The Educational Failure of Pupils and Students as a Social Phenomenon: A Research Methodology

Зборовский, Г. Е.; Ambarova, P. A.

doi:10.31992/0869-3617-2020-29-5-34-44

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…Одним из его постулатов была непреложная вера в позитивный потенциал педагогических технологий, способных сконструировать «правильные» среду и условия обучения, в которых «неправильный» ученик преодолеет свою учебную неуспеваемость, станет успевающим и, соответственно, вполне успешным [4]. Определенный вклад в изучение рассматриваемой проблемы внесли и российские социологи [2,12].…”

Section: обзор литературыunclassified

The Typology of Educational Communities by the Criterion of Success / Failure

Зборовский¹

2020

Izv1

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The article considers the necessity and expediency of typologies of educational communities studying in educational institutions of general and professional education. Among the typologies based on various criteria of academic, social and economic nature, the typology of educational communities is specially identified as the subject of research by the criterion of their success / failure. The main indicators of each of them are highlighted. The connection of success/failure of educational communities with their human capital is emphasized. The main results of the study are the following: some typologies of educational communities of pupils and students from educational institutions of general and professional education are described; interpretation of educational success/failure is provided; identification of basic indicators of educational success / failure of pupils and students is shown; on the basis of these indicators and criteria several basic types of pupils and students have been revealed; the possibilities of transition of pupils and students from educational failure to success and its conditions are characterized.

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Section: обзор литературыunclassified

The Typology of Educational Communities by the Criterion of Success / Failure

Зборовский¹

2020

Izv1

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“…В настоящее время в России наблюдается дефицит научных кадров по целому ряду направлений. После реформы аспирантуры в начале 2010-х годов и оформления ее как третьего уровня высшего образования деформировалась система подготовки кадров высшей квалификации (2). Падение престижа профессии ученого, низкий уровень стипендий аспирантов и неконкурентные формы оплаты труда в научно-образовательной сфере также выступают сдерживающими факторами для студенческого участия в научной деятельности.…”

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Students’ engagement in research at the university: A sociological analysis

Narbut

Aleshkovski

Gasparishvili

et al. 2023

Vestnik Rossijskogo universiteta druzhby narodov. Serija Sociol

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One of the priorities of Russia’s scientific-educational policy is to increase the attractiveness of a career in science and higher education. The Russian government implements a number of federal programs aimed at involving the youth in research activities. Students’ research work is a traditional integral part of the educational process, an element of the generational continuity, of the formation and renewal of scientific schools, of tutoring and professional training. However, when students are involved in research, there are difficulties determined by the peculiarities of the organization of the higher education and by the students’ personal characteristics. The article considers the features of the participation of the Russian universities’ students in research, their scientific achievements and problems that limit or hinder their involvement in research activities, reduce their motivation and satisfaction with studies in general. The article is based on the survey of the Russian universities’ students, conducted by the Center for Education Development Strategy of the Moscow State University in November - December 2022 (N = 123977). The results of the survey show that, when studying at the university, students differ significantly in the quality and forms of training, realization of individual abilities and inclinations, level of motivation and requests for higher education. Therefore, the educational process should be organized in such a way as to comprehensively realize the students’ individual abilities, provide a flexible approach to educational trajectories and support the involvement of the majority of students in research activities.

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The Effectiveness of Interaction between Scientific Supervisors and Graduate Students at the University and at the Academy of Sciences

Биричева

Фаттахова

2021

Vysš. obraz. Ross. (Print)

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The effectiveness of work and relationship of postgraduate students with their supervisors seem to be an urgent issue in the context of contemporary transformations of the Russian system of training highly qualified personnel. The article assesses the understanding of the purposes of graduate school by both “sides”, the specifics of the interaction between mentors and their mentees, the leading difficulties and ways to overcome them. Since in our country postgraduate programs are implemented not only at universities, we also compared situations at a university and in an academic community considering the case of the Ural Federal University (UrFU) and scientific institutes of the Ural Branch of the Russian Academy of Sciences (UB RAS). Empirical methods for collecting initial data were applied both at UrFU and at UB RAS and included interviewing scientific leaders and questioning graduate students. A series of in-depth interviews with mentors led to the formulation of research hypotheses and allowed the elaboration of an online questionnaire for graduate students. As a result, we may state the prevalence of the “external” obstacles that reduce the effectiveness of the interaction of young scientists with their scientific leaders; in general, the relationship between them looks quite harmoniously. Among the most pressing problems we have identified (1) disorientation about the concept of postgraduate studies without obligatory defense of the thesis (especially at university); (2) low productivity of the “educational” postgraduate studies; (3) lack of advanced training for supervisors in the field of management in science; (4) high employment of professors; (5) side mentoring and (6) the lack of plans for writing a dissertation. The solution of this set of problems seems to be based, first of all, on a new regulatory framework at the federal level, revising the types and volumes of workload of graduate students and their supervisors, fixing the need to write a dissertation during the course of study, regulating the requirements for scientific supervisors and guaranteeing them advanced training in the field managerial competencies. The positive practice of employing all graduate students at academic institutions, at least for a fraction of the rate, may also help universities in increasing the motivation of graduate students to defend their PhD thesis and build their future career at the university.

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The Educational Failure of Pupils and Students as a Social Phenomenon: A Research Methodology

Cited by 4 publications

References 9 publications

The Typology of Educational Communities by the Criterion of Success / Failure

The Typology of Educational Communities by the Criterion of Success / Failure

Students’ engagement in research at the university: A sociological analysis

The Effectiveness of Interaction between Scientific Supervisors and Graduate Students at the University and at the Academy of Sciences

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