No abstract

The quality of the students' educational outcomes is reported to be one of important problems attracting scholarly attention. Every employer seeks highly qualified employees. Academic performance is one of the indicators of professional learning outcomes. University achievement is influenced by various factors. The goal of our study is to explore the relationship between student university academic outcomes and the quality of school education they received before entering university. The Institute of Physics at Kazan Federal University introduces several foundational academic programs of higher education. For this particular study we selected the second and third year students from three different programs having assumed that the first year students have already gone through their period of adaptation and proceeded to the next stage of their studies. The first stage of our pedagogical analysis leads us to see that there is no relationship between the students' training results and the type of school (rural or urban) they graduated from. We've come to such a conclusion based on correlation mining and structural analysis of the data matrix.

One of the issues that are particularly interesting to many researches is the adaptation period of first-year students. Often, the transition from childhood to maturity and independence takes place at higher educational institutions. First-year students find themselves entering the process of adaptation. All in all, student adaptation might take two or even three semesters. According to the existing body of research, prior school performance is one of the most influential factors on student adaptation. Using correlational and structural analysis, the relations between secondary school examination results and performance over the first semester (during the adaptation period) of the physics students at Kazan Federal University have been studied. By the end of the first stage of our analysis, we established that there was an insignificant difference between secondary school examination results and the results demonstrated over the first semester which confirms that these two performance indicators are related. In this article, we also present the algorithm of working with correlational matrix. These materials can be used by teachers, tutors and researches who are interested in related topics.

Abstract

The urgency of the issue stated in this article is caused by the need for effective educational practice in the effective management mechanisms of professional pedagogical education quality, which consider the specificity of educational process of teachers training and consistency of personal development of the future teacher. The aim of the article is to develop and describe the design principles of management system of personal-oriented pedagogical education quality in higher school. The leading method of study of this problem is the modeling method, which consists in the development and approbation of the local model of quality management system of professional pedagogical education, with due consideration of the individual peculiarities of subjective personality development of the future teacher. The article presents a theoretical analysis of the "education quality" concept on the basis of a synthesis of philosophical, psychological and pedagogical, social and economic approaches, provides rationalization for principles of multilevel monitoring of the educational process mobility in HEI of education, describes a model of professional pedagogical education quality management system and shows the results of its approbation in HEI of education. Materials of the article present practical utility to scientists, which study the questions of professional pedagogical education development, practicing teachers engaged in the training of teachers in higher school, as well as specialists in the sphere of professional education management.