Is Brazilian Education Improving? A Comparative Foray Using PISA and SAEB Brazil Test Scores
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
The article analyses the specific trends of the relations between social groups within Brazilian society. It applies C. Schmitts concept of the state of emergency to assess the political [cultural, social] significance of Brazilian Carnival. The music of Samba as one of the key symbols of Brazil is also discussed in this context.
Author presents results of the scientific seminar " Legal regulation of economic activities in China and Russia" (series" Legal aspects of BRICS " ), held in St. Petersburg by the Law Faculty of the Higher School of Economics - St. Petersburg Branch, with a participation of 15 colleagues from 6 universities of China.
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with view to improving education policies and outcomes. The data has increasingly been used both to assess the impact of education quality on incomes and growth and for understanding what causes differences in achievement across nations.
For the first time since World War II, the U.S. seem to lose leadership at the multilateral trade talks shifting accents to bilateral and regional trade cooperation. The main reason for the shift is a deadlock at the WTO Doha-round negotiations where the U.S. face opposition of the steadily growing economies of India, China and Brazil.
Торговые переговоры, ГАТТ, ВТО, США, многосторонняя торговая система, ЕС, Япония, ИНДИЯ, КИТАЙ, Бразилия, Дж. Буш-мл., Б. Обама, М. Баррозу, Р. Зеллик, П. Лами, Р. Кирк, Л. да Силва, Карел де Гюхт, АТЭС, НАФТА, АСЕАН, трансатлантическое партнерство, "двадцатка", trade talks, GATT, WTO, U.S., Multilateral Trading System, Eu, Japan, India, China, Brazil, G.-W. Bush, B. Obama, M. Barrozo, R. Zoellick, P. Lamy, R. Kirk, L. da Silva, Karel de Gucht, APEC, NAFTA, ASEAN, Transatlantic Partnership, G 20
The quality of education in the United States has been heavily criticized in part because of U.S. students’ performance on international tests, such as the Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). Although simple country averages may support such criticisms, there are many problems in comparing test scores of students in the U.S. as a whole with students in countries with very different social and educational environments. Not least of these problems is that students in the United States do not attend school in a “U.S. educational system,” but rather in at least 51 different systems, many of which have experienced very significant progress over time. The most relevant lessons for improving U.S. education may therefore be found in our successful states, rather than in other countries.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.