Характеристики учителей и достижения школьников. Применение метода first difference к данным TIMSS-2007
One merit of Trends in International Mathematics and Science Study (TIMSS) is that apart from a direct school students cognitive appraisal, it enables to collect information on teachers of these students, on their education, work experience and teaching practices. The first difference method was used to determine how teachers characteristics were associated with students achievements and to overcome restrictions of TIMSS correlation design. In addition, effects of teachers characteristics were evaluated by the conventional regressions method. The discovered associations differed across subject areas, and the first difference method results differed from the conventional correlation analysis results. For mathematics the first difference method revealed negative association of reproductive tasks and collaborative learning with achievements, and tasks aimed at comprehension and development of metasubject skills showed positive association. For natural science reproductive tasks showed, on the contrary, positive association, while tasks aimed at comprehension and development of metasubject skills either did not produce any effects, or they were negative. Also, for natural science, unlike mathematics, a teachers experience considerably influenced students achievements.
This article consider The project of the scientific and educational Center for integration of multimedia technologies in science, education and culture, as space-technological environment for the implementation of innovative scientific and educational projects of the 21st century, which should become the support for the master's programs, especially interdisciplinary; at the intersection of science, art and information technologies, and implementation of innovative scientific and commercial projects, which are to become a master's thesis.
The three already traditional volumes of the WDS Proceedings you are holding in the hands are composed of the contributions which have been presented during the 21st Annual Conference of Doctoral Students that was held in Prague, at Charles University, Faculty of Mathematics and Physics from May 29 to June 1, 2012. In this year, 100 student manuscripts were submitted to publishing and 88 were accepted after the review process.
The article discusses how to overcome cross-cultural barriers among students. Special attention is paid to the nature of intercultural communication., the types and the content of intercultural barriers. The authors suggest guidelines for students, teachers and educational institutions that would help to overcome emerging cross-cultural barriers.
In article on the basis of a case study examines the everyday life of the Stalinist system. Postwar political campaign was broadcast on the world of Soviet man. The study of conflict within the school community, helps to understand the strength of practices that used an ordinary Soviet people beyond the boundaries of the world of big politics. Professional conflict between the teacher of history and Director of the school suddenly acquired political resonance. The quarrel went outside educational institutions, and became the subject of discussion of various political and administrative authorities. The teacher of history and continued the fight in new institution.
The article presents a review of foreign research studies of the possible effects of bilingualism on different aspects of cognitive development of an individual and on the process of the third language acquisition. Such effects are viewed as positive ones by most authors.
The paper discusses in detail the scale of translation of primary points scored by school graduates in the unified state exam in mathematics, used from 2013 to the present time. Based on the analysis of the dynamics of these scales, a conclusion is made about the annual increase in the "average" 100-point result, as well as the presence of a significant increase in the final grade compared with the linear scale. Additionally, the authors describe the effect of reducing the value of primary points as they approach the maximum.
This article presents the results of a pilot study assessing the level of formation of a stochastic competence among teachers of mathematics. Besides, the indicators that reflect the competence of formation of stochastic students are identified and ranked in order of importance. Different instruments (questionnaires, tests, assignments) have been used to solve the problem under study.
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.
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.