Search

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Emotions are a sensitive theme in all languages, and researchers seek to understand and describe them cross-linguistically and according to the national traditions. The 'emotional turn' in the human sciences has touched on the educational sphere in an interesting way, where the traditional Soviet-Russian approach was replaced by the westernized terms of emotional intelligence. While applying these international schemes to the Russian psycholinguistic reality, scholars failed to do so in a consistent way. This study reviews the former and current approaches to emotional education in Russia and provides examples of the application of the authors' attitudes to Russian-language material. Although some psychologists speak to children in a natural and suitable way, others just translate from English, which often seems inapplicable. Modern bookshops and websites abound with advice and prompts on how to develop the emotional sphere of personal life. The universal approach to emotional upbringing may ignore local language-specific traditions. [ABSTRACT FROM AUTHOR]

We compiled, summarized and reviewed 338 cases of people killed or injured by brown bears from 1932 to 2017 in Russia, home of about half of the world's brown bears. During the Soviet period, 1932–1990, hunters and outdoor workers were injured/killed by bears more frequently than people engaged in other activities, 28% and 19% among all incidents, respectively. However, after 1991, people who gathered wild resources, hiked or were within human settlements were most affected (22, 16 and 15%, respectively). Single bears were involved in most of the incidents before and after 1991 (76% and 74% of the cases, respectively). In 1991–2017, the post-Soviet period, when data availability was better, bear-caused injuries and fatalities (264 records) occurred more often on the Russian Pacific Coast (111 incidents) and in Siberia (109 incidents) than in European Russia (44 incidents), where human encroachment in bear habitat is higher. During the same period, the percentages of fatalities were not significantly different among the areas; 39% in European Russia, 49% in Siberia and 50% on the Pacific Coast. Casualties occurred mainly during daytime and especially in summer and autumn. In 182 incidents with known probable causes, bears most frequently attacked when provoked or disturbed (38%) and surprised (21%), but 18% of the incidents seemed to reflect bear predatory behavior. Hence, we encourage researchers and wildlife managers to develop educational programs on large carnivore biology and behavior and to better manage human activities in bear country in order to minimize human–bear conflicts in Russia and elsewhere. [ABSTRACT FROM AUTHOR]

This research is devoted to studying the motivation of students to continue their education in the higher education system - in the magistracy, graduate school and the system of additional postgraduate professional education. During the study, first-year and fourth-year students of the Institute of Physical Culture, Sports and Tourism of Petrozavodsk State University were interviewed. The relevance of this research paper is to identify the main motivesamong junior and senior students for continuing their education, taking into account the socio-economic situation in the Russian Federation and in the world at the moment. [ABSTRACT FROM AUTHOR]

The relevance of the study is due to the need to assess the quality of training of graduates of the Russian penitentiary system and the lack of an effective tool to assess the quality and level of training of graduates who have mastered professional educational programs at educational institutions of the Federal Penitentiary Service of Russia. In this regard, this article is aimed at identifying or disclosing mechanisms for evaluating the quality of educational services by independent experts, representatives of the employer, through professional and public accreditation of educational programs in educational institutions of the Federal Penitentiary Service of Russia. The leading methods to the study of this problem are general scientific methods (analysis, synthesis, analogy, generalization, etc.), which to introduce allow a comprehensive review of the procedure for professional and public accreditation of educational programs in the system of the Russian Federation. The article reveals the expected results of introducing the institution of professional public accreditation of educational programs in the Russian penitentiary system: improving the quality of the implemented educational programs, the level of organization of staff training, the quality and relevance of educational services, and the image of departmental services. The materials of the article are of practical value for improving the evaluation system of professional educational programs implemented in educational institutions of the Federal Penitentiary Service of Russia. [ABSTRACT FROM AUTHOR]

The article examines the problem of the aesthetic development of children and adolescents as a fundamental condition for the quality of education and the modern approach to educational process organization in the context of interaction of general and additional education. The authors disclose this direction of research from the point of a long-term experimental study conducted by researchers at the Institute of Art Education and Cultural Studies of the Russian Academy of Education in the period from the middle of the 20th and the beginning of the 21st century. The analysis of materials of a substantial scientific study of the problem of measuring the aesthetic development of children on the example of Russia and the studies by the leading foreign scientists is carried out. The authors raise the issues related to solving this problem in modern educational organizations and schools. The article identifies the modern pedagogical principles and conditions for the implementation of the basics of aesthetic development including the aesthetic perception of the works of art by children of different ages in the practice of children’s educational organizations. The resolution of the problem of high-quality modern education is found in creating a well-organized subject and spatial environment, changing all the components of education and upbringing, and highlighting the fundamental cultural core in them. [ABSTRACT FROM AUTHOR]

The goal of this study is to reveal the problems preparing vocational education teachers for interpersonal interactions in the IT scope, which are solved by teaching consistent habits of didactic communications in this sphere. In addition, at the same time, to show that the formation of consistent habits of didactic communications should be realized entirely and systematically. Observation, interrogation, testing, measuring, and comparing performance results were methods applied in the process of the empiric part of the study. In addition, there are questions related to the formation of consistent habits of didactic communications in the IT sphere. [ABSTRACT FROM AUTHOR]

The relevance of the issue under study is conditioned by the importance of enhancing the pedagogical education quality and by the following necessity of implementation of an individual approach and individual educational paths of learning. The article is aimed at studying issues of implementing individual educational paths in the framework of the teaching of pedagogical specialty students for making the quality of their training higher. Ten students of the RSVPU took part in the study. As a result of the analysis, the most effective methods and forms of using individual learning paths in teacher training have been identified. [ABSTRACT FROM AUTHOR]

The study explores the main methods that are used to identify gifted students at both foreign and Russian schools: academic competitions, earned grades, the administration of special tests, and teacher opinions about the individual academic performance of their students. The authors note that none of the criteria are universally used insofar as it is impossible to provide a perfect formal measure of student talent that can identify students who think outside the box and have unique skills but who do poorly on standardized tests during the educational process. It is argued that to more effectively identify talented youth, we should use all of the methods taken as a whole without preferring any single approach to another one. The article also analyzes the main tools that are used to support talented students: scholarships and grants, preferential admission at universities, enrollment at special schools for gifted children and K–11 schools associated with universities, special classes, extracurricular studies and summer schools, and special centers for gifted children. Particular attention is paid to how special educational programs and methods for working with gifted children should be implemented at schools and to how teachers should work with parents and teacher assistants. The article provides a retrospective analysis of the measures that the Government of the Russian Federation has used since 1999 to identify and support gifted students. The authors conclude that the current laws that regulate this area are fairly contradictory. They frequently fail to specify the mechanisms that should be used to implement the provisions of the program documents. [ABSTRACT FROM AUTHOR]

The article uses the framework of resiliency to examine the strategies of principals in schools working under challenging socio-economic conditions that show higher-than-expected educational results. We collected a unique set of data within the Russian 'National monitoring of education markets and organisations' programme. This work continues the study, begun in 2014, of the peculiarities of the functioning conditions, management and educational strategies of different groups of schools (urban, rural, implementing higher-level programmes, private, etc.), where authors supplement the economic indicators of school performance with socio-economic contextual factors. A contextualisation model was applied to distinguish the resilient schools studied and the socio-economic characteristics for each school. The typical strategies of principals of resilient schools are as follows: recruiting more successful students from other schools, the branding of the school, creating a culture of high expectations for staff and students, and a less bureaucratic management style. [ABSTRACT FROM AUTHOR]

The article uses the framework of resiliency to examine the strategies of principals in schools working under challenging socio-economic conditions that show higher-than-expected educational results. We collected a unique set of data within the Russian 'National monitoring of education markets and organisations' programme. This work continues the study, begun in 2014, of the peculiarities of the functioning conditions, management and educational strategies of different groups of schools (urban, rural, implementing higher-level programmes, private, etc.), where authors supplement the economic indicators of school performance with socio-economic contextual factors. A contextualisation model was applied to distinguish the resilient schools studied and the socio-economic characteristics for each school. The typical strategies of principals of resilient schools are as follows: recruiting more successful students from other schools, the branding of the school, creating a culture of high expectations for staff and students, and a less bureaucratic management style. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to investigate continuing pedagogical education from a new perspective that is especially relevant during the development of an information society.Design/methodology/approach The methodological framework of the study builds on the concept of teacher’s personality establishment in the system of pedagogical education. Main stages of professional development were studied on the basis of educational institutions of the Baikal region. Thus, experiments were conducted at the Pedagogical Institute, Buryat State University Continuing Education Institute, Buryat Republic Institute of Educational Policy and the Buryat Republic Pedagogical College. The study used internship platforms of the above educational institutions.Findings The study shows how the open online pedagogical space, which includes internship and innovative platforms, specialized departments, governing agencies on education, certificate centers, scientific and cultural institutions, higher educational institutions, and schools, reveals the model of continuing pedagogical education in regions.Practical implications Individual forms of advanced training are proposed. Optimal ways to create a competitive environment in the system of professional development were identified by the authors.Originality/value The reformation of the regional system of advanced training and its transition to a new level of quality allows organizing continuing improvement of teachers’ professional competencies effectively. This paper can improve the professional competence of teachers, which will have a positive effect on the educational process and academic performance of students in general. The next stage in the improvement of teachers’ competence can involve an exchange of experience at international conferences and participation in joint international educational programs. [ABSTRACT FROM AUTHOR]

The article analyzes the applicability of the liberal arts education model to Russian higher education. We describe the distinguishing traits of the model from the points of view of administrators and teachers. We focus on the challenges that the Russian system would face if individual features were thoughtlessly borrowed from this Western system without considering the local context. [ABSTRACT FROM AUTHOR]

We investigate the main question of whether higher education institutions are able to increase their performance due to mergers, takeovers, or organizational restructuring. The problem of measuring performance when there are several “output” and “input” indicators can currently be solved by recourse to a proven data analysis method (data envelopment analysis, DEA). Two models are presented to assess the educational and research performance of universities. The DEA model, which is input orientated and has constant returns to scale, was used to perform calculations. To conduct a comparative analysis of groups of universities that are at various stages of the restructuring process, the study authors proposed several classifications of universities: by number of consolidated and/or eliminated organizational units, by period when restructuring was completed, by type of restructuring mechanism, and on the basis of whether technical colleges have been joined to the university in question. We used nonparametric statistical methods for comparing averages to test the proposed hypotheses. Our study sample consisted of 132 universities whose parent agency is the Ministry of Education and Science of the Russian Federation. The authors did not discover that the performance of the universities deteriorated as a result of the restructuring process. It turned out that universities that actively participate in restructuring processes in fact increased their performance level relative to other universities. The study did not reveal that institutions that are currently in the process of being merged with or taken over by other institutions experience a temporary decline and subsequent restoration of their performance level. The performed analysis did not confirm the hypothesis that universities that absorbed technical colleges experienced a drop in their performance level. The results of the study unanimously show that by 2015 universities made progress in bridging the gap with the performance level of their leading competitors compared to 2010. The authors are aware that the verification of the accuracy of the proposed arguments requires a more detailed study of the universities. Because many countries have already accumulated a large amount of experience in how to restructure institutions of higher education, the results of the present study of the restructuring of Russian universities make it possible to draw comparisons as well as to use the developed theoretical concepts to explain and predict the possible consequences of using various restructuring mechanisms. The study is based on the widely accepted method of data envelopment analysis. This article represents the first time that this method has been used to benchmark university performance over time. [ABSTRACT FROM AUTHOR]

This article presents the results of the qualitative stage of the research of information technology based, organizational management based and organizational economics based knowledge sharing barriers in administrative subdivisions of higher education institutions. The objects of the qualitative research are the employees of the subdivisions taking part in the administrative processes of managing a particular Bachelor level educational program in one of the leading Russian universities. A research methodology of the qualitative research implies unstructured in-depth interviews with the employees of the involved subdivisions, from which interviews the constructs depicting the respondents' perception of knowledge sharing barriers the respondents face in their work activities are evaluated. On the basis of these constructs, practical recommendations of both managerial and technological nature regarding minimizing the effect of the revealed knowledge sharing barriers are developed; possible further research development directions are also suggested. [ABSTRACT FROM AUTHOR]

Today, the fuel and energy complex (FEC) is the basis of national economy, providing both the current performance and development of the country and a large proportion of the budget revenues in the Russian Federation. Considering the vigorous growth of the oil and gas industry, knowledge workforce are in demand, which are able to apply their professional skills to production processes and be involved in implementing investment projects in the oil and gas sector. The network process of education provides the enhancement of training quality and allows accumulating the best practices of leading foreign and national educational institutions and bringing up to date educational programs considering the level and special features of the resources provision for real professional facilities. [ABSTRACT FROM AUTHOR]

This article is dedicated to the 2015 Russian summer recreation campaign for children and teenagers between the ages of 6 and 18. The data presented will prove useful to experts in the field of public policy in education as a starting point for further analysis. [ABSTRACT FROM AUTHOR]

The article describes peculiarities of implementation and major differences in network educational programs, currently introduced in Russia. It presents a general typology of models and forms for implementing interaction between educational institutions of Russia, including teacher institutes and federal universities, as well as a typology of educational programs implemented in network form. Besides, it examines a case of a network master's program in Information and Computer Science at one of Russia's regional universities. [ABSTRACT FROM PUBLISHER]

In order to keep up with the fast-paced and widespread technologies and applications of visualization, worldwide education community is actively implementing visualization courses in curricula of undergraduate and graduate programs. A study of the state of the art in the teaching visualization in Russian higher education shows the necessity to improve the quality and breadth of knowledge of the visualization courses. In this paper we propose our approach to overcome the national and historical challenges in teaching visualization in Russian STEM higher education on the example of Computational Science and High Performance Computing double degree Master's programs in ITMO University. We offer a smooth transition to the modern relevant syllabus content by presenting two courses’ designs with same width but with various depth in knowledge that should to be studied. At the end of the paper we give some discussions about future works in development visualization courses in Russia. [ABSTRACT FROM AUTHOR]

Higher education is valued as one of the main sources of civic participation and social benefit. In spite of the significant growth in the number of students over the last 20 years, Russia is still considered to be a country with a low level of civic engagement. Our study aims to respond to this contradictory standing and to explain the causes of student civic engagement. The survey conducted in 10 state universities has shown a difference in civic engagement index values among students from 4 educational programmes. The results of linear regression models have shown that, in addition to the ‘pure teaching effect’, such factors as religiosity and social capital influence student civic engagement. [ABSTRACT FROM AUTHOR]

This article focuses on teachers' perceptions of the implementation and impact in Portuguese schools of a wide-ranging and long-term reading promotion programme. The Portuguese National Reading Plan (PNRP) was a public policy initiative whose purpose was to increase literacy levels and reading habits among the population. The Plan identified schools as its priority and launched a series of nationwide projects to target schools. The evaluation of this programme, based on mixed methods, focused on teachers' perceptions as the central issue because teachers were key actors in the PNRP and their involvement was crucial to the achievement of the programme's goals. Teachers considered that the PNRP had a relevant impact on school activities and students' attitudes but were more cautious concerning students' reading skills. The results that are presented in this article can contribute to a wider discussion regarding the involvement of teachers in national educational policies in which they are key agents. [ABSTRACT FROM AUTHOR]

The PISA 2009 data (in reading) investigated the effectiveness of one year of schooling in seven countries: Russia, Czech Republic, Hungary, Slovakia, Germany, Canada, and Brazil. We used an instrumental variable, which allowed us to estimate the effect of one year of schooling through the fuzzy method of regression discontinuity. The analysis was performed both for regular and vocational education programs collectively as well as individually for regular schools. It was found that in general for Russian students enrolled in all programs, the effectiveness of one year of schooling is insignificant. In countries that practice the early separation of students into regular and vocational programs, the effectiveness of schooling is lower than in countries where all fifteen-year-olds are enrolled in regular programs. The effectiveness of one year of schooling for students enrolled in regular educational programs is significant in all countries. Students enrolled in vocational programs typically perform more poorly than those enrolled in regular programs. The strength of the relationship between the socioeconomic status of the student's family and the effectiveness of schooling are highly dependent on the education system and vary from country to country. For Russia, as well as for some other countries, the effectiveness of schooling does not depend on socioeconomic status. The significance of these results for the evaluation of the effectiveness of schooling, and in particular for the fair evaluation of national achievement in countries that offer different educational trajectories, is discussed. [ABSTRACT FROM PUBLISHER]

The paper deals with the main problems of Russian energy system development that proves necessary to provide educational programs in the field of renewable and alternative energy. In the paper the process of curricula development and defining teaching techniques on the basis of expert opinion evaluation is defined, and the competence model for renewable and alternative energy processing master students is suggested. On the basis of a distributed questionnaire and in-depth interviews, the data for statistical analysis was obtained. On the basis of this data, an optimization of curricula structure was performed, and three models of a structure for optimizing teaching techniques were developed. The suggested educational program structure which was adopted by employers is presented in the paper. The findings include quantitatively estimated importance of systemic thinking and professional skills and knowledge as basic competences of a masters' program graduate; statistically estimated necessity of practice-based learning approach; and optimization models for structuring curricula in renewable and alternative energy processing. These findings allow the establishment of a platform for the development of educational programs. [ABSTRACT FROM AUTHOR]

The social, economic, and cultural changes that occurred in Russia following the collapse of the Soviet Union have combine to impose sever damage on the population, and not least on Russia's young people. The provision of new forms of social and economic support are needed, as well as new youth programs, if further damage is to avoided. [ABSTRACT FROM AUTHOR]

Research data show that a broad spectrum of changes is needed if education in Russia is to provide the kind of labor force that is required for economic development. [ABSTRACT FROM AUTHOR]

According to research data, in today's Russia 70 percent of children are born with various health risk factors, and this leads to a rapid deterioration of their health during their school years. The health of school students is getting worse as a consequence of the effect of a whole set of social and economic and psychological factors, and the only way to change these negative trends is through the joint efforts of parents, the system of health care, education, and state programs. [ABSTRACT FROM AUTHOR]

The task of making teacher education more suited to the prevailing conditions in Russian society requires both a rethinking of the goals and curriculums of programs, and better coordination of activities across the spectrum of educational institutions. [ABSTRACT FROM AUTHOR]

Teacher education programs in Russia need to be redesigned to be suitable for the changes that have occurred in Russian society, and also to equip teachers to help students connect with their local cultures and ethnicities. [ABSTRACT FROM AUTHOR]

The article analyses the development of European Studies (ES) research and education in Russia and assesses various external influences in that process. Although ES were part of the cultural and academic agenda during the Soviet Union period, it was only with the end of the Cold War and the intensification of European Union-Russian bilateral relations that ES began to raise significant interest in the Russian academia, leading to the proliferation of research and teaching activities, and later to the institutionalization of ES as a separate subject area through specific educational programmes. [ABSTRACT FROM AUTHOR]

The article analyses the development of European Studies (ES) research and education in Russia and assesses various external influences in that process. Although ES were part of the cultural and academic agenda during the Soviet Union period, it was only with the end of the Cold War and the intensification of European Union-Russian bilateral relations that ES began to raise significant interest in the Russian academia, leading to the proliferation of research and teaching activities, and later to the institutionalization of ES as a separate subject area through specific educational programmes. [ABSTRACT FROM AUTHOR]

The aim of the ERAMIS project is to create a network of Masters degrees "Informatics as a Second Competence" in nine beneficiary universities of Kazakhstan, Kyrgyzstan and Russia. This contribution presents how faculty development is organized and quality assurance implemented inside this project. [ABSTRACT FROM AUTHOR]

This article considers the potential role of private institutions in the development of Russian higher education. After decades of a government centralised higher education system, there is a clear trend towards the privatisation of education institutions and the diversification of education practices. Some commentators consider this to indicate that the Russian State is losing control of education; others welcome private initiatives, both in formal and informal education. Russian higher education has also been greatly challenged by the current demographic gap: the total number of secondary school graduates expected in 2012 is half that of 2006. This strengthens the competition for the enrolment of students in private and public (federal and municipal) institutions. Based on recent interviews with senior management at a number of provincial private universities, this article suggests possible avenues for private universities to extend into the education market and considers the implications. [ABSTRACT FROM AUTHOR]

The crisis of rural life in Russia involves a declining and aging population, emigration of rural young people to urban areas, lack of employment, and farms in urgent need of modernization. Programs in rural schools can be used more deliberately to encourage young people to remain in the village and to equip them to be agents of rural modernization. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since World War II international exchange and training programs for educators have increasingly played an important role in developing prospective consciousness and awareness of cultural diversity and global interdependence among teachers. However, international programs have always depended on extra educational factors such as political, ideological, cultural, or financial circumstances. As a result, program sustainability and proper institutionalization of program's results that are a testimony of achieved success, are both matters of concern for program developers and alumni. This paper identifies factors and contexts that facilitate sustainable development of international programs and institutionalization of their outcomes. Two cohorts of international teacher program alumni from Russia and the United States were interviewed about the impact of exchange programs on participants' status and pedagogies. The study demonstrated that respondents consider three factors, namely, motivational, administrative, and cooperative, most critical for the institutionalization of international program results. [ABSTRACT FROM AUTHOR]

The article highlights the significant connection between a quality education and the quality of society in Russia. The authors focused on the appropriate curriculum for higher education that could help in national development and the methods in teaching such curriculum. Researchers examined the basic challenges of education in the 21st century, since the state and tendencies of higher educational development differed in radical ways. These basic problems include the need of a radical restructuring of the educational system; formulation of principles of a new educational programs design; and, the search for means of practical implementation.

The article discusses the hurdles in the globalization of higher education in Russia. It notes that the globalised higher education system in the country fulfills activities which aim to modernize the system. Insufficient qualifications of some teachers and managers serves as an obstacle for the development of the international education systems of the country. Another major problem is the unavailability of specific national policy to promote higher education system.