Логика организации конструктивного обучения в кросс-культурной среде
In this paper we suggest to take a look at how the process of constructive learning in a cross-cultural environment can be described using the language of mathematics. In our previous works we described in some detail the problems of communication with representatives of various cultural groups in the learning process: we described ontological bases, as well as epistemological and communicative ones. Moreover, this work contains an attempt to look “in the near future” of multicultural learning environments.
The main aim of the study was to assess the relationship between teachers’ experience, teachers’ beliefs and academic achievement of fourth graders. Academic achievement was measured using the SAM test (Student's Achievement Monitoring), which was based on the three-stage model of development of educational and subject competences. The analysis showed that students who were taught by teachers with experience of more than 30 years, demonstrated a higher achievement in both language and mathematics. It was also confirmed that constructivism beliefs were positively associated with the probability that students could achieve the highest level of academic and subject-specific competences.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.