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Regular version of the site
Of all publications in the section: 444
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Article
Бекова С. К., Терентьев Е. А., Малошонок Н. Г. Вопросы образования. 2021. № 1. С. 74-92.

The urgent transition to distance education in March 2020 revitalized the debate on the influence of a new educational reality on the educational inequality. A study was performed to measure the relationship between the difficulties experienced by students during distance learning and their socioeconomic status. Data from a nationwide survey of students administered in late March—early April 2020 by a team of researchers from a few Russian universities was used as empirical basis of this study. Results demonstrate significant differences in obstacles faced by students from families with different levels of income. Students from low-income families were the most likely to have technical and self-regulation problems and to lack skills required for effective distance learning. Findings indicate the importance of finding system-level solutions to ensure equal opportunities for students in distance learning, regardless of their socioeconomic status.

Added: Mar 17, 2021
Article
Александров Д. А., Иванюшина В. А., Симановский Д. Л. Вопросы образования. 2017. № 3. С. 183-201.

The authors examine the digital divides of the first and second levels and analyze the use of educational resources by Russian schoolchildren. Several specialized educational resources for schoolchildren are described. The first level digital divide is understood as unequal access to the Internet among different social groups; the second level digital divide means the differences in the practices of using the Internet. Empirically the study is based on two surveys of schoolchildren, conducted in 2014–2016 in St. Petersburg (94 schools, 3,739 pupils of the 10th–11th grades) and the Kaluga region (249 schools, 27,904 pupils of the 6th–9th grades). The results show no evidence of the first level digital divide in the megalopolis. In the Kaluga region, the differences in access to the Internet are due to the type of settlement (city-village), the family structure (two-parent/single-parent families), and the parental educational level. Schoolchildren living in a village with a less educated single-parent are in the most vulnerable position. No differences in Internet use were found between schoolchildren regardless of their family background, school type, or type of settlement, neither in the Kaluga region, nor in St. Petersburg. Most schoolchildren use educational resources, and the intensity of use increases with age. The most popular general purpose resource is Wikipedia; the most popular specialized resource for schoolchildren is Znanija.com. Only a small percentage of the surveyed schoolchildren (about 2%) use the sites that offer ready homework.

Added: Oct 10, 2017
Article
Капуза А. В., Керша Ю. Д., Захаров А. Б. и др. Вопросы образования. 2017. № 4. С. 10-35.

Dynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students’ educational attainment.

Added: Dec 17, 2017
Article
Правдина М. А., Борисова О. А., Наумова О. В. Вопросы образования. 2006. № 2. С. 133-147.
Added: Sep 8, 2014
Article
Кордонский С. Г., Плюснин Ю. М., Моргунова О. М. Вопросы образования. 2010. № 4. С. 54-69.

Education by observation: Students in research process The article argues for a new technology in teaching students of state and municipal management. The method is based on direct observation and description of management practices by students who lack any systematic research skills (the «naive observer» method). The authors ague that the use of this method allows to solve two types of problem at once: a pedagogical one and a scientific one. Students observe, and provide a description of, facts of the Russian provincial life without any interpretation whatsoever, which allows to obtain a picture of the social life that is closer to the reality than the one obtained by use of interpretational schemes of sociologists and journalists. It is only the latter picture that is currently used by the authorities as a basis for management decisions and for developing projects of social changes.

 

Added: Oct 18, 2012
Article
Лисюткин М. А. Вопросы образования. 2017. № 2. С. 74-94.

A number of national higher education systems have been facing consistent resource decline lately, which cannot but affect the resource base of particular universities. Importantly, while some universities suffer from resource decline, others demonstrate an improvement in or expansion of their resources. This is where a question, both theoretically and practically essential, is raised about the reasons for the dynamics of a university’s resource base and its specific components. The article explores the Russian higher education system as well as particular Russian public universities in terms of resource base dynamics. Financial, intellectual and infrastructural resources are analyzed as components of the university’s resource base. As a result, a group of universities characterized by the declining resource base has been identified and described in detail. Interviews with the representatives of those universities as well as a review of relevant foreign studies have provided the basis for the identification of the possible reasons for the resource base decline of particular universities, which include organizational, contextual and technological factors.

Added: Jun 23, 2017
Article
Великая Е. В. Вопросы образования. 2007. № 5. С. 5-9.
Added: Mar 8, 2009
Article
Андрущак Г. В., Натхов Т. В. Вопросы образования. 2010. № 2. С. 207-223.

Income expectations of school students entering Russian universities Studied are determiners of income expectation of Russian school students planning to enter universities. Data for the study are drawn from a survey of 1600 families conducted by the Laboratory for Institutional Analysis of Economic Reforms of HSE with the support of the Center for Fundamental Research at HSE in the spring of 2008 in major Russian cities. It has been discovered that two months before entering university, only 60 % percent of 11 th graders and their families have formed their expectations. The variation in income expectations depends on a number of variables, the most significant being the family income, the parents education level, the type of high school the student is graduating from, and the chosen program at a university. Families that have formed their expectations about the income in the post-university time, intend to send their children to major regional universities. Given that recently higher education has become virtually universal, this fact indicates that ideas about education qualities are becoming a significant differentiating factor of income expectation.

 

Added: Oct 18, 2012
Article
Мигунова Д. Ю. Вопросы образования. 2014. № 2. С. 180-198.

In the article describes different groups of MBA students, which expectations are connected with social mobility after graduation. The characteristics of these groups have been defined.

Added: Aug 12, 2014
Article
Южанинова А. В. Вопросы образования. 2014. № 1. С. 200-216.
Added: Apr 11, 2014
Article
Ионин Л. Г. Вопросы образования. 2006. № 4.
Added: Nov 5, 2009
Article
Абанкина И. В., Осовецкая Н. Я. Вопросы образования. 2008. № 2. С. 136-160.

The article reviews the principal existing approaches to estimating the needed number of Masters students and presents data on the first attempts at introducing Masters programs in Russia. The authors discuss specifics of Masters programs in countries with a considerable experience in two-stage education programs, including how to determine the share of Masters students in the student population. Using data on the dynamics of the number and age distribution of scientists, project engineers, and teachers at technological universities, the authors forecast the demand for graduates with Masters degrees in technology in the near future. They formulate the principal conditions for a university to open Masters programs. Calculations comparing the costs of Masters and Specialist training are presented.

Added: Oct 14, 2012
Article
Озерова О. К., Забатурина И. Ю., Кузнецова В. И. и др. Вопросы образования. 2012. № 3. С. 184-216.
On the basis of federal statistical monitoring results, data on state of educational institutions’ facilities are presented. Key figures concerning technical state of buildings, space utilization, availability of the public catering network and dormitories for students, provision of educational institutions with information and communication technology equipment and Internet access are given.
Added: Jan 15, 2013
Article
Меликян А. В. Вопросы образования. 2014. № 3. С. 100-117.

We present results of a study of 27 existing international university networks created in different years and comprising 1,119 member organizations from 117 countries. We have analyzed information both posted on their official websites and publicly available online, as well as annual reports on activities of international university networks, their strategic development plans, texts of partnership agreements, interviews with representatives of network partners and coordinators. We have identified and described the key features of international university networks as a form of inter-university partnership: pre-requisites for establishment, geographical location of partners, types of partner organizations, status of partners, entry barriers for new partners, specialization profiles, financing of activities, management of activities, forms of partner cooperation. We have also analyzed engagement of higher education institutions of different countries in the international university networks, particularly membership of the leading Russian universities in such networks and in other international educational associations. It appears that Russian universities are represented insufficiently in the international university networks. Accession is a challenging task that will require universities to apply considerable efforts, both organizational (overcoming entry barriers, negotiating with networks managers and partners, ensuring a certain level of openness in activities of the university, meeting the network requirements, performing the tasks assigned to network members on time) and financial (entry and annual fees, business traveling). Collaboration with foreign universities through network interaction will promote internationalization and quicker innovation of Russian universities, as well as learning of new working techniques and accumulation of resources and knowledge.

Added: Oct 10, 2014
Article
Косарецкий С. Г., Куприянов Б. В., Филиппова Д. С. Вопросы образования. 2016. № 1. С. 168-190.

Abstract. This paper presents the re￾sults of research on child involvement in supplementary education. This research was conducted by HSE in partnership with the Levada Center as part of the 2013 Education Markets and Organizations Mon￾itoring project. The survey covered over 2,000 par-ents of school students involved in supplementary education provided by various institutions. Correlations between various parameters of student involvement in supplementary education (the rate and continuity or discontinuity of service consumption, the choice of supplementary educa-tion programs and institution types, and the place of supplementary education during free time and holidays) and family characteristics (place of residence, financial status, and cultural and ed-ucational background) are analyzed. Some solutions are suggested on how to overcome difficul-ties produced by differences in pol￾icies and the real situation in the field of supplementary edu-cation. For instance, the authors claim that national policies oriented at children from vulnerable socio￾economic backgrounds and those living in rural areas should be a combination of two in-struments: information, which raises parental awareness of and motivation for their children’s supplementary education, and social support to disadvantaged families, including the introduc-tion of vouch￾ers for supplementary education services, setting quotas for publicly funded places in high-quality supplementary education programs, and targeted financing for sup￾plementary ed-ucation programs in rural schools and schools for difficult students.

Added: May 28, 2016
Article
Маслинский К. А., Иванюшина В. А. Вопросы образования. 2016. № 4. С. 8-30.

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The present study examines structural and socio-psychological factors affecting attitudes towards quitting the profession among school teachers. We explore effects of perceived workplace difficulties, employment opportunities, self-efficacy beliefs, and emotional attachment to the teaching profession. The survey was conducted among public secondary school teachers in Saint Petersburg, Russia (N = 730). The regression analysis revealed that self-efficacy beliefs and professional commitment are the strongest predictors for retention, some work-related stress factors contribute to the likelihood of switching profession, while the number of years of teaching experience and work experience outside of teaching have no effect. The results do not support the hypothesis that early-career teachers are more tolerant to switching professions. The implications for retaining teachers in the profession are discussed.

The present study examines structural and socio-psychological factors affecting attitudes towards quitting profession among school teachers. We explore effects of perceived workplace difficulties, employment opportunities, self-efficacy beliefs, and emotional attachment to teaching profession. The survey was conducted among public secondary school teachers in Saint Petersburg, Russia (N = 730). The regression analysis revealed that self-efficacy beliefs and professional commitment are the strongest predictors for retention, some work-related stress factors contribute to the likelihood of switching profession, while the number of years of teaching experience and work experience outside of teaching have no effect. The results do not support the hypothesis that early-career teachers are more tolerant to switching professions. The implications for retaining teachers in the profession are discussed.
Added: Dec 13, 2016