Университеты в условиях рынка. Коммерциализация высшего образования
The article is devoted to assessment of campus climate towards LGBT in Saint Petersburg universities. Derogatory laws and public rhetoric towards LGBT in Russia stipulate significance of the topic. Empirical data reveal a generally unwelcoming campus climate in the universities with few exceptions. Students, professors and faculty engage in maintaining stereotypes about LGBT. LGBT issues are hardly ever studied as part of student research efforts or embedded in curriculum content.
The paper addresses the questions of data science education of current importance. It aims to introduce and justify the framework that allows flexibly evaluate the processes of a data expedition and a digital media created during it. For these purposes, the authors explore features of digital media artefacts which are specific to data expeditions and are essential to accurate evaluation. The rubrics as a power but hardly formalizable evaluation method in application to digital media artefacts are also discussed. Moreover, the paper documents the experience of rubrics creation according to the suggested framework. The rubrics were successfully adopted to two data-driven journalism courses. The authors also formulate recommendations on data expedition evaluation which should take into consideration structural features of a data expedition, distinctive features of digital media, etc.
This work presents a widely discussed topic in both bilingualism and creativity research that comes from pedagogical considerations. The research conducted by the author over the last decade has delivered a solid argument that speaking more than one language facilitates an individual’s creative capacities. The author has expanded the scope of his research and implemented these findings in education. His new approach includes teaching strategies from both fields, a unified Bilingual Creative Education program. The purpose of the program is to introduce students to a school curriculum in two languages and to foster their creative potential. To accomplish this goal, the program utilizes the holistic approach, which combines cognitive, personal, and environmental factors in education. The article discusses this approach and provides directions for the implementation of the program in Russia.
The problem of emotional development, not only cognitive, is entering into education system step-by-step. The concept of emotional intelligence pushes into the traditional educational (“knowledgeable”) model of teaching students: to know about their emotions, to differentiate the emotions of others. Complementing it by the idea of getting control over emotional self-regulation. The idea of building education on a subject-activity basis, with an understanding personality development in its integrity (including the emotional aspect), means involving students in activities with the task of developing the ability of self-regulation. Self-regulation of learning calls for the mastering self-reflection of motivational-emotional sphere. There is a natural connection between the development of intrinsic motivation, self-regulation, emotional involvement and insistence in achieving training target. The development of differentsides of personality by separate courses will lead nowhere. It’s more required the restructuring of educational system on an activity basis and the change of teacher training practise, not leading up the additional courses for the development of emotional intelligence. This will require the development of the teacher’s emotional intelligence; the development of the teacher’s understanding of the patterns of the emotional and social aspects of the child’s holistic development in ontogenesis; the mastering by teacher the methods of organizing educational practice taking into account the integral development of the student’s personality. Such teacher training will allow solving the tasks of social and emotional development of students not within the framework of autonomous training courses that increase the student’s workload, but during the implementation of basic training courses, the emotional and motivational involvement of students in which is important both for learning success and for their personal development.