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.
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 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
Th e gap developing for several decades between the university graduates’ qualifi cation and the requirements of the labor market sets the problem of using the project-based learning method in higher education. Th e article is devoted to the analysis of results while implementing the project-based approach in higher education as well as revealing problems connected with the transition from traditional educational techniques to project-oriented teaching and learning.
he article considers the main stages in the development of educational programs for parents in Europe, USA and Russia. The authors trace changes in the content of the programs from the emergence of the first schools for mothers, focused on informing parents in the field of hygiene and health issues, till the emergence of parenting trainings for the development of parental competencies and skills. Currently the main trend in the development of educational programs for parents is their orientation to the personality of the parent. The article explains the use of the category of parental self-efficacy for designing educational programs.
This article examines the effectiveness of analytical reading in English as a method of teaching students of non-language specialties. The issues of using this method are investigated, its specificity and advantages are revealed. In addition, the results of the experiment are given, which made it possible to determine the effectiveness of analytical reading in English as a teaching method.
In the article existing approaches to definition of concepts “independent work”, “independent activity”, “creativity”, “creative independence”, “creative activity” of the student are considered, their author's interpretation is offered. Conditions for the effectiveness of the system of organization of independent educational and cognitive activity of students are determined; the role of independent educational and cognitive activity of students when learning a foreign language in the formation of a creative professional personality of a specialist is substantiated; the strategy of transition from independent work of students to their creative activity is offered.
The approach to the assessment of educational outcomes in the educational system of England is under consideration. Alternative assessment methods such as formative assessment and assessment for learning are in focus. The importance and effectiveness of implementation of these methods are emphasised. The possible use of formative assessment in the Russian educational context is discussed.