Russian Education in Paper Abyss: a Sociological Study

Osipov, Alexander; Matveeva, Natalya A.; Boyadjieva, Pepka; Vorontsov, Yaroslav

doi:10.31857/s013216250008798-0

Cited by 8 publications

(2 citation statements)

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“…Предлагая учителям прокомментировать высказывание: «лучший мотиваторэто самооценка», мы подводили их к разговору о стимулах, при помощи которых можно побудить школьников старательно решать задания мониторинга PISA и побудить учителей активизировать работу по формированию у учащихся знаний и умений, необходимых для успешного участия в мониторинге. Оказывалось, что учителя, несущие на себе груз ответственности за успешное прохождение учениками ЕГЭ и ОГЭ, реализацию проектных работ, излишнюю бюрократическую отчетность (Osipov, 2020), не находят стимулов для серьезной подготовки учеников к этому мониторингу. К слову сказать, один из принципов мониторинга PISAвнезапность.…”

Section: Research Resultsunclassified

Problems of Russian School Education in Pisa Context

Zaia¹,

Manuylova

Gevorkyan

et al. 2021

SIE

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The article based on the research which aim is to clear, how common teaching practices in Russian schools affecting the decline in the results of students when performing tasks of the Programme for International Student Assessment (PISA). The authors of the article try to understand why teachers so often prefer quite old training technologies. In the course of study these problems, members of research team conducted interviews and discussions with school teachers from the Moscow region who were trained in advanced training courses at the Academy of Public Administration. Intensive interaction with teachers helped the authors to draw a conclusion that the avoiding more effective contemporary training technologies is due to certain conditions in which the teacher works. Another conclusion made in the article: teachers fail in teaching students not because they do not have enough knowledge of modern technologies and techniques or because they underestimate the importance of developing critical thinking, anthropological imagination, knowledge of meta-subject connections, the skills to understand texts and work with heterogeneous information, but because they are not ready to accept the changing social role of the school.

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Section: Research Resultsunclassified

Problems of Russian School Education in Pisa Context

Zaia¹,

Manuylova

Gevorkyan

et al. 2021

SIE

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“…Объем и структура информационных потоков, социальные реалии бумажной работы влияют на социальное и профессиональное самочувствие работников. Доказано, что основным источником бумажного прессинга является ошибочная управленческая стратегия, которая игнорирует общественную миссию образования и широкие возможности общественногосударственного управления, выражает бюрократическое недоверие работникам [2].…”

Section: методы и материалыunclassified

Digital Environment of Higher Education in Russia: Objective Conditions and Subjective Perception of Distance Learning by Students in a Situation of Increasing Risks

Zinurova

Nikitina

2021

Bulletin of Kemerovo State University. Series: Political, Sociological and Economic Sciences

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The article introduces a comprehensive study of distance learning in higher education during the pandemic. The authors analyzed the readiness of universities to implementing e-learning platforms. They focused on the legal and organizational aspects of digital environment. The authors studied relevant interviews given by heads of higher educational institutions in various media sources. The research objective was to develop and perform a formalized interview with full-time students of Russian universities. The study made it possible to identify a wide range of issues that affect the passage to distance learning, as well as to define the prospective directions and problem areas of the digital environment at universities as part of domestic digital economy. The scientific novelty of the research lies in the development of tasks for a successful transfer of universities to distance or blended learning.

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The Problem of Confidence in Schoolteachers in The Context of New Normality

et al. 2020

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The authors of the article have conducted a sociological study of the problem of confidence in schoolteachers in the Moscow region in autumn of 2019. They have interviewed teachers, students and their parents in the suburbs of Ramenskoye and the city of Orekhovo-Zuevo (these cities are located at different distances from Moscow), which has made it possible to see more clearly the socio-cultural specificity of the studied problem. In the article, the authors pay particular attention to the factors that affect mutual understanding between all the actors of the learning process. The authors conclude that the problem of confidence in schoolteachers is becoming more urgent, and the need for its systematic monitoring in schools appears. Considering the spread of distance learning, the authors of the article suggest that schoolteachers will face additional difficulties in building trusting relationships with students and their parents. The experience of the study, presented in the article, will be useful for finding solutions to the problem of confidence between all the actors of the learning process in changing conditions.

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Russian Education in Paper Abyss: a Sociological Study

Cited by 8 publications

References 0 publications

Problems of Russian School Education in Pisa Context

Problems of Russian School Education in Pisa Context

Digital Environment of Higher Education in Russia: Objective Conditions and Subjective Perception of Distance Learning by Students in a Situation of Increasing Risks

The Problem of Confidence in Schoolteachers in The Context of New Normality

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