Организация самостоятельной работы студентов (дебаты на английском языке)
The need to foster critical thinking has long been one of the key issues in education. It is essentially vital nowadays against the background of an increased volume of cross-cultural communications due to the present-day demand for collaboration to tackle pressing global issues through joint efforts of different nations. While the format of debates has been recognized by researchers as one of the most efficient tools of setting off critical thinking, it is up to the new technologies in education to make it possible to bring this platform to a cross-cultural level. Since a cross-cultural dialogue in most cases supposes the mastery of a foreign language, e-learning in the form of cross-border video-conference debates present an invaluable opportunity for educators to enhance the pedagogy of foreign language acquisition around the globe. The present paper focuses on a case-study of an on-going project of implementing the tool of synchronous cross-cultural video-conference debates.
In response to a growing demand for highly proficient speakers of foreign languages, both from private and government sectors, an added emphasis has been placed on developing communicative skills in the foreign language classroom. While time in a target language culture certainly plays a valuable and needed role, this research demonstrates that innovative curricular design and development in the university foreign language classroom can equal if not exceed uptake that occurs in extended immersion environments. A thorough description of the research design is provided, including the application of lexical items (connectors), listening, reading, written exercises, and videoconference debates involving students from National Research University Higher School of Economics in Moscow, Russia and Brigham Young University in Provo, Utah. Assessment instruments used to measure language uptake among students included pre- and post-written proficiency testing and oral proficiency interviews in one’s respective target language as administered by certified American Council on the Teaching of Foreign Languages (ACTFL) raters. In addition, students completed a background language questionnaire designed to elicit data relative to individual learner motivation.
The article considers the questions of the use of educational tests for the formation of the skills, systematization of knowledge and monitoring the results of teaching mathematical disciplines at National Research University Higher School of Economics – Perm branch. Presents the technology of the use of educational and methodical complex consisting of multilevel thematic tests according to the main sections of the course of the higher mathematics. The author shares the experience of using tests in teaching of a course of the higher mathematics in an economic university. It is proposed to use the educational tests not only for monitoring the results, but as a training tool for systematization of knowledge and organization of independent activity of students, including their out-of-class work.
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.