Pub Date : 2023-06-30DOI: 10.17323/1814-9545-2023-2-133-160
Анастасия Лукина
Today educational trajectories of First-Generation College Students (hereinafter referred to as FGS) can be considered as a key subject of international research on inequality. The study of FGS has both conceptual and practical implications: holding a consistently vulnerable position within the higher education institutions, FGS constitute a vivid case that illustrates the mechanisms of inequality reproduction, as well as demonstrates its multidimensional and rigid nature. While there is a well-developed tradition of research on this issue in the West, the FGS category has not yet received much attention in the Russian academic field, which leaves invisible many aspects of inequality within Russian education. This article is devoted to the review of international studies of First-Generation Students – people who were the first in their family to find themselves studying in higher education institutions. Two groups of sources are analyzed: empirical educational strategies of FGS, as well as theoretical works aimed at conceptualizing this category and explaining the vulnerability of its representatives in the education system. Two areas of empirical work on FGS could be distinguished: the first one is devoted to the study of educational choice and admission to universities, while the second one considers the process of studying at a university. The concepts of habitus and forms of capital by P. Bourdieu, the integration model by V. Tinto and the role theory by G.H. Mead are considered as the dominant theoretical directions of understanding FGS. The article concludes with the discussion of potential and limitations of studying FGS in the Russian context in terms of both specifics of national educational system and the stratification model of Russian society.
{"title":"Educational Trajectories of First-Generation Students as a Case of Inequality in Higher Education","authors":"Анастасия Лукина","doi":"10.17323/1814-9545-2023-2-133-160","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-133-160","url":null,"abstract":"Today educational trajectories of First-Generation College Students (hereinafter referred to as FGS) can be considered as a key subject of international research on inequality. The study of FGS has both conceptual and practical implications: holding a consistently vulnerable position within the higher education institutions, FGS constitute a vivid case that illustrates the mechanisms of inequality reproduction, as well as demonstrates its multidimensional and rigid nature. While there is a well-developed tradition of research on this issue in the West, the FGS category has not yet received much attention in the Russian academic field, which leaves invisible many aspects of inequality within Russian education. \u0000This article is devoted to the review of international studies of First-Generation Students – people who were the first in their family to find themselves studying in higher education institutions. Two groups of sources are analyzed: empirical educational strategies of FGS, as well as theoretical works aimed at conceptualizing this category and explaining the vulnerability of its representatives in the education system. Two areas of empirical work on FGS could be distinguished: the first one is devoted to the study of educational choice and admission to universities, while the second one considers the process of studying at a university. The concepts of habitus and forms of capital by P. Bourdieu, the integration model by V. Tinto and the role theory by G.H. Mead are considered as the dominant theoretical directions of understanding FGS. The article concludes with the discussion of potential and limitations of studying FGS in the Russian context in terms of both specifics of national educational system and the stratification model of Russian society. \u0000","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"113 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79444124","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 : 2023-06-30DOI: 10.17323/1814-9545-2023-2-33-69
Кирилл Баранников, Денис Ананин, Наталья Стрикун, Ольга Алканова, Александр Байзаров
The paper delivers the results of the study analyzing the established advanced practices of combining distance and face-to-face forms of learning in higher education. The key criterion for hybrid learning is the ratio of synchronous and asynchronous online formats in the learning process, and its essential basis - the learner's agency. The praximetric analysis of the sources and cases of foreign and Russian universities resulted in peculiarities of hybrid learning models. In-depth interviews with representatives of 14 universities allowed us to specify organizational and didactic features of the hybrid learning as well as its advantages and its limitations. The geography of respondents from foreign universities (Harvard Business School, Stockholm School of Economics, University of Arizona) and leading Russian universities (St. Petersburg State University, ITMO University, Higher School of Economics, Tomsk State University, Moscow City University, Ural Federal University, Moscow School of Management SKOLKOVO, Skolkovo Institute of Science and Technology, University of Tyumen) makes the study representative. Based on the comprehensive analysis of the interviewees' answers, the authors consider the hybrid format not as a universal solution for higher education, but as an opportunity to solve specific educational goals, individualize learning and attract new target groups. The study focuses on the flexible hybrid format (HyFlex), which gives students the choice of attending the class on campus (face-to-face), participation of classes via videoconferencing, or studying the course completely asynchronously, i.e., from class recordings and other materials.
{"title":"Hybrid Learning: Russian and International Practice","authors":"Кирилл Баранников, Денис Ананин, Наталья Стрикун, Ольга Алканова, Александр Байзаров","doi":"10.17323/1814-9545-2023-2-33-69","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-33-69","url":null,"abstract":"The paper delivers the results of the study analyzing the established advanced practices of combining distance and face-to-face forms of learning in higher education. The key criterion for hybrid learning is the ratio of synchronous and asynchronous online formats in the learning process, and its essential basis - the learner's agency. The praximetric analysis of the sources and cases of foreign and Russian universities resulted in peculiarities of hybrid learning models. In-depth interviews with representatives of 14 universities allowed us to specify organizational and didactic features of the hybrid learning as well as its advantages and its limitations. The geography of respondents from foreign universities (Harvard Business School, Stockholm School of Economics, University of Arizona) and leading Russian universities (St. Petersburg State University, ITMO University, Higher School of Economics, Tomsk State University, Moscow City University, Ural Federal University, Moscow School of Management SKOLKOVO, Skolkovo Institute of Science and Technology, University of Tyumen) makes the study representative. Based on the comprehensive analysis of the interviewees' answers, the authors consider the hybrid format not as a universal solution for higher education, but as an opportunity to solve specific educational goals, individualize learning and attract new target groups. The study focuses on the flexible hybrid format (HyFlex), which gives students the choice of attending the class on campus (face-to-face), participation of classes via videoconferencing, or studying the course completely asynchronously, i.e., from class recordings and other materials.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"26 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73610918","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 : 2023-06-30DOI: 10.17323/1814-9545-2023-2-282-308
Екатерина Косова
Enhancement the methodology for assessing the digital accessibility of e-learning is an important condition for improving the quality of modern educational services. In order to develop a basic algorithm for auditing digital accessibility, the expert data from 173 e-learning resources (56 Massive Open Online Courses (MOOCs) in mathematics, 65 MOOCs in computer science and programming, 22 intra-university online courses in mathematics, computer science and programming, 30 MOOCs in cardiopulmonary resuscitation) were systematized and analyzed. The paper considers: methods and process of collecting expert data, the content of data sets, the procedure for empirical analysis of the results of testing the e-learning content accessibility. The structure of the proposed algorithm of auditing the digital accessibility includes the following stages: preparation for examination; automatic and expert testing of digital accessibility and generation of data sets; data analysis; formulating a final conclusion and recommendations for improving digital accessibility. Further use of the basic algorithm and data sets of audits can be useful for the development of accessible education, the training of e-learning specialists, and the strengthening of regulatory and control mechanisms in the field of education.
{"title":"Base Algorithm and Open Data of Auditing the e-Learning Digital Accessibility","authors":"Екатерина Косова","doi":"10.17323/1814-9545-2023-2-282-308","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-282-308","url":null,"abstract":"Enhancement the methodology for assessing the digital accessibility of e-learning is an important condition for improving the quality of modern educational services. In order to develop a basic algorithm for auditing digital accessibility, the expert data from 173 e-learning resources (56 Massive Open Online Courses (MOOCs) in mathematics, 65 MOOCs in computer science and programming, 22 intra-university online courses in mathematics, computer science and programming, 30 MOOCs in cardiopulmonary resuscitation) were systematized and analyzed. The paper considers: methods and process of collecting expert data, the content of data sets, the procedure for empirical analysis of the results of testing the e-learning content accessibility. The structure of the proposed algorithm of auditing the digital accessibility includes the following stages: preparation for examination; automatic and expert testing of digital accessibility and generation of data sets; data analysis; formulating a final conclusion and recommendations for improving digital accessibility. Further use of the basic algorithm and data sets of audits can be useful for the development of accessible education, the training of e-learning specialists, and the strengthening of regulatory and control mechanisms in the field of education. \u0000","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"40 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87224703","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 : 2023-06-28DOI: 10.17323/1814-9545-2023-2-214-240
Хажмухамед Этуев, Антоний Швиндт, Ольга Фролова, Марія Олександрівна Максимова
Nowadays, digital technologies have become an integral part of our lives. Thus, there is a need to improve employees’ qualification in the labor market in accordance with the demands of the digital economy. The purpose of this study was to develop a methodological approach to design a competency matrix for the digital economy. The study used three methodologies. The content analysis conducted a study of the design methods of competency models used in Russian and foreign universities. The analysis consisted with examination of used terminology, competency models’ development stages, levels of competency, principles, and models’ structure. A comparative analysis of foreign competency models focused on models for professionals in various fields to determine the conditions, principles, structure, and content of the elements for proposed competency matrix. Based on the results of content and comparative analysis it was possible to model a methodological approach to design a competency matrix for the digital economy.
{"title":"A methodological approach to design a competency matrix for the digital economy","authors":"Хажмухамед Этуев, Антоний Швиндт, Ольга Фролова, Марія Олександрівна Максимова","doi":"10.17323/1814-9545-2023-2-214-240","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-214-240","url":null,"abstract":" Nowadays, digital technologies have become an integral part of our lives. Thus, there is a need to improve employees’ qualification in the labor market in accordance with the demands of the digital economy. The purpose of this study was to develop a methodological approach to design a competency matrix for the digital economy. The study used three methodologies. The content analysis conducted a study of the design methods of competency models used in Russian and foreign universities. The analysis consisted with examination of used terminology, competency models’ development stages, levels of competency, principles, and models’ structure. A comparative analysis of foreign competency models focused on models for professionals in various fields to determine the conditions, principles, structure, and content of the elements for proposed competency matrix. Based on the results of content and comparative analysis it was possible to model a methodological approach to design a competency matrix for the digital economy. \u0000","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"103 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88997961","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 : 2023-06-28DOI: 10.17323/1814-9545-2023-2-8-32
Светлана Авдеева, Ксения Тарасова
The development of new technologies, the extensive implementation of digital devices in all spheres of society contributed to the appearance of a new type of human literacy - digital literacy. Today, it ranks alongside other basic literacies such as numeracy, writing, and reading. Digital literacy has become an indicator to the new conditions of life, involving the use of digital technologies in education, family and professional activities; to some extent, it has become an indicator of the socialization of a modern person. Based on the analysis of international approaches to the assessment of digital literacy and related constructs, a conceptual model of its measurement is proposed, in which digital literacy is considered as a complex latent construct. The process of developing digital literacy assessment tools based on the Principled Assessment Design paradigm and the Evidence-Centered Design method is presented. An analysis of the results of digital literacy studies of students in grades 7-8 made it possible to confirm the quality of the developed tools for measuring digital literacy based on authentic performance-based tasks, to confirm the reliability and validity of the results of its measurement.
{"title":"Digital Literacy Assessment: Methodology, Conceptual Model and Measurement Tool","authors":"Светлана Авдеева, Ксения Тарасова","doi":"10.17323/1814-9545-2023-2-8-32","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-8-32","url":null,"abstract":"The development of new technologies, the extensive implementation of digital devices in all spheres of society contributed to the appearance of a new type of human literacy - digital literacy. Today, it ranks alongside other basic literacies such as numeracy, writing, and reading. Digital literacy has become an indicator to the new conditions of life, involving the use of digital technologies in education, family and professional activities; to some extent, it has become an indicator of the socialization of a modern person. \u0000Based on the analysis of international approaches to the assessment of digital literacy and related constructs, a conceptual model of its measurement is proposed, in which digital literacy is considered as a complex latent construct. \u0000The process of developing digital literacy assessment tools based on the Principled Assessment Design paradigm and the Evidence-Centered Design method is presented. \u0000An analysis of the results of digital literacy studies of students in grades 7-8 made it possible to confirm the quality of the developed tools for measuring digital literacy based on authentic performance-based tasks, to confirm the reliability and validity of the results of its measurement.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"10 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88326207","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 : 2023-06-28DOI: 10.17323/1814-9545-2023-2-241-281
Екатерина Шибанова
Research in the fields of public policy and efficiency evaluation in higher education intensifies amid the NPM spread. This paper advocates the need to increase awareness on whether universities transform and modernise their operations under performance-enhancing policies, and systematically reviews the existing empirical evidence on the effects of such policies in terms of efficiency and productivity. The study classifies the mechanisms of public intervention as ‘state as financier’, ‘the structuring state’ and ‘the autonomy steering state’. The synthesis of the fragmented evidence on the effects of public interventions in terms of universities’ efficiency and productivity addressed by data envelopment analysis and stochastic frontier analysis methodologies is follows. Enhancement of competitive environment and higher autonomy are associated with higher efficiency and productivity. Supply side concentration of resources through excellence initiatives and restructuring of the landscape because of Bologna Process were also effective in transforming universities’ production function. The evidence on top-down mergers is mixed, and we can question their implementation, as opposed to voluntary mergers.
{"title":"NPM policy in Higher Education: a Review of Effects on Universities’ Efficiency and Productivity","authors":"Екатерина Шибанова","doi":"10.17323/1814-9545-2023-2-241-281","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-241-281","url":null,"abstract":"Research in the fields of public policy and efficiency evaluation in higher education intensifies amid the NPM spread. This paper advocates the need to increase awareness on whether universities transform and modernise their operations under performance-enhancing policies, and systematically reviews the existing empirical evidence on the effects of such policies in terms of efficiency and productivity. The study classifies the mechanisms of public intervention as ‘state as financier’, ‘the structuring state’ and ‘the autonomy steering state’. The synthesis of the fragmented evidence on the effects of public interventions in terms of universities’ efficiency and productivity addressed by data envelopment analysis and stochastic frontier analysis methodologies is follows. Enhancement of competitive environment and higher autonomy are associated with higher efficiency and productivity. Supply side concentration of resources through excellence initiatives and restructuring of the landscape because of Bologna Process were also effective in transforming universities’ production function. The evidence on top-down mergers is mixed, and we can question their implementation, as opposed to voluntary mergers. \u0000","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"2014 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87755058","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 : 2023-06-28DOI: 10.17323/1814-9545-2023-2-161-186
Наталья Ряпина, Т.В. Пермякова, Екатерина Балезина
The current study is set to test pedagogical communication scales, specifically the teacher clarity scale and the teacher immediacy scale as being the most significant for the educational online interaction. The impact of teacher clarity and immediacy on cognitive, affective, and behavioral learning outcomes is shown. 409 undergraduate students (117 men and 286 women, average age - 20, SD = 2.1) completed survey instruments. Self-reported measures were used to evaluate their perceptions of teacher clarity and immediacy in the online learning process as well as students’ preparedness to use the behaviours recommended in the course. Furthermore, the relationships between instructor clarity and immediacy were investigated. The findings indicate that teacher clarity and immediacy had a direct correlation with cognitive, affective, and behavioural learning outcomes as well as with students’ intentions to use behavioral patterns recommended in the course. The paper sheds new light on instructional practice. Teachers can be recommended to consider clarity and immediacy of their communication with students in the online learning environment, as these characteristics contribute to the effectiveness in online learning.
{"title":"Approbation of Pedagogical Communication Scales for Educational Online Interaction in Russian Universities","authors":"Наталья Ряпина, Т.В. Пермякова, Екатерина Балезина","doi":"10.17323/1814-9545-2023-2-161-186","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-161-186","url":null,"abstract":"The current study is set to test pedagogical communication scales, specifically the teacher clarity scale and the teacher immediacy scale as being the most significant for the educational online interaction. The impact of teacher clarity and immediacy on cognitive, affective, and behavioral learning outcomes is shown. 409 undergraduate students (117 men and 286 women, average age - 20, SD = 2.1) completed survey instruments. Self-reported measures were used to evaluate their perceptions of teacher clarity and immediacy in the online learning process as well as students’ preparedness to use the behaviours recommended in the course. Furthermore, the relationships between instructor clarity and immediacy were investigated. The findings indicate that teacher clarity and immediacy had a direct correlation with cognitive, affective, and behavioural learning outcomes as well as with students’ intentions to use behavioral patterns recommended in the course. The paper sheds new light on instructional practice. Teachers can be recommended to consider clarity and immediacy of their communication with students in the online learning environment, as these characteristics contribute to the effectiveness in online learning. ","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"29 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78887053","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 : 2023-06-28DOI: 10.17323/1814-9545-2023-2-70-100
Александра Алексеевна Бочавер, Оксана Михайлова
The paper is devoted to the adaptation of the School Burnout Inventory (SBI), developed by Finnish researchers in line with the tradition of studying the phenomenon of burnout. The concept of burnout of school student and a brief history of its study abroad and in the Russian Federation, as well as key results of empirical research are presented. The procedure of the instrument adaptation on a sample of 3197 Russian schoolchildren is described. The questionnaire has a three-factor structure and includes three scales: Exhaustion; Cynicism; Inadequacy. The analysis confirms that the tool has good reliability, structural and convergent validity and can be used in studies of school well-being/disadvantage. Possible directions of application of the questionnaire are discussed.
{"title":"School burnout: Adaptation of the Inventory on the Russian Sample","authors":"Александра Алексеевна Бочавер, Оксана Михайлова","doi":"10.17323/1814-9545-2023-2-70-100","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-70-100","url":null,"abstract":"The paper is devoted to the adaptation of the School Burnout Inventory (SBI), developed by Finnish researchers in line with the tradition of studying the phenomenon of burnout. The concept of burnout of school student and a brief history of its study abroad and in the Russian Federation, as well as key results of empirical research are presented. The procedure of the instrument adaptation on a sample of 3197 Russian schoolchildren is described. The questionnaire has a three-factor structure and includes three scales: Exhaustion; Cynicism; Inadequacy. The analysis confirms that the tool has good reliability, structural and convergent validity and can be used in studies of school well-being/disadvantage. Possible directions of application of the questionnaire are discussed.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"13 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77581737","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 : 2023-06-28DOI: 10.17323/1814-9545-2023-2-101-132
Алина Иванова, Виктория Пичугина
In the studies of the last decade, the word "literacy" is one of the most commonly used, one might even say pedagogically fashionable. A number of significant areas of literacy study concretize the concept of "literacy" through the concepts of "space" and "practice", focusing on tools and resources involved with specific goals in a specific space (social, educational, cultural, etc.). Justifying the need to highlight urban literacy, the authors of the article proceed from the premise that the study of this new type of literacy is possible by combining spatial (where literacy is formed and why it goes beyond the school classroom) and practical (how literacy manifests itself and what knowledge and experience it requires) coordinates. The article substantiates that urban literacy is based on the complex nature of reading and writing, is firmly connected with the life of citizens of all ages and is of great importance for learning. Urban literacy of adolescents is considered as literacy, which focuses on the search for the optimal way of action in solving problems in the city space related to the movement, consumption and social interaction of adolescents based on the principles of a healthy lifestyle, responsible behavior, personal safety, as well as knowledge of the history and cultural characteristics of the city. This literacy includes the following practices (or components): pro-social engagement practices; healthy lifestyle practices; practices of intercultural interaction; practices of the use of digital technologies; practices of local awareness; practices of mobility in the city. The proposed tool for measuring urban literacy assumes a comprehensive perspective for assessing important aspects of a child's interaction with the city based on authentic realistic scenario-type tasks.
{"title":"Urban Literacy and How to Measure It","authors":"Алина Иванова, Виктория Пичугина","doi":"10.17323/1814-9545-2023-2-101-132","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-2-101-132","url":null,"abstract":"In the studies of the last decade, the word \"literacy\" is one of the most commonly used, one might even say pedagogically fashionable. A number of significant areas of literacy study concretize the concept of \"literacy\" through the concepts of \"space\" and \"practice\", focusing on tools and resources involved with specific goals in a specific space (social, educational, cultural, etc.). Justifying the need to highlight urban literacy, the authors of the article proceed from the premise that the study of this new type of literacy is possible by combining spatial (where literacy is formed and why it goes beyond the school classroom) and practical (how literacy manifests itself and what knowledge and experience it requires) coordinates. The article substantiates that urban literacy is based on the complex nature of reading and writing, is firmly connected with the life of citizens of all ages and is of great importance for learning. Urban literacy of adolescents is considered as literacy, which focuses on the search for the optimal way of action in solving problems in the city space related to the movement, consumption and social interaction of adolescents based on the principles of a healthy lifestyle, responsible behavior, personal safety, as well as knowledge of the history and cultural characteristics of the city. This literacy includes the following practices (or components): pro-social engagement practices; healthy lifestyle practices; practices of intercultural interaction; practices of the use of digital technologies; practices of local awareness; practices of mobility in the city. The proposed tool for measuring urban literacy assumes a comprehensive perspective for assessing important aspects of a child's interaction with the city based on authentic realistic scenario-type tasks.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"62 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82447880","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 : 2023-06-28DOI: 10.17323/1814-9545-2023-2-187-213
Александра Струкова, Евгения Юрчик, Анастасия Петракова, Татьяна Канонир, Екатерина Орел, Алена Куликова
The social (communicative competence, mastering social norms) and emotional (responsibility, self-control, and self-development) development of students is one of the tasks of the modern school, which is presented in sections such as "Personal" and "Meta-skills" educational results of the Federal State Educational Standard at all levels of general education. In modern research, the concept of ‘social-emotional skills’ (SES) is commonly used to define this area. The development of SES takes place both at school and outside; regarding school, it is the teacher who is the leading conductor of the development of SES. Therefore, the purpose of the article is to explore the perceptions of elementary school teachers about SES and the system of practices for the development of SES at the elementary school. Thus, qualitative (Research 1) and quantitative (Research 2) research were carried out. In Research 1, two focus groups were conducted with 13 primary school teachers. Based on the results of this phase, a "Questionnaire on Teachers' Perceptions of SES" was developed and used in Research 2 on a sample of primary school teachers (N = 144). The results indicate that teachers emphasize the importance of some SES (achieving and setting goals, working with others) for school adaptation and future success both at school and in life, despite the lack of a systematic approach to the development of SES.
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