Поверх барьеров: исследуем резильентные школы
A field study was performed by experts from the Institute of Education, National Research University Higher School of Economics, as part of the Monitoring of Education Markets and Organizations conducted by HSE in cooperation with the Levada Center. Interviews and focus groups were organized with school principals, teachers, students and their parents in three schools teaching the most challenging type of students from low socioeconomic and cultural backgrounds, who nevertheless achieve high learning outcomes. This is a follow-up of the 2015 study of environment characteristics, management and education strategies of schools operating in unfavorable social contexts. Such schools are defined as resilient, meaning that they successfully resist the disadvantaged context beyond their control. The schools surveyed differ in the number of students, education programs, and the level of regional deprivation, yet all of them pursue similar strategies that are well-targeted and recognized by all educational process participants. Such strategies include: introducing limited selection and levelling off the student body, imposing high expectations and transparent requirements to learning outcomes, providing individual support and encouragement to students, and developing the skills boosting graduates’ chances of successful socialization. Consistent implementation of these strategies will create conditions to promote academic resilience among students. Studying the experience of such schools appears to be crucial for solving the problem of inequality in education.
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.
The article is based on the study "Change the desired image of the family in the eyes different generations in the post-Soviet space (on example of Russia and Belarus)", held in 2014 with the support of the Russian Foundation for Humanities (grant No. 14-23-01551). The ideas different generations about the nature of education and educational strategies
This paper summarizes the insights obtained in the course of the proactive educational project "Inclusive Higher School." The goals of the project are to examine the present-day process of inclusive education at the National Research University "Higher School of Economics", as well as to develop a set of recommendations for promoting an enabling learning environment for students with disabilities. This paper briefly describes the main steps of the project, sums up the results of the studies, and analyzes the current degree of disability inclusion at the Higher School of Economics.
On the basis of PISA-2009 materials: Reading literacy The efficiency of one year of study was explored on the basis of PISA-2009 (reading) materials in seven countries: Russia, the Czech Republic, Hungary, Slovakia, Germany, Canada and Brazil. An instrumental variable was used, which enabled to assess the effect of one year of study by the nonstrict method of regression discontinuity. The analysis included both general educational programs and vocational educational programs together and comprehensive schools separately. It is found that in Russia the efficiency of one year of study is insignificant to all programs’ students. In the countries where early division into general educational and vocational programs is practised, the efficiency of studying is lower than in the countries where all pupils of 15 years old learn a general educational program. For general educational programs’ students the efficiency of studying is significant in all countries. Compared to the general educational trajectory, low efficiency is typical of vocational programs’ students. The way a family’s socio-economic status and efficiency of school education are interrelated and how much they are interrelated depends a lot on an educational system and vary widely by country. In Russia, as well as in some other countries, efficiency of studying does not depend on pupils’ socio-economic indices. The importance of the results obtained for assessment of efficiency of studying is discussed, and particularly for fair assessment of national achievements in countries with different sets of educational trajectories.
This chapter studies how horizontal gender differences and vertical inequalities at labor market entry have been changing in Russia from Soviet to post-Soviet times. On theoretical grounds, we expect the major institutional and cultural shifts to have not been gender-neutral. We relate our discussion particularly to features of educational and employment systems, family policies, and gender-specific cultural aspects. Using retrospective data from the Russian Education and Employment Survey (EES), we analyze sex segregation across industry sectors and the gender gap in job authority for labor market entrants in the Soviet period (1965–91) and the post-Soviet period (1991–2005). Our findings reveal that horizontal gender differences and conditional vertical inequalities at labor market entry were already widespread during the Soviet period despite the proclaimed principles of equality. Withal, these gender differences and inequalities even grew after liberalization reforms, and, in recent decades, they have even counteracted women’s gains in education. We argue that the rapid changes in economic and social life have been accompanied by the emergence of new forms of gender-oriented culture. These changes, in turn, have disposed male and female entrants to enter occupational fields in a more separated way than before and they have shaped employers’ and (female) employees’ preferences and decisions. This has affected the likelihood of females entering jobs with a higher status.
On the basis of a monitoring of educational and working trajectories of graduates of schools and higher education institutions The authors think it expedient for studying problems in adaptation of first-year students to training in higher education institutions to sort out groups of fundamentally different students on the basis of the cluster analysis. With the use of a comprehensive survey of Moscow first-year students seven groups are sorted out, and specific difficulties in learning are analyzed in each case, as well as differences between students from different groups in terms of their certainty when selecting Statistics and Sociology of Education an occupation, when assessing social life in a higher education institution, in terms of peculiarities of their goals in life and education.
This article analyzes the main approaches to study educational and occupational outcomes and trajectories. Young people have to decide when and what to study, later on, where to work. Their life levels will depend on those decisions, but the different ways that in both areas they are able to take and their outcomes in education and in the labor market depend on various factors. Among explications it is possible to identify six large approaches: human capital from economics, cultural and social capital from sociology, the socioeconomic status or familiar background approach and the educational and psychological approaches. These approaches are not contrary necessarily, they can be complementary, and their explanatory power depends on place and time, however, the literature does not have an effort to present together their contributions, methodologies and empirical results. This work seeks to remedy that situation and to point out some methodological and empirical weakness.
Innovation is one of the most important concepts that appear in the literature devoted to management and economics in recent years. This is connected with changes that occur as a result of implementing innovation in a knowledge-based economy. Innovation is such an important matter that support for it is considered both at the level of central and regional institutions (macro- and meso-level) and at enterprise level (microeconomic level). This publication focuses on discussing innovation at enterprise level, and because of the great importance of information and communication technology in the modern economy, most of the chapters are devoted to marketing innovation on the Internet. This monograph is intended for all those who are interested in the teaching aspect of innovation management, especially for students and faculty members involved in programmes and specializations devoted to innovation; managers who are interested in the behaviour of Internet users and other consumers; as well as people who want to broaden their knowledge with regard to economic innovation. The first chapter, devoted to entrepreneurship, contains a synthetic presentation of approaches to defining entrepreneurship in economic theory and delineates the relationships that exist between entrepreneurship and innovation, both in the context of the risk taken by an entrepreneur and in the context of the entrepreneurial process, which is inextricably connected with all instances of innovation. The second chapter discusses the significance of the triple helix model in local innovation systems. It shows the importance of bilateral and trilateral relationships in the university-business-government system; which in the case of open innovation are essential to reduce the risks involved in implementing innovations. The third chapter is devoted to consumer behaviour, which is an important factor that must be considered when initiating and developing the innovation process. The author presents scientific findings relating to consumer behaviour, defines the basic processes involved in this behaviour, as well as discussing trends in consumer behaviour, illustrated with numerous examples. The fourth chapter discusses the principles of innovative product management. The author defines the general concept and the types of products, innovation and innovation processes, as well as delineating the most important features of the innovation process. Particular attention is given to methods of dealing with the most difficult stage of the innovation process, referred to as the “valley of death”. In the fifth chapter, which concerns innovative brands, the author focuses on the significance of customer’s experiences in the process of building a relationship with a brand. The chapter concludes with an example of using sensory marketing in the business model implemented at Starbucks. The sixth chapter, devoted to marketing control, presents the metrics for measuring the effectiveness of marketing activities. It describes the basic principles of marketing control, discusses the assessment of marketing at the strategic level, as well as presenting a set of indicators which are useful for the evaluation of sales and distribution management and for the assessment of marketing communications, with particular emphasis on measuring the performance of online marketing. The next three chapters relate directly to marketing innovation on the Internet. In chapter seven, devoted to e-commerce, after defining the basic concepts, the author discusses the business models that dominate in online activities as well as indicating the basic forms of organization in electronic commerce. Chapter eight deals with building a marketing strategy on social media, including multi-channel communication. The author describes the process of building a community around a brand, indicates actions designed to generate consumer engagement, and discusses ways of collecting data about the recipients on social media. In chapter nine, the issue of creating value for customers in e-commerce is discussed. The author shows how this value changes in different phases of the life cycle of relationships with customers in online retailing, describes the activities characteristic to each stage of the cycle, and presents techniques which are useful in building relationships with customers. The tenth and final chapter may be useful for people who conduct classes in English. It is devoted to the use of metaphors as a teaching tool and a means for conceptualization. The chapter discusses the significance of metaphors in teaching English and gives examples of some useful metaphors connected with football which can help in conducting classes for a group of English-speaking students, as well as presenting metaphor models in academic English. This monograph is a result of the project “Innovation Management – an English-language Master’s programme supported by modern information technologies,” number FSS/2014/HEI/W/0095, funded by the Foundation for the Development of the Education System and implemented under the Measure Development of Polish Higher Education Institutions, as well as research conducted in the Faculty of Management at the Poznań University of Economics, primarily by the staff of the Department of Trade and Marketing
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.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.