The article analyses the applicability of the Liberal Arts model to Russian higher education. The overview of the main features of the Liberal Arts education is provided both from administrative and pedagogical perspectives. The article focuses on the challenges Russian higher education may face if the features of the model are thoughlessly copied and the local context is not taken into consideration.
The article analyses the tradition of writing abstracts of theses for the degree of the candidate / doctor of pedagogical sciences in terms of quality of information reported on the results of research.
The present article is an attempt to define the anticipatory competence of international students depending on their culture. The base category in our research is the idea of anticipation. Anticipation is understood as an ability of a subject to act and make decisions with a certain space-time prediction of events expected in the future. As a result of the study, significant differences in the personality-situational and temporal component of anticipatory competence were revealed. The communicative aspect of anticipation and the ability to predict situations related to communication among representatives of highly contextual and reactive cultures are less expressed than among representatives of polychronic and polyactive cultures. At the same time, the respondents belonging to the highly contextual and reactive culture are more able to predict the flow of time and accurately distribute it. Personality-situational anticipation competence is more expressed among studets from former CIS countries, and temporal – among Chinese students.
The article examines main types of assessment programs (classroom assessment, public exams, large-scale assessment), presents some examples from international and Russian experience. Moreover, in the article discusses actual scientific and practical problems which should be taking into account within development effective system of education quality assessment.
Th e article analyses professional preferences of school graduates before the Great Patriotic War, their expectations concerning prospective professional activity and the infl uence of the Communist idea on their choice. Interpreted as a cause of innovative thrust, this idea stimulated ranking professions on the basis of their creative potential and the idea of serving the future.
Evidence-centered design is traditionally implemented to develop assessment materials and tools. Th is paper discusses how evidence-centered design can be applied to language course development in a university context. For this purpose the models of the fi eld, the student and the task were built. Th e model of the fi eld is based on local, state and international standards. Th e student model put forward in the paper was designed via the three-step analysis conducted at the School of Foreign Languages of Higher School of Economics. Th e student model provided the designers with the evidence that allowed them to make the course relevant to the students’ needs and to ensure learners’ engagement and motivation. Finally, the task model integrates both what standards require and what students see as relevant and motivating. Such modelling supports course design on content and pedagogical levels. It can be used when language courses for the university context are developed.
Different approaches to preventing adolescents’ involvement in criminal and delinquent communities are reviewed in the article. State actions and practices of local communities are analyzed. Main types of prevention practices (early prevention and intervention programs) are discussed; online prevention tools are mentioned.
The current article is aimed at identifying changes in the professional activities of teachers. Th e authors analyze teacher professional roles in distance learning. In addition, the article presents the results of research of changes in teacher professional roles in the context of an unexpected transition to distance learning during the coronavirus pandemic.
This article considers the main principles of designing innovative learning environment to meet the needs of global labour market. OECD documents on the study of the innovative learning environment were examined. The OECD classification of the main learning principles and indicators of their application were considered. The principles and indicators were implemented in the analysis of the learning environment at National Research University Higher School of Economics.
Th e aim of the study is to explore the levels of reading literacy of Russian fi rst-year university students both in Russian and in English in a bilingual learning environment. We have developed an instrument using PISA reading literacy test in order to assess reading skills and reading literacy of students in their native and foreign languages. Th e study reveals that reading literacy levels in Russian is higher than in English, yet it reaches the highest levels of text interpretation and evaluation in neither of the languages.
The article discusses the lack of effective practices for school educational program development in Russian educational system. As an alternative to the existing practice, we suggest to consider a tool named curriculum mapping that is widely used by foreign schools for program development and optimization. A review of different aspects of this tool presented in the article allows to see how it can be applied in the Russian reality.
We demonstrate that the school curriculum documents, as it currently exists in Russian schools, tends to duplicate the Federal State Educational Standard and often does not reflect the special aspects of the implemented curriculum in a particular school. Curriculum mapping, on the other hand, allows to document the real educational process and involve the whole teaching staff in the work on its optimization. The article describes the basic principles of curriculum mapping and provides examples of curricular maps. To prove the effectiveness of the tool for improvement of the student learning outcomes, a review of previous studies is presented.
Curriculum mapping is compared to the actual practice of program development adopted in Russia, which reveals a range of advantages of this method. Curriculum mapping allows to fill in the gap between the official and the implemented curricula, to align the actual educational process with the standards, to involve teachers in the educational program development. Moreover, it provides space for the interdisciplinary connections. The relevance of these features for the Russian educational system is emphasized.
The article discusses the theoretical basis of an integrated approach to foreign language teaching, the issues related to teaching a foreign language for professional communication in nonlinguistic higher education institution, the necessity of creating an appropriate educational - methodical support of independent work of students. The author suggests a concept of the structure and content of educational materials aimed at the formation and development of professionally oriented language skills covering aspects of receptive and productive language activities in French