Вступительный комментарий к статье Джеймса Пола Джи «Деятельность человека и социальные группы как естественная среда оценивания: размышления об обучении и оценке в XXI в.»
Analyzing the knowledge appropriation concept put forward by J. P. Gee, the author draws parallels between it and activity structure studies, the play concept and self-appraisal studies pursued in the national psychology.
Since the first works on Higher Education Administration in the 1970s no comprehensive work in terms of purpose and scope of Higher Education has been published. There have been important changes in people’s aspirations vis-à-vis higher education globally. In parallel, the higher education systems, worldwide, have been undergoing constant transformation in response to these aspirations. From governments, employers and prospective students and their parents, the stakeholders in higher education system are now extremely varied paying close attention to the various aspects of higher education - from infrastructure, on-campus safety and security to administration, faculty and curricula. The present series attempts to take into account the issues of importance to all the stakeholders. Hence the series not only pays attention to the purpose and outcomes of higher education but also the economics surrounding higher education vis a vis marketization. The nitty gritty of running and maintaining a university infrastructure, impact of globalization and internationalization on delivery and demand of higher education, the commoditization of research, and changing paradigms of teaching and learning fall within the purview of the series. The increasing competition from other entities to provide degrees, certificates or other forms of credentials makes it important to have a work that brings all of the elements together to see how they actually interact and inter-relate from a systems perspective. The present series attempts to comprehensively attend to these issues and provide a complete reference resource to all those involved and interested in setting up of a Higher Education institution and its administration.
The article presents traditional native approach to higher mental functions neuro-rehabilitation of patients with brain injuries in aspects of its historical and substantial formation. Some difficulties, «problem zones» of the modern Russian neuro rehabilitation are shown. Complex work with patients by the multi discipline specialists' team is described. The importance of working not only with cognitive, but also emotional consequences of brain injuries is emphasized.
The ethnographic tradition in which this research was conducted requires the nurturing of close and trusting relations between researchers and respondents. Building and maintaining this level of closeness, it transpired, also demanded significant emotional labour from all those involved since it meant overcoming the mistrust and inequality that haunt the research process. We addressed this by modelling our relations with respondents on the everyday practices of the group itself. We also tried to move beyond a purely formal commitment to ‘equality’ in our relations by recognising the equal right of the respondents to question and ‘research’ us. Adopting such an approach, however, had an unanticipated consequence; our interlocutors persistently expected ‘something extra’ from us and, through tests and provocations but also demonstrations of affection, turned the research process on its head, making themselves the agents and us the dependents in the research relationship
School Achievements Monitoring Toolkit (SAM) is the attempt to develop an instrument of school achievements assessment through their measurement and qualitative (structural) characteristic. The object of assessment includes subject competences of primary school students, that reflect how well they acquire basic school subjects such as mathematics, native language, science. The theoretical base of the toolkit developed is laid by the theory of cultural development of a child, outlined in L.S. Vygotsky’s works and further developed by his descendents – D.B. Elkonin, P.J. Galperin, V.V. Davydov, etc. This theory suggests that learning as a necessary prerequisite of a child’s psychic development, involves acquisition of sign structures, which crystallize all the basic landmarks of generalized action patterns: a) external characteristics of classes of object situations and corresponding actions; b) understanding of relevant relations within this class of situations, which define direction and limits of possible transformations; c) the essence of the action pattern, i.e. contexts of its meaningful applications. These three types of landmarks are featured in the cultural action pattern simultaneously. Still when adopting the pattern the role of the cornerstone is taken on first by the external characteristics of the object situation, then the understanding of the relevant relations within it, and finally the corresponding sense field. These three types of action orientation serve as markers of cultural action patterns. SAM toolkit is principally characterized by developing tasks of three different levels clustered into groups (blocks) when developing tests for each school subject area. Each of these clusters functions as a detector of how well a certain subject area has been acquired. When developing each block a developer employs a system of indicators (a typology of tasks), which reflect the generalized criteria of action pattern acquisition outlined above. Thus structural approach to featuring test results offers wider possibilities of content-wise interpretation of test findings and qualitative characterization of the competence assessed. As described above, all tests can be considered as consisting of three subtests. Each subtest represents a set of items of the same level but different content areas. All subtests of the SAM tests measure related (but supposedly different), latent examinees’ characteristics. So, the tests in SAM are assumed to be multidimensional. There are different approaches of modeling such kinds of tests. The report will contain description of IRT-modeling results of different approaches – unidimensional, consecutive and multidimensional. It will be shown that unidimensional approach is the more appropriate for SAM test data. In order to conduct the results interpretation benchmarks were established on the basis of three-leveled model of testing. Benchmarks make it possible to distinguish examinees referring to 4 groups of level achievement. The report will contain description of methods of setting benchmarks, which were developed by authors. These levels of achievement compose the basic taxonomy of educational goals, which has a psychological background, i.e. it indicates cultural-psychological structures which are crucial for competence development from immature to mature stage. To sum up, the report will contain the results of conducted research of validation of established benchmarks.
The textbook includes texts and tests for preparing and assessing the knowledge of equally school chilldren and students in writing
grammar tests on Russian Grammar.
The present paper discusses perspectives of Activity Theory (AT) in the context of contemporary globalizing world, describing which we refer to the notion “De-structuralized modernity” (Sorokin & Froumin, 2020). Radical changes in everyday life challenge social sciences and humanities. Approaches are in demand, which have the potential to comprehend the changing human étant and éntre. We argue that Activity Theory has the potential to face these challenges. Leontiev’s AT grounds on the idea of qualitatively new mental features arising to deal with novel environmental challenges, which is much in line with J.M. Baldwin reasoning on evolution. AT also offers a method to prognosis the upcoming neoplasms. In the same time, applying classics of AT to the current reality, “De-structuralized modernity”, entails the need for new theoretical elaborations of the latter, stemming from the radical transformation of the relations between individual and socio-cultural environments. A unique societal context emerges on the global level, which, on the one hand, requires individual to adapt constantly to changing socio-cultural reality, and, on the other hand, dramatically expands his/her potential for proactive actorhood transforming surrounding structures. We argue that the major and novel challenge for the individual is the task of maintaining the integrity and coherence of the a) Self-identity and b) system of links in and with the socio-cultural environment - in their dynamics and unity. The notion of “culture” has particular relevance and importance in this context because it allows grasping simultaneously two dimensions in their dynamic dialectical interrelations. First, the “internal” (“subjective”, “in the minds”) and “external” (“objective”, material and institutional environment) realities. Second, individual (“micro”) and societal (“macro”) scales of human activities. Discussing the ways to understand these dynamics, we dispute the popular “constitutive view” on personality and refer to the concept of the “ontological shift” (Mironenko & Sorokin, 2018). We also highlight how technological advancements change and “expand” human nature making it capable to deal with the outlined new tasks.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.