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Regular version of the site
Of all publications in the section: 442
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Article
Иванова Н. Л., Попова Е. П. Вопросы образования. 2017. № 1. С. 184-206.

Russian universities are tasked to reach the world level in the development of science and education, resulting in numerous innovations in them. Specificity of high schools staff is that highly qualified specialists, one of the characteristics that are open to the new. At the same time, researchers have observed resistance to innovation on the part of the faculty. Some researchers divide university teachers into two groups in terms of the basic identification: those who identify themselves with the organization, and those who are committed to the profession. At the same time it is concluded that the commitment of the teaching profession are more likely to support innovation. In contrast, the article argues that both the identification may be a factor as the resistance, and innovation. On the other hand, innovation resistance may be due to the scale and pace of change. In the case of permanent, large-scale changes destroyed the conditions of professional activity. This creates the need to choose between the organizational and professional identities, as well as a source of resistance to innovation on the part of the teaching staff. Resistance to innovation can be attributed not only the characteristics of the staff, as the scale and pace of change. In the case of permanent, large-scale changes destroyed the conditions of professional activity. This creates the need to choose between the organizational and professional identities, as well as a source of resistance to innovation on the part of the teaching staff. In our view, a significant problem for the university is to hold professionals who, first of all, identify themselves with the professional community. This problem is exacerbated in the innovation process. Under what conditions is a professional willing to identify themselves with the organization? When he is ready to support innovation? These are key questions in this article.

Added: Dec 10, 2017
Article
Эфендиев А. Г., Решетникова К. В. Вопросы образования. 2008. № 1. С. 87-120.

The article presents the results of an empirical study performed in 2004. After analyzing the collated data, the authors form a portrait of the professional practice of college teachers. They analyze the motivation and role patterns that serve as a conventional norm for college teachers. The external conditions of college teaching are investigated as well. The research has discovered both positive and negative tendencies in teachers professional activities. The authors have also been able to find ways of overcoming the problems they identified, and these approaches could enhance the ongoing reforms in higher education.

Added: Oct 14, 2012
Article
Сидоркин А. М. Вопросы образования. 2013. № 1. С. 136-155.

An accreditation system and professional standards of pedagogical departments are considered, as well as some innovations in teacher training in the USA. The experience of American higher education institutions is analyzed with regard to main guidelines of the pedagogical education potential reform in Russia.

 

Added: Aug 28, 2013
Article
Косарецкий С. Г., Пинская М. А., Пономарева Алена Александровна Вопросы образования. 2016. № 2. С. 100-124.
Added: Oct 21, 2016
Article
Чернобай Е. В., Ташибаева Д. Н. Вопросы образования. 2020. № 4. С. 141-164.

The results of the Teaching and Learning International Survey (TALIS‑2018) of teachers and school leaders are used to compare the teacher professional development systems in Russia and Kazakhstan. In particular, comparative analysis concerns the induction and mentoring programs for beginning teachers, the mechanisms of teacher professional learning, teachers’ needs for professional development, and barriers to the latter. TALIS‑2018 involved over 4,000 teachers from 230 schools in Russia and over 6,000 teachers from 331 schools in Kazakhstan. Two-stage probability (random) sampling allows extrapolating the survey results to the whole population of schools and school teachers in every TALIS participating country. It was established that neither Russia nor Kazakhstan engaged in monitoring or assessing the mechanisms of support for young and beginning teachers, and teacher evaluation did not require completing an induction or mentoring program. Development of mechanisms to ensure that professional learning programs satisfy teachers’ needs is a promising avenue for improving the system of teacher professional development. For this purpose, teachers in both countries are offered vouchers allowing them to choose professional development programs at their discretion. Overall, teachers’ needs for professional development are similar in Russia and Kazakhstan, as are barriers to their satisfaction.

Added: Dec 15, 2020
Article
Чернобай Е. В., Ташибаева Д. Н. Вопросы образования. 2020. № 4. С. 141-164.

The results of the Teaching and Learning International Survey ( TALIS‑2018) of teachers and school leaders are used to compare the teacher professional development systems in Russia and Kazakhstan. In particular, comparative analysis concerns the induction and mentoring programs for beginning teachers, the mechanisms of teacher professional learning, teachers’ needs for professional development, and barriers to the latter. TALIS‑2018 involved over 4,000 teachers from 230 schools in Russia and over 6,000 teachers from 331 schools in Kazakhstan. Two-stage probability ( random) sampling allows extrapolating the survey results to the whole population of schools and school teachers in every TALIS participating country. It was established that neither Russia nor Kazakhstan engaged in monitoring or assessing the mechanisms of support for young and beginning teachers, and teacher evaluation did not require completing an induction or mentoring program. Development of mechanisms to ensure that professional learning programs satisfy teachers’ needs is a promising avenue for improving the system of teacher professional development. For this purpose, teachers in both countries are offered vouchers allowing them to choose professional development programs at their discretion. Overall, teachers’ needs for professional development are similar in Russia and Kazakhstan, as are barriers to their satisfaction. Those needs should always be considered when updating the learning standards and curricula, especially with regard to such increasingly important aspects of teaching as critical thinking and the use of digital technology. Particular attention should be paid to the development of special education teacher skills.

Added: Jan 12, 2021
Article
Давыдова И. А., Козьмина Я. Я. Вопросы образования. 2014. № 4. С. 169-183.
Added: Oct 14, 2014
Article
Рамендик Д. М. Вопросы образования. 2011. № 1. С. 161-171.

Psychological markers associated with successful scientific work of biology students The paper report results from a psychological study of 90 biology students (Moscow State University) and five doctors of biology. Faculty expert opinions were used to determine ten most successful performers and ten poor performers among students. They were compared by several cognitive and personal factors. The paper shows that success in scientific work is connected not with separate cognitive, communicative and personal characteristics, but with their system interaction. When this interaction is not stable and optimal, efficiency of scientific work is low even if the level of personal development and cognitive abilities are relatively high. Keywords: science education, abilities for scientific work, cognitive abilities, personal characteristics, system of individual characteristics

Added: Dec 22, 2012
Article
Радаев В. В., Медведев С. А., Талалакина Е. В. и др. Вопросы образования. 2018. № 1. С. 200-233.

The discussion on My Five Major Challenges as a Teacher was the first meeting within professional development program for HSE faculty, namely, Teach for HSE. The program is designed to improve teaching skills and represents a working tool that will allow any committed teacher to either design a new course from scratch or to redesign an existing one. Participants will discuss teaching models adopted by the leading universities. In the first cycle, the focus will be placed on problem-based learning. The organizers hope that the program will stimulate an ever wider discussion on teaching to evolve. In this paper the reader is introduced to four personal reflections on teaching experiences by teachers in widely different domains: sociology, economics, political science, and English as a foreign language. Even though they have been teaching to college students for many years, every day they have to answer questions regarding what to teach, how to teach, what to teach for, and whom they teach.

Added: Apr 9, 2018
Article
Янбарисова Д. М. Вопросы образования. 2014. № 1. С. 217-237.

Nowadays, combining work and study is typical for both low-income students and those who are well off. Such students have an array of reasons to start working, from the ambition to get integrated into the job market and build a career to the desire to fill their spare time. The paper investigates how different combinations of work and study affect academic performance of students in their final years in Tatarstan higher education institutions. The author analyzes results of the first phase of ‘Monitoring educational and employment trajectories of school and higher education institution graduates’, the longitudinal studies initiated by NRU HSE in 2009. Two factors — employment schedule and the extent to which employment corresponds with what is studied — have helped single out five types of combining work and study. Different combinations reveal different levels of academic performance, different plans for the future, and somewhat different motivation to enter higher education institutions. A regression analysis has shown that only one type of combining work and studies, non-professional full-time employment, has a negative effect on academic performance. The rest of the student employment strategies haven’t shown any statistically important effect on performance. All other conditions being equal, professionally employed students perform better than non-professionally employed ones, and sometimes even better than those who don’t work at all. The perfect choice for students is professional part-time employment, when work becomes an additional source of knowledge and motivation to learn.

Added: Apr 11, 2014
Article
Бондаренко Н. В. Вопросы образования. 2013. № 1. С. 174-182.
Added: Jun 11, 2016
Article
Абрамов Р. Н., Груздев И. А., Терентьев Е. А. Вопросы образования. 2017. № 1. С. 88-111.

The article touches upon the changes in roles within the academic profession in Russia arising from the education and science reform. The analysis is made through the example of the National Research University Higher School of Economics (HSE). Both quantitative and qualitative data is used to suggest a typology of faculties based on their work time allocation. The typology includes five types of faculties: teacher researchers, teachers, researchers, “universal soldiers”, and experts. Different types show different levels of  atisfaction with their work time budget: those who do a lot of teaching and administrative work tend to be less satisfied. This can be explained by the changes in the system of faculty certification in Russia and by how academic staff responds to those changes. Interview results are used to highlight the typical work time allocation problems faced by faculties. Those include a low degree of freedom to manage one’s own work time, the lack of boundary in work-life balance, excessive teaching load, an increase in unscheduled tasks, and the problem of workload delegation requiring high research and management skills.

Added: Mar 30, 2017
Article
Пенская Е. Н. Вопросы образования. 2006. № 4.
Added: Nov 5, 2009
Article
Фрумин И. Д., Каспаржак А. Вопросы образования. 2012. № 1. С. 6-58.

This report was prepared by the expert group “The New School”. This group was formed in February 2011 on behalf of the Russian Prime Minister to develop proposals for the Russian government to adjust the Program of the long-term socio-economic development of the Russian Federation up to 2020 year (the “Strategy 2020”) in education which was introduced in 2008. The focus of this report is not only the formal education system but the whole sphere of socialization and education of children and adolescents up to 18 years. In the first part of the report the authors analyze the current situation in the Russian system of school education. The authors attempt to identify not only problems of the Russian school system, but its advantages and benefits, and compare both positive and negative sides with other major world trends in education. The second part briefly describes possible scenarios of the development of education and socialization in the medium term and formulates a list of necessary steps for the immediate future and up to 2020 year.

Added: Jul 24, 2014
Article
Тюменева Ю. А., Капуза А. В., Вергелес К. П. Вопросы образования. 2017. № 4. С. 150-170.
Added: Sep 26, 2017
Article
Корешникова Ю. Н., Захаров А. Б., Дудырев Ф. Ф. Вопросы образования. 2018. № 2. С. 228-253.

More and more middle school graduates opt for vocational schools every year. They are normally less academically successful students from lower economicand cultural backgrounds. Still, the vocational education system must provide the chance to have a quality general education to anyone who follows this trajectory after the ninth grade. The article uses findings of the Trajectories in Education and Careers longitudinal study to compare the important conditions of obtaining a general mathematical education, i. e. the professional and demographic characteristics of vocational and high school teachers and their teaching practices. The comparison reveals an inequality in students’ access to educational resources depending on the chosen trajectory.The differences revealed are related to the institutional characteristics of the two trajectories and make it possible to say that the latter embrace different types of general education.

Added: Aug 31, 2018
Article
Любимов Л. Л. Вопросы образования. 2005. № 4. С. 7-24.
Added: Jan 16, 2013
Article
Лебедев О. Е. Вопросы образования. 2013. № 1. С. 7-24.

The author’s views on the essence of educational objectives and outcomes, on their interrelation in the area of general education, on specifics of pedagogical goal-setting, on the structure of the hierarchical system of educational objectives have been forming throughout almost 60 years of professional educational work. He represents common objectives of school education as a three-level system: development of the ability to choose some lifestyle that is appropriate to the current society development trends; shaping the experience of solving cognitive, communicative and other problems relevant to students without assistance; learning of work methods that are applicable to school practice and beyond it. 

 

Added: Apr 27, 2013