Измерение студенческой вовлеченности: основные методы и их ограничения
The article presents ways to optimise ELT in higher education in conjuction with the new Russian federal Educational Standards based on competence-based education.
The description of the software with a free code and technology of its application in educational process is resulted.
The author deals with the issues related to existence of non$state juridical education, noting its potential, and in some point its superiority over state juridical education. Introduction of non$state juridical education in the author’s opinion, may take place only in case of active participation of the state which can render certain assistance and support. The author answers the questions which evidence against non$state juridical education, presenting counterarguments which defend it. The author also writes that non$state higher juridical education must receive the state recognition and gives a list of measures aimed at gaining such recognition by non$state juridical institutions of higher education.
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.