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Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers' work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child's psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children's heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar--the indigenous language spoken in the Republic of Tatarstan.

Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country's education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top-down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country's education system in extreme situations that might recur in the future.

The article proposes the concept of transformation of the assessment of the quality of educational activities and the training of future science teachers, the main ideas of which are the objectivity of the assessment; its complex nature; the technological nature of the assessment procedures; their openness; the unity of normative and "non-normative" criteria. It is established that the transformation of the assessment of the quality of educational activities and the training of future science teachers necessitate a comprehensive transformation of its content, instrumental and technological characteristics. The technology of transformation of the assessment of the quality of educational activities and the training of future science teachers in the context of the pandemic has been developed, which involves the implementation of three interrelated stages -- preparatory, main and final. Its implementation will ensure the adaptation of the assessment of the quality of educational activities to the changed conditions of education; the formation of the subject position of the student in the conditions of informatization of educational activities; improving the quality of professional education by individualizing the content of the assessment of the educational activities of future science teachers, as well as the variability of the assessment procedures used in its implementation. On the basis of expert assessments, proposals for the transformation of the assessment of the quality of educational activities and the training of future science teachers are formulated. Their implementation will allow not only to quickly identify problems in the content and procedural aspects of professional education of future science teachers, but also to timely determine the directions for improving its conditions.

Today, preschoolers actively use digital devices. Therefore, we investigated how digital devices potentially affect significant predictors of preschoolers’ social-emotional and cognitive development, executive functions, and speech. The results obtained revealed that 5-6-year-old children who used digital devices for less than 1.5 hours per day demonstrated an improvement in cognitive flexibility level within a year, while 2.5 hours of screen time caused a decrease in cognitive flexibility. Passive screen time negatively affects children’s phonemic hearing. Opposite to that, active screen time does not affect it. The study revealed that 5-6-year-old children who usually played digital games and watched video content together with their siblings demonstrated more noticeable positive dynamics in inhibitory control than those who did it alone. Moreover, if it was the parents who determined what digital content would be available to their children, the latter demonstrated an increment in inhibitory control compared to the children who made the choice themselves. Junior school children who used digital devices in a cultural way at preschool age had higher level of executive functions development than the children who used the devices only in a natural way. Thus, digital devices are multidimensional tools and, depending on how they are used, the impact on a child’s development may be different. Современные дошкольники активно используют цифровые устройства. В связи с этим нами были проведены исследования того, как цифровые устройства потенциально влияют на значимые предикторы социально-эмоционального и когнитивного развития дошкольников — регуляторные функции и речь. Показано, что у детей 5–6 лет, использующих цифровые устройства менее 1,5 часов в день, в течение года наблюдалось повышение уровня когнитивной гибкости, в то время как у детей с экранным временем более 2,5 часов в день за год произошло снижение когнитивной гибкости. Пассивное экранное время отрицательно влияет на фонематический слух дошкольников, но активное экранное время на него не влияет. У детей 5–6 лет, которые обычно пользовались цифровыми устройствами вместе с сиблингами, за год произошло более значимое развитие сдерживающего контроля по сравнению с теми детьми, которые делали это обычно в одиночку. Развитие сдерживающего контроля за год было более значимым у тех детей, за которых родители принимали решения о том, в какие видеоигры играть и какой контент смотреть, по сравнению с теми детьми, которые самостоятельно принимали эти решения. Младшие школьники, которые в дошкольном возрасте использовали цифровые устройства как культурные средства, имели более высокий уровень развития регуляторных функций, чем дети, которые использовали цифровые устройства только натуральным способом. Таким образом, цифровые устройства — это многомерные средства, в зависимости от способа использования которых влияние на развитие ребенка может быть разным.

The research objective is to reveal and analyze the problems in developing the informational environment of a university. The authors applied theoretical and empirical methods, such as observation, polling, composing a Likert scale, calculation of Spearman ranking correlation coefficients, tabular and diagram techniques of data visualization, etc., which enabled to achieve the set goal. The score method based on Likert scale enabled to reveal the problem aspects of forming the informational and digital environment of a university. Also, these techniques enabled to quantitatively assess each problem, assess their significance and reveal the degree of each factor's relation to each problem of using the information and communication technologies at a university. University professors were polled about using innovative information technologies in order to both enhance the education efficiency and apply new pedagogical concepts and techniques. The poll revealed the problem aspects impeding the development of the informational environment. The research results are presented as a series of diagrams, reliably characterizing the issues which the university professors face when implementing the educational process. Besides, a number of indicators were calculated to determine the correlation coefficients, which enabled to quantitatively assess the degree of correlation between the two series of the compared quantitative indicators. The research revealed the factors impeding the development of the informational environment of a university. Awareness of these factors by the university administration and teaching staff would allow overcoming them, with a view of increasing the quality of educational services. The authors are making a substantiated conclusion that, despite certain difficulties, the informational technologies integrated into the educational process comply with the modern requirements of the society and enhance the competencies of both the students and professors participating in the educational process.

Teacher education in Russia has become the subject of considerable reform over the past 50 years. It is today a complex system of continuous training which gives students a chance to enter the profession in a number of different ways, as well as maintain their professional skill set throughout the course of their careers. This paper offers a comprehensive overview of the history and the state of art initial teacher education in Russia during the last 50 years. It aims to draw on scholarly expertise in Russia and will locate the policies and practices that are discussed within the context of teacher education reform. The main themes of the paper are the history and current practice of Russian initial teacher education. The paper will consider the relationship between policy and practice and examine the respective influences of the former Union of Soviet Socialist Republics (USSR), and processes of wider reform in the Russian Federation since the 1990s. [ABSTRACT FROM AUTHOR]

The urgency of the issue stated in this article is caused by the need for mastering skills and patterns of self-regulation when being an adolescent since this time is sensitive for developing processes of personal understanding and evolution. Thus, mastering skills and patterns of self-regulation as a necessary part of the whole ability of personality formation as well as mastering reflection as the main age-dependent formation is an important stage of adolescents' individual development. The purpose of the present article is to solve the problem of adolescents' self-regulation development via the sensory room system. The leading method of study of this problem is the method of pedagogical experiment during which the program "Find yourself" was developed and tested. The content of the program is described in the present article. The article presents potential of self-regulation development as a way to control personal psycho-emotional state which can be managed by external effects, in particular by the system of sensory room. It was proved that it's possible to develop behavior self-regulation of adolescents by self-influence of the person using affirmation, visualization and psycho-physiological regulation; upgrading communication skills and subjective control. Materials of the article present utility for psychologists, social and supervising teachers working with adolescents.

The urgency of the issue discussed in this article is caused by the need for development and assessment of new models and mechanisms of management of higher education institutions, which are connected with the development of the system of management of innovation projects and contribute to the development of educational institutions. The aim of the article is to give a theoretical justification and assessment of the system of innovation project management at a higher education institution as well as to assess its efficiency. The leading research methods are pedagogical modeling and project planning, theoretical analysis and compilation of the educational practice in innovation project management, and mathematical methods of statistics which help to make a comprehensive analysis of efficiency of the system of innovation project management. The article reveals the role of the system of innovation project management at a higher education institution as a complex of methodological approaches, principles, and mechanisms which provide for successful implementation of innovations in scientific, international, economic and other activities of an educational institution. The article also describes the peculiarities of innovation project management connected with the specific character of management entities, subjects to management, management processes. Efficiency of the model of development of the system of innovation project management is justified.

The relevance of the studied issue is based on the need to develop theoretical approaches to project management at a higher educational institution taking into consideration the specifics of the subject area of the projects that ensure finding the "growth points" and addressing the long-term objectives of a university in the field of human resources. The purpose of this article is to justify the set of theoretical approaches (system, integration, process, and policy ones) and to identify the characteristic features of the innovation project management aimed at the development of human resources of a higher educational institution and ensure the formation of unique professional competencies, as well as creation of a personnel reserve of both the faculty and administrative staff, taking into account the university development objectives, the requirements of a modern education system and the objectives of the innovative development of the region. The main research techniques included: pedagogical modeling and project development, theoretical analysis and generalization of the educational practice in the field of innovation project management, as well as the methods of mathematical statistics that allowed a comprehensive study of the effectiveness of innovation project management aimed at the university human resources development based on the assessment of the dynamics of basic indicators in this area of university activities. The article deals with a set of theoretical approaches (system, integration, process, policy-making) that result in the specific features of innovation project management aimed at university human resource development. It also reveals the features that are related to characterization of the subject area of these projects: a focus on long-term results of the projects; a high degree of uncertainty of their parameters; the specifics of both the subjects and objects of management, and management processes; with a focus on environmental requirements, etc. The article may be useful for modernization of the management process of institutions of higher education; when developing innovation project management system in the field of university staffing activities.

In the article, the problem of correspondence of educational standards of higher pedagogical education and teacher professional standards in Russia is actualized. Modern understanding of the quality of vocational education suggests that in the process of education the student develops a set of competencies that will enable him or her to carry out successfully professional activities. As a part of the study of correspondence of educational and professional standards through questionnaires, the representation of employers (heads of educational institutions) about the preparedness of young teachers to the professional activity was studied. The paper presents the analysis of the results of empirical research conducted in two regions of Russia, the problem areas of teacher training are identified, which include deficits in the subject training, in skills of building interaction with the participants in the educational process, deficiencies in required professional motivation and general culture, in communication and IT skills, social infantilism.

The urgency of the issue stated in the article is stipulated by the contemporary requirements to rural schoolchildren education, i.e. rise in its availability, quality and degree of specialization. The Federal State Education Standards have set an urgent, but at the same time challenging task to reach not only subject but also meta-subject and personal results in the educational process. Rural students consistently show lower subject results in comparison with those of urban schools. There is a challenge to improve the quality of education in rural schools, which is enhanced by the requirement to gain new educational results by means of universal instructional activities. The purpose of the present article is to reveal the identity of the concept of "balance pedagogy" as a methodological base for integrative-differentiated teaching of rural students and to describe its specific didactic technologies. The leading approaches to the study of this problem are systematic, synergistic, integrative-differentiated approaches, theory of dynamic balance. The essential results of the paper are (a) the author's definition of balance pedagogy as a methodological base for integrative-differentiated teaching of rural schoolchildren and a means to improve the quality of education, personal and meta-subject results in rural schools; and (b) presentation of the main characteristics of the level-and-style differentiation technology in terms of modular teaching programme as a practical tool of balance pedagogy.

The urgency of the research is determined by the need to ensure the quality of higher education an essential factor of which is development of the internal assessment system for educational activities at universities. The aim of the article is validation of the model of development of the internal assessment system for educational activities at universities which is aimed at providing the management with immediate, objective and reliable information on the state and development of the educational process and the processes related to it, whether intermediate and final results correspond to the set goals and regulatory requirements. The leading research methods were teacher modeling and instructional design, theoretical analysis and review of educational practices in the field of quality assessment at a higher education institution, as well as mathematical methods of statistics, which allowed to comprehensively investigate the effectiveness of the suggested model based on the analysis of the dynamics of the key indicators of education quality. The article describes theoretical concepts which determine the characteristics of the model of development of the internal assessment system for educational activities at the university; its main components--the goal, principles, the objects for assessment and entities of assessment, the content and technology of assessment--are revealed; and it also highlights peculiarities of development of the internal quality assessment system at the university in relation to the external environment requirements and etc. The article can be of practical use when modernizing the quality assessment system at universities, when developing projects and programs on improving education quality assessment systems.

The aim of the research was to identify and test experimentally the impact of parent-child relationship on the formation of the primary school children non-violence position. During the research the effectiveness of the correctional and development program "Together with my mom" was verified to promote parent-child interaction, as well as gaming technology aimed on creating a position of non-violence of primary school children. 54 schoolchildren, Kazan, Russian Federation took part in the empirical research. The complex of diagnostic instruments to research parent-child relationship characteristics, non-violent interaction of children has been applied. To identify the correlation between the received data (types of interaction between children and data on the scale of the child-parent relations), we used the method of correlation analysis, based on the calculation of Spearman's Rank Correlation.

The relevance of studying the stated problem is due to the fact that for increasing the efficiency of higher education marketing it is necessary to take into account several factors, namely, factors that impact the choice of a university and an academic program by enrollees, as well as socio-psychological characteristics of the latter, while systematic research of this problem has not been done by now. The goal of this paper is to give recommendations for the implementation of higher education marketing strategies aimed at potential enrollees. The main method used by us for studying the stated problem was the questioning of 1515 enrollees of Kazan (Volga region) Federal University (KFU) with subsequent statistical data processing. Namely, by using techniques of cluster, factor, and correlation analysis we have succeeded in determining certain characteristic features of enrollees and main factors that impact the choice of a university and an academic program by enrollees; we have also ranked these factors. We refine factors that impact the choice of a university and an academic program by enrollees, rank their motives for entering a university, reveal factors that influence the total number of enrollees in a university, and determine new academic programs demanded by enrollees. Basing on the obtained results, we propose a model of an enrollee of one of Russian universities and prove that the implementation of an education marketing strategy should take into account the factors that impact the choice of a university and an academic program by enrollees, as well as socio-psychological characteristics of the latter. The practical value of obtained results consists in their applicability to the implementation of higher education marketing strategies. The recommendations proposed by us can contribute to increasing the competitiveness of universities among enrollees.

The urgency of the problem of designing a new strategy of teacher training due to the reform of education in universities: decrease of pedagogical disciplines, strengthening fundamental (subject) training, etc. The goal of the article lies in identification of the main components of the new strategy of teacher training. A leading approach to the study of this problem was personological. The result was a new model of teacher training. Undergraduate students are deepening their knowledge of the core subjects (be it Mathematics and Physics or Chemistry and Biology), while graduate students are making a choice: whether to be an engineer, researcher, scientist (which means keep deepening one's knowledge) or be a teacher (which means master psychology, pedagogics, and the methodology of teaching a chosen discipline). The new approach has helped identify the indicators and determinants of pedagogical craftsmanship. The results of the study can be useful in designing new strategies for training teachers.

Educational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called 'technologies'. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed.

The Russian and international legislation ensure equal educational rights to all people regardless of whether have a disability or not. However, traditional approaches to organization of educational activities often do not provide a high enough level of education (including higher education) for people with disabilities as they do not take into account their special needs. This significantly narrows down the scope of professional options for people with disabilities. Mathematical disciplines are among the most difficult to master which means that if people with disabilities are not provided with specific support it might cut them off from professional fields that require mathematical competence. This determines the relevance and importance of the present study. The main objective of our research is to identify features of effective teaching of mathematical subjects to bachelor students with disabilities. We specifically focus on the group of students with musculoskeletal disabilities as this type of disabilities is one of the most common. The main research method is expert assessment of teaching practices (within mathematical subjects) and evaluation of influential factors, effectiveness indicators and resources. Representatives of public organizations, ministries, psychologists (that specifically specialize in working with people with disabilities), representatives of higher education, employers and HR managers--all in all 95 people took part in the experiment.

The relevance of the present study is due to the importance of developing creativity which is considered to be the target and the result of education. Modern society demands from individuals non-standard actions and approaches, flexibility, an ability to formulate new ideas and original ways of thinking when solving urgent problems in the course of life. Facilitating the formation of a personality with a strong intellectual potential capable of creative thinking is set as one of the priorities in the federal and regional documents that determine the direction of educational institutions' development. The generalized cognitive ability to create and solve tasks is the specific feature of intelligence. The tasks are used in the educational process as a means of presentation, consolidation and acquisition of new knowledge. Thus, the aim of our research is to explore whether using the system of open type tasks can be an effective way of improving the level of creativity development in secondary school students. The main methods in this experiment are modeling the system of open type tasks and the system analysis of large samples of experimental data based on assessment according to a two-point scale of four parameters: the optimality of ideas suggested by students, the efficiency of students' reasoning, the originality of their answers and the degree of the investigation of solutions. Our experimental research made it possible to design new methods of developing creativity in secondary school students.

The relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. In this article, we draw on a project on the reform of teacher education in Russia and through a comparison with the development of teacher education policy in England--especially over the last forty years--we explore how the evolution of a new politics in both contexts has affected policy on teaching and teacher education. Looking, for example, at "post-communism" and "neoliberalism" and their respective impacts on political systems, a number of contradictions and paradoxes are identified, when comparisons are drawn between the two systems.

The paper presents results of an exploratory study of teachers' social attitudes toward ethnic and religious diversity, and variables influencing such attitudes. The study was conducted in Russia and is focused on school teachers in culturally diverse modern societies. Using the social distance scale we sampled 355 school teachers from two Russian regions known for their high cultural diversity (Moscow region and Republic of Tatarstan), measured teacher attitudes toward large religious and ethnic groups (including migrants). The findings showed that teachers hold mostly tolerant attitudes with respect to members belonging to culturally and religiously diverse groups. The social distance between respondents and native residents of their region was minimal. Social distance was larger with respect to such ethnic groups as migrants from the Caucasian and Central Asian countries. The analysis of perception of different religious groups also showed positive attitudes toward these groups and readiness to interact with them. Teacher attitudes were not related to their age or ethnicity. There was a significant correlation between social distance and the region of residence, and between social distance and the degree of social interaction. The results of this study will be used to develop a large-scale study to contribute to a better understanding of teacher attitudes toward immigrant students in public schools. [ABSTRACT FROM AUTHOR]