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2010. no2

Theoretical and Applied Research

The americanization of European higher education and research
5–43

Translated from English

44–62

Dealt with is the socio-cultural technology of education network creation as one of the tools of education modernization. Analyzed are principal features of an education network, the specifics of network management, as well as types and kinds of education networks that emerged in practice. Scrutinized is the process of development of school-internal, municipal and inter-municipal models of education networks. Presented are a number of socio-cultural projects of territory development: «Trassa», «Education fair», «Dual education in extraction industry», «Railway school».

63–110

Translated from English

 

111–117

The author reviews the principal directions of the research on the effects of performance pay in schools on students’ grades and on the behavior of teachers. Analyzed are methodological particularities of various studies. A conclusion is made concerning the prospective usefulness of V. Lavy’s methods of the evaluation of new teacher pay systems.

118–135

One of the most efficient ways to render a competitor unable to cope with the rapidly changing world is to taper with their ability to learn new activities. In education sphere, the competition takes the form of obstructing a competitor’s learning, or of «Trojan education»: the competitor is covertly taught something unprofitable, harmful or dangerous for them, but suits the interests of those who organize the education. Examples of the hindering of learning are given, a classification of types of «Trojan education» is provided, possible theoretical approaches to the problem are laid out, and some results of empirical studies are analyzed.

Practice

136–151

Argued for is a necessity of including economics classes in the high school humanities curriculum. The article proceeds to analyze the legal, pedagogical, and teaching force aspects of the modern economics teaching in Russian high schools. The author lists the main difficulties in the development of high school economics classes and proposes a number of measures to be taken to improve the existing situation.

152–163

Examined are extant international approaches to the authentic evaluation, including those based on portfolios. It is shown that the evaluation serves as a catalyzer of changes in contents and methods of teaching, as well as in the whole mode of running of school. Introduction of portfolios leads to the creation of a special education environment with a partnership between students, teachers, parents, and local community members.

164–177

The electronic portfolio is understood in the teaching community as the principal means of registration, accumulation and evaluation of individual achievements. The portfolio method can be successfully used alongside with other methods, both traditional and alternative. The article analyzes in detail the experience of developing and using the electronic portfolio in the teaching at the Institute of Pedagogy, Psychology, and Sociology of the Siberian Federal University. Possible applications of the method to teacher evaluation are discussed as well.

Education Statistics and Sociology

178–186

The article contains data on continuous education of the population in Russia and European countries, as well as information on the particular techniques of measuring the basic indicators. Indicators for Russia have been formed on a cross-cut of basic socio-demographic groups present on the Eurostat site. The sources of data are the latest joint surveys conducted jointly by the Institute of Statistic Rsearch and Knoledge Economy of HSE, The «Public Opinion» foundation, and The Yury Levada Analytic Center, as well as from the EU Labour Force Survey.

187–206

A review of results of a Russian household survey in which there were analyzed the influence of education, profession, and career status of the parents, domicile, material and cultural resources of the family on the education strategies of children, as well as the extent, structure, and incentives of the education activity of adults.

Practice

207–223

Studied are determiners of income expectation of Russian school students planning to enter universities. Data for the study are drawn from a survey of 1600 families conducted by the Laboratory for Institutional Analysis of Economic Reforms of HSE with the support of the Center for Fundamental Research at HSE in the spring of 2008 in major Russian cities. It has been discovered that two months before entering university, only 60 % percent of 11 th graders and their families have formed their expectations. The variation in income expectations depends on a number of variables, the most significant being the family income, the parents’ education level, the type of high school the student is graduating from, and the chosen program at a university. Families that have formed their expectations about the income in the post-university time, intend to send their children to major regional universities. Given that recently higher education has become virtually universal, this fact indicates that ideas about education qualities are becoming a significant differentiating factor of income expectation.

Discussion

224–237

The article analyzes the newly emerged term «Education 2.0» and offers its pedagogical interpretation. Considered are the basic principles of Education 2.0: subject-orientedness, excessiveness, cooperation, and conditions of their realization: the openness of education system and the availability of a relevant cognitive model. It briefly reviews the extant education systems that are wholly or partly based on the principles of Education 2.0, and offers directions of change for the existing education system.

History of Education

238–262

The way the education of serf’s children was organized in Russia is still little explored by historians and historians of pedagogy. The reason for that lies in persistent stereotypes held by the society regarding the lack of attention of landed nobility and state to the needs of the population. Published here is a collection of documents dating from the second half of the 18 th c. shedding light on various aspects of teaching of serfs’ children in Russia.

Book Reviews and Survey Articles

Humanities and Inhumanities
263–275

Translated from English

Reflections on…

276–293

According to the author, the classical Russian literature remains completely unread by a majority of population in this country. The reason for that is that it is well «hidden» behind revolutionary mantras and оценками. The author explores the revolutionary liberal literary criticism as a phenomenon that initiated the myth creation around the Russian literature: the religious content of many a masterpiece of the Russian literature was ostracized, the notion of a «small person» was perverted, and general humanistic values were replaced by revolutionary slogans. Particular attention is given to an analysis of the world outlook and personality of V. G. Belinsky.