The article represents selective results of a survey, showing the influence of career attitudes of high school students on the quality of their academic capital. The definition of “school graduates” academic capital” is offered. As a tool to determine career orientations the E. H. Schein's questionnaire “Career Orientation Inventory” was selected, that was modified to use in the studied cohort of seniors. The authors test three hypotheses about career attitudes of high school students within the framework of academic capital cumulation. They provide the ground for rejecting the hypothesis of impact of high school students' career attitudes on their academic capital.
The article describes the results of the research aimed to compare mathematics practicing teachers' beliefs about general approaches on teaching and learning, their beliefs about mathematics teaching and learning and their real classroom practice in four countries: Estonia, Latvia, Finland and Russia. NorBA (Nordic-Baltic comparative research in mathematics education) questionnaire was used in this study. There were obtained statistically significant differences for all analyzed scales. Math teachers' general beliefs about teaching are related with their view of effective mathematics teaching. Teachers' beliefs are realized in their classroom practice. Russian teachers demonstrated a significantly higher level of constructivism both in general approach of teaching, and in beliefs about effective teaching of mathematics. However, a third of Russian teachers are referred to a group of traditionalists.
The article examines main elements of the national assessment program SIMCE in Chile. Among these elements are goals of the SIMCE, users of assessment results, information dissemination strategy, forms of information, information products and their characteristics.
By the end of primary school children acquire all the basic literacy and numeracy skills, but proficiency level of these skills varies greatly among children. SAM (Student's Achievement Monitoring) allows us to define the students’ proficiency level accurately. This article gives a brief overview of the toolkit, and describes the results of testing in one region of the Russian Federation. It also investigates the characteristics of the educational environment, which may be associated with the students’ test results.
This article describes the application of a tool for measuring initial cognitive level of first graders and their progress during the first year of school education (iPIPS) as a source of objective information to be used to make reasonable decisions in education sector by the example of the city of Sevastopol. Efficiency estimation results are provided for the equipment granted as part of Modernizing Regional Education System project (MRES). 655 pupils from Sevastopol schools taking part in MRES project were subjects of the research. It was discovered that the given equipment does not significantly increase first graders’ progress. To interpret the received results a qualitative study was conducted and potential reasons for low efficiency of interactive learning tools were determined.