Pub Date : 2021-01-01DOI: 10.17323/1814-9545-2021-3-189-211
O. Fedorov, K. Verinchuk
Oleg Fedorov, Candidate of Sciences in History, Associate Professor, Director of the Siberian Institute of Management, Russian Presidential Academy of National Economy and Public Administration (RANEPA). Address: 6 Nizhegorodskaya Str., 630102 Novosibirsk, Russian Federation. E-mail: fedorov-od@ranepa.ru (corresponding author) Ksenia Verinchuk, History Teacher, European Gymnasium. Address: 28 Sokolnicheskiy Val Str., 107113 Moscow, Russian Federation. E-mail: k.verinchuk@gmail.com The Unified State Exam (USE) in Russia is both an achievement and admission test, yet its validity has not been looked into on a large scale. The evolution of USE tests is distinctly marked by a growing number of constructed-response items, which might be affecting the validity of test results in many ways. In-depth semi-structured interviews with 36 USE experts in history allow identifying three major threats to USE validity: assessment criteria for items 24 and 25, item content, and expert bias. Interview transcripts were analyzed using content analysis, the results of which are presented along with recommendations on how to further improve the processes of item design and evaluation.
{"title":"The USE Test in History and Its Validity: Experts of Regional Subject-Specific Committees Speculating on Free-Response Items","authors":"O. Fedorov, K. Verinchuk","doi":"10.17323/1814-9545-2021-3-189-211","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-3-189-211","url":null,"abstract":"Oleg Fedorov, Candidate of Sciences in History, Associate Professor, Director of the Siberian Institute of Management, Russian Presidential Academy of National Economy and Public Administration (RANEPA). Address: 6 Nizhegorodskaya Str., 630102 Novosibirsk, Russian Federation. E-mail: fedorov-od@ranepa.ru (corresponding author) Ksenia Verinchuk, History Teacher, European Gymnasium. Address: 28 Sokolnicheskiy Val Str., 107113 Moscow, Russian Federation. E-mail: k.verinchuk@gmail.com The Unified State Exam (USE) in Russia is both an achievement and admission test, yet its validity has not been looked into on a large scale. The evolution of USE tests is distinctly marked by a growing number of constructed-response items, which might be affecting the validity of test results in many ways. In-depth semi-structured interviews with 36 USE experts in history allow identifying three major threats to USE validity: assessment criteria for items 24 and 25, item content, and expert bias. Interview transcripts were analyzed using content analysis, the results of which are presented along with recommendations on how to further improve the processes of item design and evaluation.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"104 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90587420","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-3-33-61
Roman Zvyagintsev
Roman Zvyagintsev, Junior Research Fellow, Pinsky Center of General and Extracurricular Education, National Research University Higher School of Economics; Doctoral Student, Institute of Education, National Research University Higher School of Economics. Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. E-mail: rzvyagincev@hse.ru One of the most important facets of educational inequality is the globally observed wide socioeconomic gap in academic outcomes across schools and individual students. However, there are resilient schools that manage to be effective in adverse circumstances. In order to find out what may stand behind resilience of disadvantaged schools, personality traits of their students are compared to those of students attending schools that perform low in equally challenging contexts. Empirical data for this study was collected in Leningrad Oblast in 2019 and includes information about schools’ academic outcomes and socioeconomic status (SES) as well as students’ personality traits that have been traditionally associated with psychological resilience. Personality traits are assessed using the Academic Resilience Scale (ARS‑30), the academic motivation subscale, and the grit and self-regulation scales. Factor structure of the questionnaires is verified using confirmatory factor analysis. No differences are revealed in personality traits of students between resilient and non-resilient low-SES schools, which confirms the previous findings that academic resilience is built through managerial strategies of school principals, school and state educational policies, and practices to improve school effectiveness.
{"title":"Personality Traits of Students in Resilient and Struggling Schools: Different Children or Different Schools","authors":"Roman Zvyagintsev","doi":"10.17323/1814-9545-2021-3-33-61","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-3-33-61","url":null,"abstract":"Roman Zvyagintsev, Junior Research Fellow, Pinsky Center of General and Extracurricular Education, National Research University Higher School of Economics; Doctoral Student, Institute of Education, National Research University Higher School of Economics. Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. E-mail: rzvyagincev@hse.ru One of the most important facets of educational inequality is the globally observed wide socioeconomic gap in academic outcomes across schools and individual students. However, there are resilient schools that manage to be effective in adverse circumstances. In order to find out what may stand behind resilience of disadvantaged schools, personality traits of their students are compared to those of students attending schools that perform low in equally challenging contexts. Empirical data for this study was collected in Leningrad Oblast in 2019 and includes information about schools’ academic outcomes and socioeconomic status (SES) as well as students’ personality traits that have been traditionally associated with psychological resilience. Personality traits are assessed using the Academic Resilience Scale (ARS‑30), the academic motivation subscale, and the grit and self-regulation scales. Factor structure of the questionnaires is verified using confirmatory factor analysis. No differences are revealed in personality traits of students between resilient and non-resilient low-SES schools, which confirms the previous findings that academic resilience is built through managerial strategies of school principals, school and state educational policies, and practices to improve school effectiveness.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90352888","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-2-10-42
V. Maltseva, A. Shabalin
{"title":"The Non-Bypass Trajectory, or The Boom in Demand for TVET in Russia","authors":"V. Maltseva, A. Shabalin","doi":"10.17323/1814-9545-2021-2-10-42","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-2-10-42","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"726 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76920076","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-4-147-165
A. Crowley-Vigneau, A. Baykov, Yelena Kalyuzhnova, V. Gnevasheva
{"title":"Local Content Policies in the Russian Higher Education Sector: Harming or Aiding Internationalization?","authors":"A. Crowley-Vigneau, A. Baykov, Yelena Kalyuzhnova, V. Gnevasheva","doi":"10.17323/1814-9545-2021-4-147-165","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-4-147-165","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"19 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90947451","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-3-260-283
O. S. Ostroverkh, A. Tikhomirova
Oksana Ostroverkh, Candidate of Sciences in Psychology, Associate Professor, Institute of Economics, Management and Environmental Studies, Siberian Federal University. Address: 79 Svobodny Ave, 660041 Krasnoyarsk, Russian Federation. E-mail: ostrovoksana@mail.ru (corresponding author) Anna Tikhomirova, Individual and Group Psychology Teacher, Faculty of Consulting and Clinical Psychology, Moscow State University of Psychology and Education. Address: 29 Sretenka Str., 127051 Moscow, Russian Federation. E-mail: nutih@mail.ru This article looks into the legal and psychological aspects of child and youth participation in discussions and decision making on issues relating to their lives and gives an overview of the current trends in participatory development. Participatory design is interpreted within this study as activities that result in participatory action of children in the educational process. Participatory action is characterized in its intentional component and its persistence (reflected in searching for ways of bringing the intention to life) by initiative, consciousness, autonomy and responsibility. Participatory design is regarded as a tool for creating conditions to develop adolescents’ subject position. A new method of engaging children in participatory design of learning environments is offered and implemented in the study. The article describes successively the steps of method implementation and its testing within the framework of Pedagogical Design Studio’s activities.
{"title":"Participatory Design of New School Learning Environments","authors":"O. S. Ostroverkh, A. Tikhomirova","doi":"10.17323/1814-9545-2021-3-260-283","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-3-260-283","url":null,"abstract":"Oksana Ostroverkh, Candidate of Sciences in Psychology, Associate Professor, Institute of Economics, Management and Environmental Studies, Siberian Federal University. Address: 79 Svobodny Ave, 660041 Krasnoyarsk, Russian Federation. E-mail: ostrovoksana@mail.ru (corresponding author) Anna Tikhomirova, Individual and Group Psychology Teacher, Faculty of Consulting and Clinical Psychology, Moscow State University of Psychology and Education. Address: 29 Sretenka Str., 127051 Moscow, Russian Federation. E-mail: nutih@mail.ru This article looks into the legal and psychological aspects of child and youth participation in discussions and decision making on issues relating to their lives and gives an overview of the current trends in participatory development. Participatory design is interpreted within this study as activities that result in participatory action of children in the educational process. Participatory action is characterized in its intentional component and its persistence (reflected in searching for ways of bringing the intention to life) by initiative, consciousness, autonomy and responsibility. Participatory design is regarded as a tool for creating conditions to develop adolescents’ subject position. A new method of engaging children in participatory design of learning environments is offered and implemented in the study. The article describes successively the steps of method implementation and its testing within the framework of Pedagogical Design Studio’s activities.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"11 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90055288","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-2-82-106
Igor B. Shiyan, T. Le-van, O. Shiyan, S. Zadadaev
{"title":"The Key Issues in Implementing the Federal State Education Standard for Preschool Education. Results of the National Study of Preschool Education Quality in 2016–2017","authors":"Igor B. Shiyan, T. Le-van, O. Shiyan, S. Zadadaev","doi":"10.17323/1814-9545-2021-2-82-106","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-2-82-106","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"50 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87589354","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-3-284-297
S. Dubrovskaya, O. Osovsky
Svetlana Dubrovskaya, Doctor of Sciences in Philology, Professor, Department of Russian as a Foreign Language, Ogarev Mordovia State University. Address: 68 Bolshevistskaya Str., 430005, Saransk, Republic of Mordovia, Russian Federation. E-mail: s.dubrovskaya@bk.ru (corresponding author) Oleg Osovsky, Doctor of Sciences in Philology, Professor, Leading Researcher, Evseviev Mordovia State Pedagogical University. Address: 11A Studencheskaya Str., 430007, Saransk, Republic of Mordovia, Russian Federation. E-mail: osovskiy_oleg@mail.ru A detailed analysis of the collective monograph Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education is performed in this article, involving reflections on the place and meaning of the ideas of Mikhail Bakhtin (1895-1975) for theory and practice of Western education in the recent decades. Three major topics are covered in the book. The first one has to do with identifying the philosophical and sociocultural sources that preceded the formation of Bakhtin’s early views and largely predetermined his response to challenges of the time in his early philosophical texts and in his books about Dostoevsky and the genre of Bildungsroman. Another topic is Bakhtin’s dialogue with his contemporaries. Sometimes, this dialogue was open and active, sharply polemical, as in the situation with the latest aesthetic and literary trends of the early 1920s in Russia; at other times, however, it was “inaudible”, so researchers can only attempt to reconstruct it based on the consonance between the ideas of Bakhtin and those of Lev Vygotsky or Paulo Freire. The third topic is the transformation of Bakhtinian theory into teaching practice, whether it is about using dialogue and its potential in teaching foreign students, providing educational opportunities for the most economically vulnerable social groups in South Africa, or communicating with preschoolers in a kindergarten. The authors of the book managed to create a convincing picture of how Bakhtinian theory is becoming a key element of today’s educational research and practice. Importantly, it is not only Bakhtin’s ideas as such - the concepts of dialogue, polyphony, carnival and chronotope in the first place - that matter: there is also the unrestrained polyvocality which is indispensable for any creative practice.
{"title":"Mikhail Bakhtin’s Legacy and the Challenges of Modern Education: A 2010s’ Perspective. Review of the book: Brandist C. et al. (eds) (2020) Bakhtin in the Fullness of Time","authors":"S. Dubrovskaya, O. Osovsky","doi":"10.17323/1814-9545-2021-3-284-297","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-3-284-297","url":null,"abstract":"Svetlana Dubrovskaya, Doctor of Sciences in Philology, Professor, Department of Russian as a Foreign Language, Ogarev Mordovia State University. Address: 68 Bolshevistskaya Str., 430005, Saransk, Republic of Mordovia, Russian Federation. E-mail: s.dubrovskaya@bk.ru (corresponding author) Oleg Osovsky, Doctor of Sciences in Philology, Professor, Leading Researcher, Evseviev Mordovia State Pedagogical University. Address: 11A Studencheskaya Str., 430007, Saransk, Republic of Mordovia, Russian Federation. E-mail: osovskiy_oleg@mail.ru A detailed analysis of the collective monograph Bakhtin in the Fullness of Time: Bakhtinian Theory and the Process of Social Education is performed in this article, involving reflections on the place and meaning of the ideas of Mikhail Bakhtin (1895-1975) for theory and practice of Western education in the recent decades. Three major topics are covered in the book. The first one has to do with identifying the philosophical and sociocultural sources that preceded the formation of Bakhtin’s early views and largely predetermined his response to challenges of the time in his early philosophical texts and in his books about Dostoevsky and the genre of Bildungsroman. Another topic is Bakhtin’s dialogue with his contemporaries. Sometimes, this dialogue was open and active, sharply polemical, as in the situation with the latest aesthetic and literary trends of the early 1920s in Russia; at other times, however, it was “inaudible”, so researchers can only attempt to reconstruct it based on the consonance between the ideas of Bakhtin and those of Lev Vygotsky or Paulo Freire. The third topic is the transformation of Bakhtinian theory into teaching practice, whether it is about using dialogue and its potential in teaching foreign students, providing educational opportunities for the most economically vulnerable social groups in South Africa, or communicating with preschoolers in a kindergarten. The authors of the book managed to create a convincing picture of how Bakhtinian theory is becoming a key element of today’s educational research and practice. Importantly, it is not only Bakhtin’s ideas as such - the concepts of dialogue, polyphony, carnival and chronotope in the first place - that matter: there is also the unrestrained polyvocality which is indispensable for any creative practice.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"22 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72697593","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-2-172-198
Margarita Kiryushina, Viktor Rudakov
{"title":"The Gender Gap in Early-Career Wages of Universities’ and Vocational Education Institutes’ Graduates","authors":"Margarita Kiryushina, Viktor Rudakov","doi":"10.17323/1814-9545-2021-2-172-198","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-2-172-198","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"33 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81707873","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 : 2021-01-01DOI: 10.17323/1814-9545-2021-4-166-186
Nikita Kolachev, Elena L. Rutkovskaya, G. Kovaleva, A. Polovnikova
{"title":"Predictors of Russian Students’ Financial Literacy: The PISA 2018 Results","authors":"Nikita Kolachev, Elena L. Rutkovskaya, G. Kovaleva, A. Polovnikova","doi":"10.17323/1814-9545-2021-4-166-186","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-4-166-186","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"69 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87929485","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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