Вариативность условий и форм учебного взаимодействия как фактор академической успешности

Культурно-историческая психология. 2024. Т. 20. № 4. С. 4–10.

Kosaretsky S.

In light of the increasing diversity within schools and classrooms, the issue of risks and opportunities for the success of every child is becoming increasingly significant. This article offers an overview of the current research on the relationship between the diversity of school and classroom compositions and the academic achievement of students. It also explores approaches to organizing cooperative learning and peer tutoring in heterogeneous classes. The possibilities and limitations of existing research in educational policy and pedagogical practice are examined. The potential of cultural-historical psychology, particularly the socio-genetic psychology of educational interactions, is substantiated for further research

Keywords: cultural-historical psychology, культурно-историческая психология, socio-cultural diversity, ethnic diversity, академические достижения учащихся, academic achievements of students, социокультурное разнообразие, learning ineraction, cooperative learning, учебное взаимодействие, совместное обучение

Publication based on the results of: Adaptation of children with special educational needs in school environment: risk factors, predictors, family and school strategies (2024)