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Regular version of the site
Of all publications in the section: 443
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Article
Антипкина И. В., Кузнецова М. И., Карданова Е. Ю. Вопросы образования. 2017. № 2. С. 206-233.

This study looked at the effects of phonological preparedness and vocabulary size in children, who just started primary school, on their progress in reading at the end of the first grade while controlling for other factors that can be related to increasing or decreasing reading achievements (such as SES, parenting activities and noncognitive development of children). The study was conducted using data from the iPIPS project which assesses the preparedness of children for schooling and their progress at the end of the first school year. The sample consisted of 2740 first-graders living in two large Russian cities (Krasnoyarsk and Kazan) whose reading skills were assessed twice, at the beginning and at the end of the 2014–2015 school year. The results demonstrated that low levels of phonological ability and vocabulary are related to lower results not only for those who just started learning to read (as is suggested by the theoretical framework of reading skills acquisitions) but also for children who already have basic reading skills or read well. To compensate for this, special teaching approaches might be needed. Among family factors the main predictors or reading results were the level of the father’s education and language at home. Parenting activities related to reading were divided into informal (reading a book, discussing a book, reading street signs out loud during walks etc.) and formal (deliberate teaching of letters and writing letters or words), with informal activities being a significant predictor of reading outcomes at the end of the first year. Conclusions and limitations of the study are discussed.

Added: Oct 17, 2017
Article
Константинов Г. Н., Филонович С. Р. Вопросы образования. 2007. № 1. С. 49-62.
Added: Dec 10, 2014
Article
Рощина Я. М. Вопросы образования. 2006. № 1. С. 347-369.
Added: Oct 21, 2009
Article
Каспржак А. Г. Вопросы образования. 2009. № 3.
Added: Apr 21, 2011
Article
Левинсон А. Г., Стучевская О. Вопросы образования. 2006. № 3. С. 454-468.

The changes in the education system are put by the authors into a broader framework of urbanization and postindustrialization. The analysis of intentional and spontaneous actions in the sphere of education is based on data obtained by polling students, parents, teachers, and school principals. Particular attention is given to the school as a social institute. The article analyzes the potential of this institute to absorb the innovations being introduced, discusses its interaction with society, and the necessity of school reform.

Added: Oct 28, 2015
Article
Пинская М. А., Косарецкий С. Г., Фрумин И. Д. Вопросы образования. 2011. № 4. С. 148-177.

The authors present results of a study which was conducted by the Institute for development of education (Higher school of economics) in 2009-2011 years. The study was concerned with the problem of inequality in education and its aim was to find out the causes of formation of a segment of schools with persistently low educational outcomes, to develop methods and tools to diagnose their problems and deficits and to design programs which could help such schools to turn to efficient mode. The study was based on statistical analysis of data on human and material resources, children achievements and contextual characteristics of 1500 schools in three Russian regions. It also included an in-depth study of a sample of 20 schools. The focus of this study was school educational strategies. Authors used a model of «effective schools» for analysis of school education policy and strategies. The study was carried out in collaboration with the Institute of Education, University of London.

Added: Jul 24, 2014
Article
Пенская Е. Н. Вопросы образования. 2010. № 1. С. 257-280.

The article analyzes the emergence of the market of school literature textbooks in Russia starting from 1990s. In particular, analyzed is the role of competitions of education literature as a means of introducing innovations in humanities education. Their efficiency in various aspects is evaluated. Discussed are results of education publishing reform and the resulting circle of publishing houses and authors producing school literature textbooks.

 

 

Added: Oct 18, 2012
Article
Чиркина Т. А., Хавенсон Т. Е. Вопросы образования. 2017. № 1. С. 207-229.

School climate is a significant factor of educational achievement. However, relevant research in Russia is difficult due to the absence of instruments. The paper peeks into the history of the notion of school climate, discussing approaches to defining the term. It also describes the most widespread questionnaires used to measure school climate and provides an analysis of their components. The empirical study is based on the student questionnaire used by the Programme for International Student Assessment (PISA), which should ideally allow measuring a number of school climate aspects. A psychometric analysis based on the methods of confirmatory factor analysis and modern test theory reveals that the structure of school climate indices is different from what questionnaire designers expected it to be. It can not be clearly determined whether the questions reflect the school climate indicators that the questionnaires were supposed to measure. Some statements are worded in such a way that most school students should either agree or disagree with them, without showing any difference in their attitude toward the subject. The scale is unbalanced for the majority of items. The article suggests making some specific steps to improve this instrument

Added: Mar 31, 2017
Article
Гер Г., Косарецкий С. Г., Кудрявцева А. А. и др. Вопросы образования. 2021. № 2. С. 243-260.

Edutainment centers, i. e. centers that both educate and entertain, have sprung up across the globe since the 1970s. At the end of the 20th century, a new type of such centers emerged: theme parks for children, KidZania being the first of its kind and the most global one. Through the example of KidZania, this study examines the characteristics of theme parks that have made them popular among children and their parents as well as the role of such parks in today’s urban learning ecosystems. The paper also explores how the relationship between entertainment and education and the one between the commercial and educational components of edutainment centers affect the current state and development prospects of the sector

Added: Jul 22, 2021
Article
Ларионова В. А., Семенова Т. В., Мурзаханова Е. М. и др. Вопросы образования. 2021. № 1. С. 138-157.

As Russian universities switched to distance education in March 2020 to prevent COVID-19 from spreading, self-paying students started questioning the fairness of tuition fees during this period. They filed petitions, emphasizing that distance learning could not be equated to face-to-face instruction, that educational services were not delivered to the full extent, and that educational quality had decreased. On those grounds, students required cutting the tuition fees down to the size of those in part-time or extramural education. To understand whether universities can afford making this step, we undertake to measure the price that they have paid for the transition to distance learning.

For this purpose, we use data from a survey of faculty teaching and curriculum organization practices carried out at a federal university between March 23, 2020 and June 21, 2020, which involved 4,099 faculty members, as well as financial records of some departments within that university. Findings show that teaching workload reduced by 15% with distance learning during the pandemic, and student–faculty interactions decreased 1.7 times. However, the overall amount of faculty workload increased by 50%, first of all due to a 2.5-time rise in curriculum organization activities. Therefore, transition to distance education led to a significant increase in faculty workload, student contact hours remaining at the same level. Furthermore, the university invested heavily in the transition and support for the learning process during the pandemic, in particular by financing the establishment of a new department for digitalization of learning processes.

An inference is made that distance education imposed by the pandemic is not restricted to part-time or extramural studies. Decisions about cutting tuition fees for self-paying students should be made at the institutional level, with due regard for faculty workload and digitalization costs.

Added: Jan 19, 2021
Article
Михеева С. А., Журкина О. А. Вопросы образования. 2019. № 4. С. 231-253.
Added: Mar 25, 2019
Article
Александров Д. А., Иванюшина В. А., Казарцева Е. В. Вопросы образования. 2015. № 2. С. 173-195.
Added: Jun 11, 2015
Article
Захарова У. С., Вилкова К. А., Егоров Г. В. Вопросы образования. 2021. № 1. С. 115-137.

Transition to distance learning during the COVID‑19 lockdown in spring 2020 was a challenge to the education system in general and higher education in particular. Applied Sciences were unanimously recognized as the most affected due to their focuson practical skills, being closely tied to the institutional infrastructure, and a moderate curriculum digitalization. This article describes student experiences during the spring semester of academic year 2019/20, using data obtained from 30 interviews with students in Engineering, Technology & Applied Sciences, Health & Medical Sciences, and Arts & Culture degrees. Delivery of lectures and practical classes, placements, dissertations, and faculty–student interactions are analyzed. Findings are consistent with the widely discussed perception of education during the pandemic not as distance learning but rather as emergency remote teaching that requires supportive measures to compensate for time loss in learning as well as solutions to technical and methodological issues.

Added: Mar 19, 2021
Article
Акишин И. А., Горяйнова В. А. Вопросы образования. 2010. № 1. С. 151-189.
Added: Feb 2, 2016
Article
Кудюкин П. М., Шувалова О. Р., Железов Б. В. Вопросы образования. 2009. № 2. С. 187-210.
Added: Jan 26, 2010
Article
Любимов Л. Л. Вопросы образования. 2011. № 2. С. 193-204.

Author discusses the most important and controversial issues associated with the project of educational standards for high school: a paradigm shift from "vseobuch" to "actionism", the need for teacher retraining, the changing nature of public control over the school and also the question of when new standards should be the implemented. Special attention is paid to the basic curriculum: subjects studied at a basic or advanced level; the need to reduce the number of existing subjects; rationality of the choice of subjects, which are assumed to be compulsory by the standards. Author also notices that one of the strengths of the new standards is moral and personal development of students.

Added: Sep 15, 2012
Article
Абанкина И. В., Родина Н. В. Вопросы образования. 2017. № 4. С. 60-82.

This article explores opportunities in using performance-based contracting as a tool for internal recruitment and a means of solving problems that preschool educational institutions face in their development. Kindergarten staff underwent little change for decades. Sociological surveys revealed the first shifts in the motivation of preschool teachers after some large-scale salary increase measures in education were undertaken. According to the Monitoring of Education Markets and Organizations, only 60% of preschool teachers wanted to continue working for their institutions in 2007–2011, while 40% felt like changing their jobs. In 2016, 78% of kindergarten teachers did not want to quit: they had new incentives and an interest in professional growth, their work had become more creative, and interest in work had come to the fore. The findings give reason for considering further support of the salary reform feasible in order to change the nature of preschool teaching as a strategic vector of development in this education sector. As the course of the preschool teacher salary reform has been analyzed and the major trends in changes in institutions that applied performance-based contracting in 2012–2016 have been identified, the conclusion is made that further implementation of performance-based contracts is possible provided that performance criteria recommended “from above” are specified wisely at the level of individual educational institutions and adjusted to kindergarten-specific development strategies. Personnel policies are becoming a resource in the transformation of preschool education content and its orientation towards the development of 21st-century skills.

Added: Jan 11, 2018
Article
Абанкина И. В., Родина Н. В. Вопросы образования. 2017. № 4. С. 60-82.

This article explores opportunities in using performance-based contracting as a tool for internal recruitment and a means of solving problems that preschool educational institutions face in their development. Kindergarten staff underwent little change for decades. Sociological surveys revealed the first shifts in the motivation of preschool teachers after some large-scale salary increase measures in education were undertaken. According to the Monitoring of Education Markets and Organizations, only 60% of preschool teachers wanted to continue working for their institutions in 2007–2011, while 40% felt like changing their jobs. In 2016, 78% of kindergarten teachers did not want to quit: they had new incentives and an interest in professional growth, their work had become more creative, and interest in work had come to the fore. The findings give reason for considering further support of the salary reform feasible in order to change the nature of preschool teaching as a strategic vector of development in this education sector. As the course of the preschool teacher salary reform has been analyzed and the major trends in changes in institutions that applied performance-based contracting in 2012–2016 have been identified, the conclusion is made that further implementation of performance-based contracts is possible provided that performance criteria recommended “from above” are specified wisely at the level of individual educational institutions and adjusted to kindergarten-specific development strategies. Personnel policies are becoming a resource in the transformation of preschool education content and its orientation towards the development of 21st-century skills.

Added: Oct 31, 2018