Pub Date : 2018-04-03DOI: 10.1080/10609393.2018.1473696
K. Polivanova, M. Shakarova
The current state of childhood research is grounded in classical psychological theories, and Russian psychology is tied to cultural and historical theory in particular. These theories were invented to generalize and make sense of the realities of childhood as they existed at the time when these theories were created. Rapid social changes, especially during recent decades, have led to the emergence of a wide range of sources that bear witness to how the day-to-day life of childhood has changed. The understanding of childhood has continued to transform from one era to another. A metaphor was even coined to describe it, and at some point there was even a specific metaphor coined, “the disappearance of childhood.” This article seeks to explore how the image of childhood has changed in relation to the image of adulthood. As material for analysis, we chose Soviet and Russian movies from the 1940s to 2000s. The study is based on the assumption that a sequential analysis based on Yuri Lotman’s theory of the structure of the text demonstrates how the image of childhood changes over time. If in the 1940s and 1950s the child was presented as immature and not quite grown up, the adult was portrayed as the embodiment of the ideal form of the individual, and the main conflict was structured around childish immaturity, then gradually over the decades more and more main characters who were children and adults were portrayed as different kinds of individuals, and the child (or teenager) sometimes came to embody obviously negative features. The child–adult dichotomy itself lost its significance.
{"title":"The Socio-Cultural Image of Childhood (Based on an Analysis of Soviet and Russian Feature Films about Children)","authors":"K. Polivanova, M. Shakarova","doi":"10.1080/10609393.2018.1473696","DOIUrl":"https://doi.org/10.1080/10609393.2018.1473696","url":null,"abstract":"The current state of childhood research is grounded in classical psychological theories, and Russian psychology is tied to cultural and historical theory in particular. These theories were invented to generalize and make sense of the realities of childhood as they existed at the time when these theories were created. Rapid social changes, especially during recent decades, have led to the emergence of a wide range of sources that bear witness to how the day-to-day life of childhood has changed. The understanding of childhood has continued to transform from one era to another. A metaphor was even coined to describe it, and at some point there was even a specific metaphor coined, “the disappearance of childhood.” This article seeks to explore how the image of childhood has changed in relation to the image of adulthood. As material for analysis, we chose Soviet and Russian movies from the 1940s to 2000s. The study is based on the assumption that a sequential analysis based on Yuri Lotman’s theory of the structure of the text demonstrates how the image of childhood changes over time. If in the 1940s and 1950s the child was presented as immature and not quite grown up, the adult was portrayed as the embodiment of the ideal form of the individual, and the main conflict was structured around childish immaturity, then gradually over the decades more and more main characters who were children and adults were portrayed as different kinds of individuals, and the child (or teenager) sometimes came to embody obviously negative features. The child–adult dichotomy itself lost its significance.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"348 - 369"},"PeriodicalIF":0.0,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1473696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43752569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-04DOI: 10.1080/10609393.2018.1451202
T. Sklyarova
The article describes Orthodox Christian education as a kind of religious education. It offers a definition of Orthodox Christian education and characterizes its structure in modern Russia. It proposes a model for the Orthodox Christian education system, including introductory, basic, professional, and advanced academic levels. The author describes the general characteristics of each of these levels. The author concludes with a description of the problems that are encountered when identifying the curricular content of Orthodox Christian education.
{"title":"Orthodox Christian Education in Modern Russia: Structure and Content","authors":"T. Sklyarova","doi":"10.1080/10609393.2018.1451202","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451202","url":null,"abstract":"The article describes Orthodox Christian education as a kind of religious education. It offers a definition of Orthodox Christian education and characterizes its structure in modern Russia. It proposes a model for the Orthodox Christian education system, including introductory, basic, professional, and advanced academic levels. The author describes the general characteristics of each of these levels. The author concludes with a description of the problems that are encountered when identifying the curricular content of Orthodox Christian education.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"257 - 268"},"PeriodicalIF":0.0,"publicationDate":"2018-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46957062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-04DOI: 10.1080/10609393.2018.1451201
B. Kupriyanov
The article attempts to introduce, describe, and theoretically justify the phenomenon of the children’s prank as one of the natural features of childhood. According to the author, the children’s prank deserves to be conceived of as a particular category due to the many descriptions of this phenomenon in children’s literature. The author defines the specific features of the children’s prank as a particular socio-educational phenomenon on the basis of the socio-educational framework of A.V. Mudrik, Mikhail Bakhtin’s ideas about the carnivalesque and the culture of folk humor [narodno-smekhovaya kul’tura], and Eric Berne’s theory of transactional analysis. An analysis of Russian and foreign works of literary fiction about childhood and adolescence allows us to identify the various features of the children’s prank: it consists of an action that is aimed at overturning adult expectations, including in order to obtain a material gain. The prankster demonstrates a code of honor. The prank is publicized as a challenge. The prankster then often becomes self-conscious of the fact that he has performed a provocative act and fears punishment. Based on an analysis and interpretation of narrative interviews that were obtained from respondents who were born between 1935 and 1978, we were able to ethnographically reconstruct the cultural practices of Soviet teenagers during their summer vacations at Pioneer camps. In this situation, children pulled pranks to have fun; freely socialize with peers without adult supervision; experience thrilling emotions as a result of setting off on an adventure, such as when boys confronted girls or when one troop of children challenged another, and so on. The problem of children’s pranks that is raised in this article warrants additional study from a socio-educational perspective. In particular, the culture of modern-day pranks should be explored.
{"title":"The Adrenaline Rush of Children’s Pranks","authors":"B. Kupriyanov","doi":"10.1080/10609393.2018.1451201","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451201","url":null,"abstract":"The article attempts to introduce, describe, and theoretically justify the phenomenon of the children’s prank as one of the natural features of childhood. According to the author, the children’s prank deserves to be conceived of as a particular category due to the many descriptions of this phenomenon in children’s literature. The author defines the specific features of the children’s prank as a particular socio-educational phenomenon on the basis of the socio-educational framework of A.V. Mudrik, Mikhail Bakhtin’s ideas about the carnivalesque and the culture of folk humor [narodno-smekhovaya kul’tura], and Eric Berne’s theory of transactional analysis. An analysis of Russian and foreign works of literary fiction about childhood and adolescence allows us to identify the various features of the children’s prank: it consists of an action that is aimed at overturning adult expectations, including in order to obtain a material gain. The prankster demonstrates a code of honor. The prank is publicized as a challenge. The prankster then often becomes self-conscious of the fact that he has performed a provocative act and fears punishment. Based on an analysis and interpretation of narrative interviews that were obtained from respondents who were born between 1935 and 1978, we were able to ethnographically reconstruct the cultural practices of Soviet teenagers during their summer vacations at Pioneer camps. In this situation, children pulled pranks to have fun; freely socialize with peers without adult supervision; experience thrilling emotions as a result of setting off on an adventure, such as when boys confronted girls or when one troop of children challenged another, and so on. The problem of children’s pranks that is raised in this article warrants additional study from a socio-educational perspective. In particular, the culture of modern-day pranks should be explored.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"238 - 256"},"PeriodicalIF":0.0,"publicationDate":"2018-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48510424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-04DOI: 10.1080/10609393.2018.1451679
L. Yushkova
The article provides a comparative analysis of the linguistic and cultural picture of the world of contemporary Russian university students on the basis of surveys of their perceptions of America and the Americans as well as Russia and the Russians. The data that were collected from a free association experiment that was conducted by S.G. Ter-Minasova in 1992, 1995, and 1998 are compared with the data that were obtained by the author during her study in 2015. Respondents were asked to write down one to 10 associations that came to mind for a given concept. By comparing the data between the different surveys, we are able to note how the perceptions of Russian students about Russia and Russians, America and Americans and the reasons prompting these perceptions have changed. The most notable findings are that the following words representing the lexical-semantic group describing financial status were no longer cited in the 2015 survey: “poor,” “rich,” and “dollar,” whereas the following words belonging to the lexical-semantic group describing power appeared on the most recent survey: “war,” “impudent,” “selfish,” “haughty,” “the desire to dominate others,” “cunning,” “powerful,” and “racism.”
{"title":"What Young Russians Think about Russia and America","authors":"L. Yushkova","doi":"10.1080/10609393.2018.1451679","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451679","url":null,"abstract":"The article provides a comparative analysis of the linguistic and cultural picture of the world of contemporary Russian university students on the basis of surveys of their perceptions of America and the Americans as well as Russia and the Russians. The data that were collected from a free association experiment that was conducted by S.G. Ter-Minasova in 1992, 1995, and 1998 are compared with the data that were obtained by the author during her study in 2015. Respondents were asked to write down one to 10 associations that came to mind for a given concept. By comparing the data between the different surveys, we are able to note how the perceptions of Russian students about Russia and Russians, America and Americans and the reasons prompting these perceptions have changed. The most notable findings are that the following words representing the lexical-semantic group describing financial status were no longer cited in the 2015 survey: “poor,” “rich,” and “dollar,” whereas the following words belonging to the lexical-semantic group describing power appeared on the most recent survey: “war,” “impudent,” “selfish,” “haughty,” “the desire to dominate others,” “cunning,” “powerful,” and “racism.”","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"278 - 288"},"PeriodicalIF":0.0,"publicationDate":"2018-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42810670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-04DOI: 10.1080/10609393.2018.1451199
B. A. Deich, N. V. Galeeva
The article examines the relationship between the development of the subculture of childhood and the evolution of out-of-school education. It identifies the historical stages of the influence of the subculture of childhood on the nature of extracurricular learning and development. We analyze the concepts of the “subculture of childhood” and “out-of-school education” in light of how they have influenced each other. We apply modern approaches to define these concepts. We consider various views of childhood as an independent phenomenon as well as how teachers have regarded children during different historical periods. We examine the main components of the world of childhood as they have been identified by ethnographers and teachers, including the concept of children’s folklore, which has come into its own as a distinct field of study, and games as the initial stage of child socialization. We consider various kinds of games. We consider the early history of how out-of-school education has been organized as a social activity that is aimed at ensuring the harmonious personal development of children by giving them the creative initiative and freedom of choice. We determine the stages and trajectories of the development of extracurricular education, which include folk learning, activities advanced by progressive public organizations and communities, and state-based offerings that are connected to the development of the subculture of childhood.
{"title":"The Historical Development of Out-of-School Education in Light of the Subculture of Childhood","authors":"B. A. Deich, N. V. Galeeva","doi":"10.1080/10609393.2018.1451199","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451199","url":null,"abstract":"The article examines the relationship between the development of the subculture of childhood and the evolution of out-of-school education. It identifies the historical stages of the influence of the subculture of childhood on the nature of extracurricular learning and development. We analyze the concepts of the “subculture of childhood” and “out-of-school education” in light of how they have influenced each other. We apply modern approaches to define these concepts. We consider various views of childhood as an independent phenomenon as well as how teachers have regarded children during different historical periods. We examine the main components of the world of childhood as they have been identified by ethnographers and teachers, including the concept of children’s folklore, which has come into its own as a distinct field of study, and games as the initial stage of child socialization. We consider various kinds of games. We consider the early history of how out-of-school education has been organized as a social activity that is aimed at ensuring the harmonious personal development of children by giving them the creative initiative and freedom of choice. We determine the stages and trajectories of the development of extracurricular education, which include folk learning, activities advanced by progressive public organizations and communities, and state-based offerings that are connected to the development of the subculture of childhood.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"203 - 215"},"PeriodicalIF":0.0,"publicationDate":"2018-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43011352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-04DOI: 10.1080/10609393.2018.1451678
M. Yakovleva
Socio-pedagogical studies of victimization consider various age cohorts within their respective anthropological contexts, in which specific risk factors are identified for individuals at a given physio-psychological stage that may threaten their integral identity and future development. This paper examines the characteristics of youth that predispose young people to join countercultural groups, and in particular antisocial cults. There is a pressing need to address this issue because the leaders of countercultural organizations are actively recruiting young and capable persons to join their groups. Because Western scholars have been the first to write about the problem of antisocial cultism, our goal has been to analyze the main foreign studies by primarily American and Canadian psychologists and educators that probe the reasons why young people join vile cults. Characteristics of this age group, such as fear of rejection by peers, growing sexuality, growing conflicts with the adult world, youthful black-and-white thinking, the active development of an independent worldview, and sympathy for alternative religiosity, are not strict conditions determining whether young people will join antisocial cults. However, the considered characteristics allow us to deem this period in a person’s development as one of the most vulnerable in terms of developing deviant religious views.
{"title":"Developmental Characteristics of Adolescents That Increase Risk of Joining Anti-Social Cults","authors":"M. Yakovleva","doi":"10.1080/10609393.2018.1451678","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451678","url":null,"abstract":"Socio-pedagogical studies of victimization consider various age cohorts within their respective anthropological contexts, in which specific risk factors are identified for individuals at a given physio-psychological stage that may threaten their integral identity and future development. This paper examines the characteristics of youth that predispose young people to join countercultural groups, and in particular antisocial cults. There is a pressing need to address this issue because the leaders of countercultural organizations are actively recruiting young and capable persons to join their groups. Because Western scholars have been the first to write about the problem of antisocial cultism, our goal has been to analyze the main foreign studies by primarily American and Canadian psychologists and educators that probe the reasons why young people join vile cults. Characteristics of this age group, such as fear of rejection by peers, growing sexuality, growing conflicts with the adult world, youthful black-and-white thinking, the active development of an independent worldview, and sympathy for alternative religiosity, are not strict conditions determining whether young people will join antisocial cults. However, the considered characteristics allow us to deem this period in a person’s development as one of the most vulnerable in terms of developing deviant religious views.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"269 - 277"},"PeriodicalIF":0.0,"publicationDate":"2018-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43056068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-04DOI: 10.1080/10609393.2018.1451200
A. Kazakova
This study provides an initial classification of information on the social and geographic distribution of children’s residential care institutions in Russia, and it characterizes the relationship between this information and the level of criminalization and victimization of minors. We provide data on the number of such residential care facilities and their child placement statistics in the various regions of the Russian Federation. We rank these regions according to these variables, and we classify them into three clusters: favorable, troubled, and unstable. We discovered material differences between the Russian regions across all variables. At the same time, Russia’s federal districts differ significantly from each other only in terms of rates of crime and the victimization of minors and not in terms of their number of residential care facilities, wards, and the “concentration” of such institutions. We discovered that the factor of “institutionalized children” contributed significantly to the regional level of juvenile delinquency on the basis of the results of a correlation and regression analysis. The region’s average number of wards per residential care facility and the predominance of Muslim population turned out to be insignificant variables. The first excluded variable (characterizing living conditions) is important for developing and optimizing children’s residential care plans. It is discussed in the Letter of the Ministry of Education and Science of the Russian Federation dated 9/1/2014 no. VK-1850/07. The second excluded variable is used to analytically reconstruct the set of factors that cause significant interregional variances in the number of residential care facilities and their wards.
{"title":"Institutionalized Children in Russia: Grouping the Regions by the Scale of the Phenomenon","authors":"A. Kazakova","doi":"10.1080/10609393.2018.1451200","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451200","url":null,"abstract":"This study provides an initial classification of information on the social and geographic distribution of children’s residential care institutions in Russia, and it characterizes the relationship between this information and the level of criminalization and victimization of minors. We provide data on the number of such residential care facilities and their child placement statistics in the various regions of the Russian Federation. We rank these regions according to these variables, and we classify them into three clusters: favorable, troubled, and unstable. We discovered material differences between the Russian regions across all variables. At the same time, Russia’s federal districts differ significantly from each other only in terms of rates of crime and the victimization of minors and not in terms of their number of residential care facilities, wards, and the “concentration” of such institutions. We discovered that the factor of “institutionalized children” contributed significantly to the regional level of juvenile delinquency on the basis of the results of a correlation and regression analysis. The region’s average number of wards per residential care facility and the predominance of Muslim population turned out to be insignificant variables. The first excluded variable (characterizing living conditions) is important for developing and optimizing children’s residential care plans. It is discussed in the Letter of the Ministry of Education and Science of the Russian Federation dated 9/1/2014 no. VK-1850/07. The second excluded variable is used to analytically reconstruct the set of factors that cause significant interregional variances in the number of residential care facilities and their wards.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"216 - 237"},"PeriodicalIF":0.0,"publicationDate":"2018-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43916984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.1080/10609393.2018.1451181
I. Abankina
We consider issues surrounding the introduction of the federal educational standards in preschool education (FGOS DO) by analyzing data from a survey of directors and teachers at public and private kindergartens. The results show that teachers are well informed about the content of the new standards. They actively participate in professional development programs that help them master the new working principles. They expect the quality of preschool education to improve after the transition to FGOS DO. We pay particular attention to an analysis of the risks that are entailed by the introduction of FGOS DO and the opportunities that exist for countering these risks through the introduction of changes to the quota of working hours for teachers at preschools.
{"title":"The Implementation of the Federal Educational Standards in Preschool Education","authors":"I. Abankina","doi":"10.1080/10609393.2018.1451181","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451181","url":null,"abstract":"We consider issues surrounding the introduction of the federal educational standards in preschool education (FGOS DO) by analyzing data from a survey of directors and teachers at public and private kindergartens. The results show that teachers are well informed about the content of the new standards. They actively participate in professional development programs that help them master the new working principles. They expect the quality of preschool education to improve after the transition to FGOS DO. We pay particular attention to an analysis of the risks that are entailed by the introduction of FGOS DO and the opportunities that exist for countering these risks through the introduction of changes to the quota of working hours for teachers at preschools.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"100 - 89"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47553556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.1080/10609393.2018.1451189
T. Chirkina, T. Khavenson
School climate is one of the significant factors determining educational achievement. However, the lack of instruments to measure it has complicated the study of this concept in Russia. We review the history of the study of the concept of “school climate,” and we discuss approaches to how it can be defined. We describe the most widely used questionnaires for studying school climate and analyze the set of components that have been included in them. To conduct the empirical study, we chose the student questionnaire that is used in the PISA international study, which provides a theoretical basis for measuring a number of dimensions of school climate. We conducted a psychometric analysis using methods from confirmatory factor analysis and modern test theory. It turned out that the structure of the indices that are used to measure school climate is not what the framers of the questionnaire assumed it would be. It is unclear whether the questions reflect the school climate indicators that are specifically proposed in the questionnaires. Some of the judgments in the questionnaire have been worded in such a way as to elicit most students’ agreement or disagreement with them without revealing any differences in how students perceive the subject of the question. The answer categories are unbalanced for most of the judgments. Respondents tended to fill them out in a one-sided fashion. We propose steps for how the instrument can be further improved.
{"title":"School Climate","authors":"T. Chirkina, T. Khavenson","doi":"10.1080/10609393.2018.1451189","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451189","url":null,"abstract":"School climate is one of the significant factors determining educational achievement. However, the lack of instruments to measure it has complicated the study of this concept in Russia. We review the history of the study of the concept of “school climate,” and we discuss approaches to how it can be defined. We describe the most widely used questionnaires for studying school climate and analyze the set of components that have been included in them. To conduct the empirical study, we chose the student questionnaire that is used in the PISA international study, which provides a theoretical basis for measuring a number of dimensions of school climate. We conducted a psychometric analysis using methods from confirmatory factor analysis and modern test theory. It turned out that the structure of the indices that are used to measure school climate is not what the framers of the questionnaire assumed it would be. It is unclear whether the questions reflect the school climate indicators that are specifically proposed in the questionnaires. Some of the judgments in the questionnaire have been worded in such a way as to elicit most students’ agreement or disagreement with them without revealing any differences in how students perceive the subject of the question. The answer categories are unbalanced for most of the judgments. Respondents tended to fill them out in a one-sided fashion. We propose steps for how the instrument can be further improved.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"133 - 160"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451189","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44173081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-01DOI: 10.1080/10609393.2018.1451192
I. Froumin
The article briefly discusses the question of how we should establish special educational practices that could help students mature. In identifying such practices, the author looks to a number of empirical studies that allow us to understand what significance the concept of “maturation” has for children and teenagers. In conclusion, the author notes that modern educational systems rarely provide students with the opportunity to try on adult roles. To allow this, changes will have to be made and special mechanisms will have to be designed that enable children, teenagers, and college students to show initiative and take responsibility.
{"title":"Education Practices and Maturation1","authors":"I. Froumin","doi":"10.1080/10609393.2018.1451192","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451192","url":null,"abstract":"The article briefly discusses the question of how we should establish special educational practices that could help students mature. In identifying such practices, the author looks to a number of empirical studies that allow us to understand what significance the concept of “maturation” has for children and teenagers. In conclusion, the author notes that modern educational systems rarely provide students with the opportunity to try on adult roles. To allow this, changes will have to be made and special mechanisms will have to be designed that enable children, teenagers, and college students to show initiative and take responsibility.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"182 - 186"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46221445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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