Proceedings of the First International Symposium on Pedagogical Research
Proceedings of the First International Symposium on Pedagogical Research, which took place in Togji University, Shanghai on November 14-15 2013.
The article describes action research that examines the current assessment practices in tertiary education institutions in Russia characterized by controversy between the deep-rooted practices of summative assessment of knowledge and the need to introduce formative assessment based on learning outcomes aimed at assessing competences. Based on the interpretation of the data obtained from a survey of tertiary teachers of English for Specific Purposes, a country-specific syllabus is proposed to compensate for the lack of assessment practices awareness and experience, which is to be piloted at the National Academy of Teacher Development in Moscow
The article discusses the issues of compliance with ethical principles and norms in pedagogical research in the context of the problem of scientific research quality. The main ethical principles of scientific research and ethical violations are illuminated. It is argued that the existing in Russian universities model of organization of scientific research, according to which the control over their ethical side is divided between a researcher, his or her scientific supervisor, reviewers of scientific papers (or opponents on defense of theses) is ineffective. It is noted that the world practice follows the way of creating special units in educational organizations -research ethics committees (com-missions).The results of monitoring of compliance with ethical principles and norms of scientific research by master students that has been carried out by Psychological and Pedagogical Research Ethics Committee created at the Moscow City University are described. A number of measures are proposed for the prevention and control of ethical violations in pedagogical research at the university level.
The article presents ways to optimise ELT in higher education in conjuction with the new Russian federal Educational Standards based on competence-based education.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.