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2011. no2

Theoretical and Applied Research

How the worlds most improved school systems keep getting better
5–122

DOI: 10.17323/1814-9545-2011-2-5-122

123–150

PIRLS test indicates a high level of reading literacy of 9–10-year old Russian primary school graduates. PISA test has found a low level of readiness of 15–16-year-old graduates from Russian secondary school to use texts for a wide range of social, educational and everyday problems. To study the dynamics of reading literacy of 10–15-yearold secondary school pupils a special diagnostic technique called “Push-push” was established. This technique combines approaches of PIRLS and PISA. We provide data on reading literacy of pupils of 4, 6th and 9th grade which was estimated using this method. It is shown that two years of training in the Russian secondary school (5th and 6th grades) did not improve children’s ability to understand texts. Ninth grade differs significantly from the 4th in terms of reading literacy but the improvement is very low. The results show that there is a problem in Russian schools with the quality of textbooks and their use in the learning process.

DOI: 10.17323/1814-9545-2011-2-123-150

Practice

151–162

DOI: 10.17323/1814-9545-2011-2-151-162

163–180

Tutoring is connected with the principle of individualization as resource of modern educational quality. Realization of this principle in sphere of secondary and higher education became the main reason of appearance at Russian school and University new educational position — tutor.

DOI: 10.17323/1814-9545-2011-2-163-180

Discussion

181–182

Author analyses different critical arguments — left-wing and conservative — on the educational standards for high school and proves that now it is rational to return to traditional Russian and European education with three main types of schools: humanitarian gymnasiums, gymnasiums of natural sciences and comprehensive schools.

183–192

Author analyses different critical arguments — left-wing and conservative — on the educational standards for high school and proves that now it is rational to return to traditional Russian and European education with three main types of schools: humanitarian gymnasiums, gymnasiums of natural sciences and comprehensive schools.

DOI: 10.17323/1814-9545-2011-2-183-192

193–202

Author discusses the most important and controversial issues associated with the project of educational standards for high school: a paradigm shift from “vseobuch” to “actionism”, the need for teacher retraining, the changing nature of public control over the school and also the question of when new standards should be the implemented. Special attention is paid to the basic curriculum: subjects studied at a basic or advanced level; the need to reduce the number of existing subjects; rationality of the choice of subjects, which are assumed to be compulsory by the standards. Author also notices that one of the strengths of the new standards is moral and personal development of students.

DOI: 10.17323/1814-9545-2011-2-193-202

Education Statistics and Sociology

204–235

This article is concerned with the description of the current state of the school system in Russia, including the financial aspects of the educational institutions, income and career strategies of teachers and additional education. The analysis is based on the federal statistics on educational institutions and interviews with directors, teachers, parents and students conducted as a part of the Monitoring of the economics of education.

236–252

In the current article authors analyze the conditions for the production of different versions of sociological education in terms of sociology of knowledge. They focus on national educational standards and their impact on curriculum development at the regional level. Authors use empirical data to introduce two types of strategies of creating curricula: the globalizational and localizational strategy. The most important factors which determine strategy choice are disciplinary affiliation of founders of a sociological department, professional communication and method of distribution of publications of the faculty.

DOI: 10.17323/1814-9545-2011-2-236-252

History of Education

253–267

Author considers the second stage of the development of professional ballet education in Russia: from the beginning to the middle of the XIX century in the context of Romanticism. In the article some special and universal features of the educational model are delineated and socio-cultural factors that shape and sustain changes in the dance education as well as mechanisms which implement these changes are revealed.

DOI: 10.17323/1814-9545-2011-2-253-267

268–281

Russian School of Social Sciences existed in Paris in 1901– 1906 years. In the basis of its’ educational concept were an idea of the unity of human knowledge and a “synthetic” approach to higher education. The School became a home for professors who were not permitted to teach in Russia and disciplines which were forbidden in Russian universities.

DOI: 10.17323/1814-9545-2011-2-268-281

Book Reviews and Survey Articles

282–295

DOI: 10.17323/1814-9545-2011-2-282-295