Book chapter
Развитие мышления учащихся средствами предметной области информатика
С. 41-43.
Плаксин М. А., Иванова Н. Г., Русакова О. Л.
Similar publications
Плаксин М. А. Современные информационные технологии и ИТ-образование. 2015. Т. 1 . № 11. С. 302-309.
Added: Nov 29, 2015
Children with Behavioral Problems in the First Grade of Russian School: Similarities and Differences
Orel E., Куликова Алена Александровна. Psychology. PSY. Высшая школа экономики, 2016. No. WP BRP 66/PSY/2016 .
Recent research indicates that behavioral problems may lead to low academic performance. The present study is aimed to discover, what differences exist between primary school students who meet a sufficient number of ADHD (Attention Deficit Hyperactivity Disorder) criteria and those who do not experience any behavioral problems, in terms of academic achievements in reading and mathematics, annual progress in these subjects and personal, social and emotional development, based on the Russian sample of first-graders. This paper is a part of Russian iPIPS project and the instruments developed as part of this study were used. The sample consists of 3021 first-graders from two big regions of the Russian Federation. The results showed significant differences in both cognitive and social-emotional development but no differences in annual progress. The absence of differences in progress means that the development of children with behavior problems within the school system goes with the same speed but from the lower start level compared to other children. The results of the study provide important knowledge for the teachers and open a large area of further investigations in the field of ADHD in Russian school settings.
Added: Jan 24, 2017
Ч. 2: Лабораторные работы 4-6. М.: РИО МИЭМ НИУ ВШЭ, 2013.
Added: Apr 5, 2013
It is well known that performance, both cognitive and noncognitive, in primary school is very important for children’s future outcomes. In this study we attempt to classify patterns of cognitive, social, emotional and personal development based on data from first-graders beginning their schooling. We use complex iPIPS (international Performance Indicators in Primary Schools) data – a large-scale assessment of first-year pupils, which includes math and reading tasks along with noncognitive assessment – gathered from 1202 children from the Republic of Tatarstan. We describe 5 clusters of first-year pupils and give background information about family and preschool experience which may influence performance in each cluster.
Added: Oct 12, 2016
Борина Г. Б. Информатика и образование. 2012. № 5. С. 61-64.
In the article methodical aspects and technology of the organization of project work of students within the limits of one of monitoring elements - homework are considered. Work on the project forms skills of work with ICT, necessary for practical use at the subsequent grade levels, at performance of term papers and at the decision of typical problems in a professional field of activity of the future specialist.
Added: Sep 6, 2012
Зверева Т. И. Информатика и образование. 2011. № 6. С. 31-34.
Added: May 12, 2012
Ахметсафина Р. З., Максименкова О. В. В кн.: II Всероссийская научно-практическая конференция "Информационные технологии в образовании XXI века". Сборник научных трудов. Т. 2. М.: НИЯУ МИФИ, 2012. С. 60-63.
Added: Mar 14, 2013
The main aim of this study was to estimate direct and indirect effects of phonological ability and vocabulary knowledge on subsequent mathematics and reading performance. To achieve our goals we used two-wave longitudinal data from the international Performance Indicators in Primary Schools (iPIPS) data set, which was produced in Russia in 2015-2016. We used rhyming skills and ability to repeat words/pseudowords as indicators of phonological ability, and identified three types of mathematical skills (digit identification, number manipulations and formal math). The results of our analysis confirmed the predictive role of preschool phonological ability as a domain-general precursor of later achievements. Phonological ability had a positive direct and indirect effects on the subsequent reading and math performance. Moreover, the direct effect was higher than the indirect effect. Reading fluency mediated the effect of phonological ability and did not mediate the effect of vocabulary knowledge. Vocabulary knowledge had insignificant direct effect on math achievement and positive indirect effect via phonological ability.
Added: Aug 28, 2017
Эвина К. Ю., Gromoff A. I., Kazantsev N. et al. In bk.: Mapping the global future: evolution through innovation and excellence. Fourteenth annual international conference. Reading book. NY: Global Business And Technology Association, 2012. P. 208-215.
Nowadays there is a variety of views on future business architecture. On the one hand, it’s getting more and more influenced by IT: information flows are growing rapidly and walls between the departments or even subcompanies are being erased. On the other hand, business architecture incumbents are not often ready for quick e-transformations due to their silos: inner friction, employees and “as-is” processes. This article represents courageous attempt to business architecture development burning issues made by the authors. The proposal to increase agility suggested in this research is creating real-time business architecture: validate processes using practical cases and simultaneously publish the best examples in the cloud where they could be easily achieved on demand.
Added: Dec 19, 2012
Ч. 1: Лабораторные работы 1-3. М.: РИО МИЭМ НИУ ВШЭ, 2013.
Added: Apr 5, 2013