• A
  • A
  • A
  • ABC
  • ABC
  • ABC
  • А
  • А
  • А
  • А
  • А
Regular version of the site
Of all publications in the section: 6
Sort:
by name
by year
Article
Воронина Е. А., Курьян М. Л. Science for Education Today. 2019. Т. 9. № 3. С. 42-57.

Introduction. The study looks into the issues of student-faculty interaction outside the classroom. The research aims at investigating its specific features in terms of perception and actual experiences of the participants.

Materials and Methods. The research utilized interpretation, analysis and generalization of the existing body of scholarly literature on the problem under investigation. As the methodological framework of the study socio-psychological approach was used, positing that the interpersonal context plays a significant role in the development of beliefs and values of the participants of social interaction. A questionnaire was prepared to collect data from students and academic staff. The design was identical for both groups of participants with variations in the word choice made where appropriate. The study involved 148 Bachelor students and 35 academic staff members of the National Research University Higher School of Economics in Nizhniy Novgorod. The feedback from the two samples was analysed and then compared to establish the points of convergence and divergence.

Results. The research identified specific features of students’ and academics’ perception of out-of-class contact and pinpointed its most and least preferred forms, as well as most and least frequent types. The analysis shows that there is a discrepancy between the reported interest in out-of-class interaction and the actual experience in it among students and academics. The preferences and experiences of both groups of respondents are rather similar and formalized.

Conclusions. The authors conclude that out-of-class contact between students and academic staff members has specific characteristics which influence its nature and frequency.

Added: Jul 28, 2019
Article
Буркова В. Н. Science for Education Today. 2020. Т. 10. № 6. С. 74-99.

The perception of own position in a social group, as well as an assessment of the position of other people, are of great importance for the successful adaptation of individual in society. The purpose of this work is to study the relationship between body size (height, weight) and the social status of schoolchildren in group of peers. The objectives of the study included differentiation of the social status of students in school, gender and age differences of popularity, analysis of the relationship between social status and body size with control by sex and age.

Materials and MethodsThe data was collected among schoolchildren in Moscow 10-18 years old. 1077 people (507 boys and 570 girls) were examined. At the first stage of the research procedure, all students completed a demographic questionnaire (gender, age, ethnicity). The sample included only Russian schoolchildren (using self-esteem). For assessing of child's social status we used a peer-esteem method: each participant was assigned an appropriate rank (rating) within the class. Next, anthropometric measurements of the total body dimensions of each respondent were made - body length, body weight, followed by the calculation of the body mass index (BMI).

Results. Data analysis showed the presence of significant morphological predictors of height, weight and BMI for social status in adolescence. The most popular schoolchildren aged 12-13, 14-15 years old were taller and larger than their classmates, and the shortest and thinnest, on the contrary, had a low status. This dependence was more pronounced in boys than in girls. Our results show that underweight adolescents are no less vulnerable in peer assessment of their social status than overweight students.

Conclusions. The results obtained deepen our understanding of the relationship between body size and social status and the related problems of victimization and aggressive behavior in adolescent groups. These data can be used in the development of preventive programs to reduce bullying at school.

Added: Feb 1, 2021
Article
Смирнова Н. В., Баграмова Н. В. Science for Education Today. 2018. Т. 8. № 6. С. 201-215.

Introduction. This study represents the first stage in a larger study where we address the problem of teaching writing in a foreign language as a social practice within changing higher education context in Russia. The aim of the study is to identify core values and levels of motivation, self-regulation and self-reflection skills, as well as core writing skills, which together characterize writing as a type of social practice, with first-year undergraduate students at a non-linguistic university. Materials and Methods. The study is based on activity theory and the communicative approach to foreign language acquisition as well as on the ideas from the field of Sociolinguistics. Three empirical instruments have been developed: a self-evaluation questionnaire (students’ values and incentives for writing), a self-evaluation questionnaire (self-regulation and self-reflection on writing), and a written test. Results. The authors have studied the notion of writing as a social practice and defined its values and meaning, motivation, cognition and behavior aspects in order to develop the empirical tools for the study. Drawing on the questionnaire and written test data sets, we have revealed the absence of core values and motivation, which influence how an author represents his/her identity in a written text during the process of meaning making. A low level of self-regulation and self-reflection within a text production cycle among the students have also been revealed. The written test data indicate that even if students meet grammar and vocabulary accuracy criteria, they still have poor skills of reasoning and applying counter arguments, structuring the text as a single unity at micro and macro levels, using cohesion devices and expressing the their stance according to the field of knowledge. Conclusions. The authors conclude that first-year students at a non-linguistic university fail to demonstrate the core values, motivation, self-regulation and self-reflection as well as academic writing skills, which characterize writing as a type of social practice, based on certain values and meaning making process, motivation, cognition and behavior.

Added: Dec 30, 2018
Article
Морозова В. С., Дондоков Д. Д. Science for Education Today. 2020. Т. 10. № 2. С. 167-186.

Introduction. The authors analyze sociocultural mechanisms of cross-border interaction between Russia and China in the light of emerging international research and educational environment. The paper aims to identify key features of integrated cooperation in the fields of research and education in the sociocultural environment of Russia-China border region and to establish the grounds for using its potential in the practice of Russian and Chinese educational systems co-development. Materials and Methods. The article reviews a number of Russian and international refereed studies into sociocultural specifics of educational cooperation, partnership agreements, agreements in the field of research and education cooperation and employs sources included in international scientific databases. The authors use the results of the field research conducted between 2015 and 2019 in the border territories of Northeast China. The study is based on the principles of philosophical reflection and the dialogue of cultures. The main research approaches include sociocultural, cultural-philosophical and cultural-semiotic ones. Cluster and glonacal (global + national + local) approaches are partially employed as the groundwork for future studies. Results. In order to identify the specifics of research and educational integration of educational systems belonging to different cultural-civilizational types, the authors have analyzed the processes of interaction between Russia and China in the field of science and education in cross-border regions. The article provides the case of a regional pair: Zabaykalsky Krai (Transbaikal Region) in Russia and Dongbei Region in Northeastern China, People's Republic of China. Main forms and trends in Russia-China cross-border research and educational cooperation are identified and examined. Sociocultural grounds are established in the scope of distinguishing factors which complicate research and educational practices integration. The authors clarify the significance of universities' participation as the main actors of research and educational cooperation in cross-border regions. As a result, the study has identified the specifics of Russia-China research and educational cross-border integration with an emphasis on its institutionalization in a relevant form of an academic cluster. Conclusions. Summing up the results of Russia-China cross-border research and educational cooperation complex comparative analysis, the authors have identified its sociocultural specifics and establish the grounds of using its potential in the practice of Russia-China educational systems co-development.

Added: Aug 25, 2020
Article
Шмакова А. С. Science for Education Today. 2016. № 6. С. 32-52.

Among various types of rituals that emerged in the mainstream culture of East Asia, the “incense burial” ritual 埋香 (Chin. maixiang, Kor. maehyang) holds a prominent place. It is connected with agar wood (Aquilaria agallocha Roxb.), which has long been well known in Eastern countries. Originating from South China in ancient times as a funeral ceremony when a dead body was surrounded by aromatic timber chips, the “incense burial” ritual failed to develop in China. Since the 7th century in Chinese literary tradition, the term “incense burial” was mentioned as “to bury a beauty”, or “to bury a beautiful young woman”. As said above, the tradition of “incense burial” hasn’t been well developed in China or on Japanese islands, but it was broadly spread on the Korean Peninsula, especially from the 8th to the 14th centuries; the period considered as the medieval times of Korean history. The article declares that the “incense burial” ritual involves two stages: the ritual burial of aromatic wood in the ground with the aim of “wearing out” and possibly accompanied by kindling, as well as the installation of a stone stele 埋 香 碑 maehyangbi in honor of this event. Both stages could be separated in time by tens and hundreds of years. The authors of the article define the typology of the maehyangbi steles found so far in the south of the Korean Peninsula, which reveal their value as important historical, archaeological and epigraphic monuments, consider a close relationship between the maehyang ritual and Buddhism (in particular, with the cult of the Buddha Maitreya), and designate a similarity of cultural and historical processes in the culture of Eastern Asia.

Added: Oct 10, 2019