of their location. The author analyze the influence between universitys location and results and trends of universitys development. The base of this analysis is official statistic information about university activity.
The paper suggests an approach to assessing performance of educational institutions with regard to their social specifics. To develop this approach, the authors relied upon 1) results of numerous studies proving correlations between student performance and contextual factors (both in Russia and abroad); 2) foreign colleagues’ experience of solving similar problems; and 3) the idea of providing minimum required information to enable such assessments in contemporary Russia. The fundamental idea lying behind the proposed assessment tool is that, having necessary data at hand, one can identify empirically stable correlations between student performance and contextual factors (e. g. different social composition of students). In research practice, these correlations were revealed through multiple regression analysis. Results of such analysis—established empirical correlations—may then be used to “discount” formal progress, i. e. to have justifiably higher expectations about institutions in more favorable contexts and lower expectations about those in less favorable situations. The authors think over two ways of using this information: based either on a formula or on a specific index (the index of school social well-being) they have elaborated. They also draw attention towards possible constraints associated with using these tools and touch upon a more global problem of considering contextual factors in assessing the quality of education in Russia.
Several approaches to the concept of fatherhood present in Western sociological tradition are analyzed and compared: biological determinism, social constructivism and biosocial theory. The problematics of fatherhood and men’s parental practices is marginalized in modern Russian social research devoted to family and this fact makes the traditional inequality in family relations, when the father’s role is considered secondary compared to that of mother, even stronger. However, in Western critical men’s studies several stages can be outlined: the development of “sex roles” paradigm (biological determinism), the emergence of the hegemonic masculinity concept, inter-disciplinary stage (biosocial theory). According to the approach of biological determinism, the role of a father is that of the patriarch, he continues the family line and serves as a model for his ascendants. Social constructivism looks into man’s functions in the family from the point of view of masculine pressure and establishing hegemony over a woman and children. Biosocial theory aims to unite the biological determinacy of fatherhood with social, cultural and personal context. It is shown that these approaches are directly connected with the level of the society development, marriage and family perceptions, the level of egality of gender order.