Школы в сложных социальных контекстах: "тонущие" и "борющиеся"
The present study focuses on various aspects of the adaptation of children of migrant workers living in Nizhny Novgorod. The study was conducted in the course "Language Policy" of the Master's program "Political Linguistics". The aim of the work was to consider the mechanisms of adaptation of schoolchildren in one particular school. As the main methods of the study were used the method of expert interviews and questionnaires. The results of the study showed that thanks to joint efforts of teachers, school administration and students themselves, a high level of tolerance towards the mentality and traditions of migrant students was achieved. However, the main problem is the language barrier, which is difficult to overcome if parents do not take an active part in the lives of children and have a poor command of the language themselves. It is also worth noting the lack of support from official authorities. At the city level, only sporadic sociocultural events are held, and there is no clear and coordinated system in Nizhny Novgorod that is aimed at migrants.
Nowadays, attitude towards childhood is changing, the value of individual development of the child is intensifying. The demand for the construction and maintenance of individual educational path is increasing. This creates a demand for new professional duties, including support of the individual educational program delegated to the profession of a tutor. The study aims to identify the social roles of the tutor in the first year of formation of the educational community of a private school. The hypothesis of the study: within the process of active formation of social community of the new school tutor, while interacting with parents, teachers and administration, takes on a number of informal duties associated with individual work with the student in excess of educational tasks. The qualitative research strategy was applied due to the need for in-depth analysis and identification of cause-andeffect relationships and hidden meanings in the system of social interactions. The sample (21 people) included representatives of various social roles: tutors — 8 persons; parents of pupils — 5 persons; representatives of administration — 3 persons; subject teachers — 3 persons; psychologists — 2 persons. Data gathering was carried out by the method of in-depth semi-formalized interview based on the developed research program (40 initial questions). It was revealed that the role-based set of duties of the tutor in the new school is not a given characteristic of the profession in question, but is a product of contexts and interactions that form the content of a unique institution under conditions of emerging communications, events and school’s way of life. At the end of the first cycle of life of the educational community of the school a wide range of roles of the tutor was formed, which actualizes the task of professional self-determination of the tutor in the system of social interactions.
The article is dedicated to the analysis of school and family factors’ correlation with adolescent’s aggressiveness. Parental education and financial status of family were used as indicators of socio-economic wellbeing. School climate parameters were measured as relevant school characteristics. Multiple significant correlations of school climate and adolescent’s aggressiveness were found. Significant differences in the level of aggressiveness between groups of respondents with various rates of socio-economic wellbeing were also detected.
1940-1980s were the time of reforms in school education in the USSR. This book is a collective monograph focused on the ideas which inspired these reforms, in particular: new collectivism, individual approach to each child, trade education in school, etc. The contributors also discuss the commonalities and differences with the previous school reforms (1900-1930s), as well as images of school in Russian cinema. The collection also includes articles on school reforms in Hungary, Yugoslavia, Sweden, and Western Germany.