Pub Date : 2023-04-18DOI: 10.17323/1814-9545-2023-1-219-245
I. Khukalenko, D. Zemtsov
Alumni relations is a comparatively new sphere for Russian universities. Universities are trying to build new culture of the relationships with alumni from scratch. This article examines this challenge through interviewing deans of typical Russian multi-field University. Based on 11 semi-structured interviews, the article explores such topics as university culture, institutionalisation, communication, attitudes, and how both alumni and alma mater can benefit from cooperation. Relying on the theoretical frameworks of social fields and social capital, the article elaborates what theoretical and practical principles underlie effective alumni relations policy. The findings set five principles of alumni relations policy: 1) openness of the university and its campus for all alumni; 2) institutionalisation of the communities of stable social fields; 3) support of informal communities and individual ambassadors; 4) support of evolving communities at the university; and 5) development of alumni relations formats and practices. Considering the absence of a culture of material help and donations, such support cannot be the focus of alumni relations work. Instead, solid interpersonal relationships should be built, promoting the values of trust and cooperation, where alumni associations and informal communities play real role.
{"title":"Alumni Relations Policy of Multidisciplinary Universities (on the Example of the Far Eastern Federal University)","authors":"I. Khukalenko, D. Zemtsov","doi":"10.17323/1814-9545-2023-1-219-245","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-219-245","url":null,"abstract":"Alumni relations is a comparatively new sphere for Russian universities. Universities are trying to build new culture of the relationships with alumni from scratch. This article examines this challenge through interviewing deans of typical Russian multi-field University. Based on 11 semi-structured interviews, the article explores such topics as university culture, institutionalisation, communication, attitudes, and how both alumni and alma mater can benefit from cooperation. Relying on the theoretical frameworks of social fields and social capital, the article elaborates what theoretical and practical principles underlie effective alumni relations policy. The findings set five principles of alumni relations policy: 1) openness of the university and its campus for all alumni; 2) institutionalisation of the communities of stable social fields; 3) support of informal communities and individual ambassadors; 4) support of evolving communities at the university; and 5) development of alumni relations formats and practices. Considering the absence of a culture of material help and donations, such support cannot be the focus of alumni relations work. Instead, solid interpersonal relationships should be built, promoting the values of trust and cooperation, where alumni associations and informal communities play real role.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"22 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81587870","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 : 2023-04-18DOI: 10.17323/1814-9545-2023-1-191-218
P. Sergomanov, Mikhail Maltsev, N. Bysik, Vadim Beketov, Rustam Baiburin
In this article, we analyze successful teaching practices (practices that ensure students’ academic progress and well-being) in their social projection, using videos of the lessons as the material for analysis. Unlike traditional assessments of pedagogical skills (compliance with norms and professional standards), the article focuses on the sociological dimension of a teacher’s work — how the social aspect of the lesson is arranged, what practices teachers use to improve student results, how the class is organized as a social community. We recorded videos of lessons (N = 74) conducted by 11 teachers in the 5th-8th grades in 4 non-selective academically successful secondary schools in 3 regional centers of Russia. We used it as the material for the analysis of successful teaching practices. To analyze the data, we used critical converse analyses in the vein of Norman Fairclough, which involves the division of a communicative event into linguistic, processing and social levels. Successful teaching practice at the linguistic level can be characterized by the use of markers of control and care, as well as switching modes of responsibility attribution («I»/«We»/«You»/«you»). At the processing level, the following is stated: a) the use of metaphors and student assessment systems that regulate the situational context; b) labeling the symbolic boundaries of the lesson, which normalizes the educational process. At the social level, we conclude that one of the main conditions for the success of teacher practices is the control over the structural integrity of the lesson. The results of the article can be used in professional development programs for teachers.
{"title":"Sociology of the Lesson: Discourse Organization of Successful Teaching Practices","authors":"P. Sergomanov, Mikhail Maltsev, N. Bysik, Vadim Beketov, Rustam Baiburin","doi":"10.17323/1814-9545-2023-1-191-218","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-191-218","url":null,"abstract":"In this article, we analyze successful teaching practices (practices that ensure students’ academic progress and well-being) in their social projection, using videos of the lessons as the material for analysis. Unlike traditional assessments of pedagogical skills (compliance with norms and professional standards), the article focuses on the sociological dimension of a teacher’s work — how the social aspect of the lesson is arranged, what practices teachers use to improve student results, how the class is organized as a social community. We recorded videos of lessons (N = 74) conducted by 11 teachers in the 5th-8th grades in 4 non-selective academically successful secondary schools in 3 regional centers of Russia. We used it as the material for the analysis of successful teaching practices. To analyze the data, we used critical converse analyses in the vein of Norman Fairclough, which involves the division of a communicative event into linguistic, processing and social levels. Successful teaching practice at the linguistic level can be characterized by the use of markers of control and care, as well as switching modes of responsibility attribution («I»/«We»/«You»/«you»). At the processing level, the following is stated: a) the use of metaphors and student assessment systems that regulate the situational context; b) labeling the symbolic boundaries of the lesson, which normalizes the educational process. At the social level, we conclude that one of the main conditions for the success of teacher practices is the control over the structural integrity of the lesson. The results of the article can be used in professional development programs for teachers. \u0000 ","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"16 7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82882179","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 : 2023-04-18DOI: 10.17323/1814-9545-2023-1-126-160
E. Nekhorosheva, E. Enchikova, D. Kasatkina
Health literacy (HL) is often discussed in the context of school curricula, however there is a lack of published and varified instruments for evaluating HL in schoolaged children in Russia. This article presents the step-by-step development of a multidimensional assessment method of health literacy (MMHL) for middle-school children. The conceptual model is based on a review of international experience of HL measurement and includes three functional sections — autonomy, motivation, and practice; and four themes — hygiene, daily routine, nutrition and physical activity. The final version of the instrument consists of 54 questions in 9 scales: access to information, beliefs, trust, amotivation, extrinsic motivation, intrinsic motivation, critical thinking, communication, and action. Work was carried out in five stages: 1) expert evaluation and verification of content validity; 2) small pilot study (N = 92) to test face validity; 3) large pilot study (N = 313) for the primary assessment of psychometric characteristics; 4) final study on a larger sample (N = 1095) to confirm the psychometric characteristics and to explore the factor structure of the instrument; 5) analysis of the distribution of test scores and the establishment of threshold values for interpreting the results. The developed instrument has good indicators of validity and reliability. The Confirmatory Factor Analysis shows that the data corresponds with the theoretical model. Threshold values allow using this instrument not only in theoretical studies but also for solving practical pedagogical tasks. Therefore this instrument can be recommended for use in educational institutions as a diagnostic tool for assessing the motivation and HL of students.
{"title":"Multidimensional Health Literacy Scale: Development and Psychometric Properties","authors":"E. Nekhorosheva, E. Enchikova, D. Kasatkina","doi":"10.17323/1814-9545-2023-1-126-160","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-126-160","url":null,"abstract":"Health literacy (HL) is often discussed in the context of school curricula, however there is a lack of published and varified instruments for evaluating HL in schoolaged children in Russia. This article presents the step-by-step development of a multidimensional assessment method of health literacy (MMHL) for middle-school children. The conceptual model is based on a review of international experience of HL measurement and includes three functional sections — autonomy, motivation, and practice; and four themes — hygiene, daily routine, nutrition and physical activity. The final version of the instrument consists of 54 questions in 9 scales: access to information, beliefs, trust, amotivation, extrinsic motivation, intrinsic motivation, critical thinking, communication, and action. Work was carried out in five stages: 1) expert evaluation and verification of content validity; 2) small pilot study (N = 92) to test face validity; 3) large pilot study (N = 313) for the primary assessment of psychometric characteristics; 4) final study on a larger sample (N = 1095) to confirm the psychometric characteristics and to explore the factor structure of the instrument; 5) analysis of the distribution of test scores and the establishment of threshold values for interpreting the results. The developed instrument has good indicators of validity and reliability. The Confirmatory Factor Analysis shows that the data corresponds with the theoretical model. Threshold values allow using this instrument not only in theoretical studies but also for solving practical pedagogical tasks. Therefore this instrument can be recommended for use in educational institutions as a diagnostic tool for assessing the motivation and HL of students.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77287959","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 : 2023-04-17DOI: 10.17323/1814-9545-2023-1-29-71
N. Volkova, N. Zaichenko, S. Kosheleva, Alexander Efimov
The purpose of this paper is to examine the level of organizational stress through the lens of organizational culture and practices of psychological well-being implemented by the leaders of educational institutions. This study used data from 457 pedagogical employees working in 18 educational institutions (school and kindergartens) located in the Nevskiy district of St. Petersburg. A mixed-method approach with interviews and surveys was utilized for data collection. The coping with stress checklist developed by McLean was used to measure the level of organizational stress. The assessment of organizational culture was carried out on the basis of the Denison Organizational Culture Survey, adjusted to the educational environment through this study. The attitudes of the leaders of educational institutions and their practices implemented toward the formation of psychological well-being across school staff members were indicated via interviews. The results revealed that organizational stress affects negatively educational institutions, increasing employee turnover. Preschool educational institutions are more homogeneous compared with schools in terms of the level of organizational stress across teaching staff. School teaching teams are quite heterogeneous regarding the level of organizational stress. Moreover, the elements of organizational culture coupled with the practices used by the leaders for the development of psychological well-being influence the stress level in each school studied.
{"title":"Organizational Culture of the Educational Institution as a Predictor of Organizational Stress across Teachers","authors":"N. Volkova, N. Zaichenko, S. Kosheleva, Alexander Efimov","doi":"10.17323/1814-9545-2023-1-29-71","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-29-71","url":null,"abstract":"The purpose of this paper is to examine the level of organizational stress through the lens of organizational culture and practices of psychological well-being implemented by the leaders of educational institutions. This study used data from 457 pedagogical employees working in 18 educational institutions (school and kindergartens) located in the Nevskiy district of St. Petersburg. \u0000A mixed-method approach with interviews and surveys was utilized for data collection. The coping with stress checklist developed by McLean was used to measure the level of organizational stress. The assessment of organizational culture was carried out on the basis of the Denison Organizational Culture Survey, adjusted to the educational environment through this study. The attitudes of the leaders of educational institutions and their practices implemented toward the formation of psychological well-being across school staff members were indicated via interviews. \u0000The results revealed that organizational stress affects negatively educational institutions, increasing employee turnover. Preschool educational institutions are more homogeneous compared with schools in terms of the level of organizational stress across teaching staff. School teaching teams are quite heterogeneous regarding the level of organizational stress. Moreover, the elements of organizational culture coupled with the practices used by the leaders for the development of psychological well-being influence the stress level in each school studied.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"20 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82988130","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 : 2023-04-17DOI: 10.17323/1814-9545-2023-1-109-125
S. Zhuchkova, S. Bekova
The last decade brought a number of reforms to the higher education system in Russia: restructuring of the higher education system, creation of national research and federal universities, and the launch of the “5-100” excellence program. The results of these transformations system have stimulated a plethora of research in the field of higher education. However, the effects of these changes on doctoral education have been less often in researchers’ focus. In this paper, we have examined the changes and effects of the reform period on doctoral education based on the data from the Monitoring of the Universities’ Effectiveness. The analysis showed that during the last five years there has been a redistribution of the doctoral students towards the leading universities. Moreover, there are magnet universities in the federal districts which attract a significant part of the doctoral students. Regions with no leading universities face the most difficult situation: the dynamic of the studied indicators in these regions is either negative or significantly lags behind other regions.
{"title":"Is Doctoral Education Not for Everyone? How the University Reforms Led to Centralization of Doctoral Programs in the Leading Universities","authors":"S. Zhuchkova, S. Bekova","doi":"10.17323/1814-9545-2023-1-109-125","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-109-125","url":null,"abstract":"The last decade brought a number of reforms to the higher education system in Russia: restructuring of the higher education system, creation of national research and federal universities, and the launch of the “5-100” excellence program. The results of these transformations system have stimulated a plethora of research in the field of higher education. However, the effects of these changes on doctoral education have been less often in researchers’ focus. In this paper, we have examined the changes and effects of the reform period on doctoral education based on the data from the Monitoring of the Universities’ Effectiveness. The analysis showed that during the last five years there has been a redistribution of the doctoral students towards the leading universities. Moreover, there are magnet universities in the federal districts which attract a significant part of the doctoral students. Regions with no leading universities face the most difficult situation: the dynamic of the studied indicators in these regions is either negative or significantly lags behind other regions.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"58 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84027982","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 : 2023-04-17DOI: 10.17323/1814-9545-2023-1-72-108
G. Efimova, A. Latyshev
A longitudinal study was conducted to determine the level and key determinants of job satisfaction among different categories of employees of a classical university on the example of University of Tyumen. A typology of university employees has been formed depending on the nature of job satisfaction: satisfied with (1) career growth and material component, (2) the meaning of work, fairness and comfort of work, (3) working conditions and equipment of the workplace. The highest overall job satisfaction is characteristic of employees who highly appreciated their satisfaction with the content of the work performed, fairness and comfort of work. Groups of factors that motivate employees to work effectively are identified: reliability and stability, career growth and social capital, managerial potential. The respondents who are most satisfied with their work are those who are motivated by career growth and building up social capital. This group is dominated by representatives of the university management and line managers. It was also found that job satisfaction is higher among those teachers and researchers who expect career changes related to territorial displacement. The results of the study can be useful to managers of university personnel services when developing a set of measures aimed at increasing job satisfaction among representatives of various professional groups, which will increase the prestige of work in the academic sector, retain talented employees and reduce staff turnover.
{"title":"Job Satisfaction among Employees of a Higher Educational Institution","authors":"G. Efimova, A. Latyshev","doi":"10.17323/1814-9545-2023-1-72-108","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-72-108","url":null,"abstract":"A longitudinal study was conducted to determine the level and key determinants of job satisfaction among different categories of employees of a classical university on the example of University of Tyumen. A typology of university employees has been formed depending on the nature of job satisfaction: satisfied with (1) career growth and material component, (2) the meaning of work, fairness and comfort of work, (3) working conditions and equipment of the workplace. The highest overall job satisfaction is characteristic of employees who highly appreciated their satisfaction with the content of the work performed, fairness and comfort of work. \u0000Groups of factors that motivate employees to work effectively are identified: reliability and stability, career growth and social capital, managerial potential. The respondents who are most satisfied with their work are those who are motivated by career growth and building up social capital. This group is dominated by representatives of the university management and line managers. It was also found that job satisfaction is higher among those teachers and researchers who expect career changes related to territorial displacement. \u0000The results of the study can be useful to managers of university personnel services when developing a set of measures aimed at increasing job satisfaction among representatives of various professional groups, which will increase the prestige of work in the academic sector, retain talented employees and reduce staff turnover.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"72 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74524094","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 : 2023-04-17DOI: 10.17323/1814-9545-2023-1-246-272
Alexandra Chentsova, Nadezhda Avdeenko
There is a lack of evidence-based argumentation in Russian public and academic discussion about teaching literature at school and in comparative studies on literature curriculum in Russia and abroad as well as on ways of its possible reconstruction. In this review paper we represent key theoretical discourses: conservative approach, neoliberal technicist pragmatism, postmodern/ critical perspective, and social realism. We provide examples of how to approach aims and objectives of literature curriculum, school literature canon, teacher and student agency, role of various actors in its construction, conflict between knowledge-based and competence-based approaches. We presume that this theoretical framework may be relevant for in-depth analysis of Russian literature curriculum and suggestions on plausible alternatives in its transformation to overcome its problems and contradictions.
{"title":"Theoretical Foundations for Comparative Analysis of Literature Curricula: A Review of Foreign Approaches","authors":"Alexandra Chentsova, Nadezhda Avdeenko","doi":"10.17323/1814-9545-2023-1-246-272","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-246-272","url":null,"abstract":"There is a lack of evidence-based argumentation in Russian public and academic discussion about teaching literature at school and in comparative studies on literature curriculum in Russia and abroad as well as on ways of its possible reconstruction. In this review paper we represent key theoretical discourses: conservative approach, neoliberal technicist pragmatism, postmodern/ critical perspective, and social realism. We provide examples of how to approach aims and objectives of literature curriculum, school literature canon, teacher and student agency, role of various actors in its construction, conflict between knowledge-based and competence-based approaches. We presume that this theoretical framework may be relevant for in-depth analysis of Russian literature curriculum and suggestions on plausible alternatives in its transformation to overcome its problems and contradictions.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"42 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74360785","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 : 2023-04-17DOI: 10.17323/1814-9545-2023-1-161-190
K. Rozhkova, S. Roshchin, Sergey Solntsev, Pavel Travkin
More than one-third of Russia’s labour force has a university diploma. With rapid massification, higher education quality turns into one of the key determinants of graduates’ earnings, at least at labour market entry. This paper focuses on two measures of educational quality (level of university selectivity and honors degree) and analyzes their association with graduates’ success in the Russian labour market. Using nationwide administrative data, this paper explores early-career labour market outcomes of Russian graduates with bachelor’s and specialist’s degree. The results suggest the existence of a significant wage premium associated with graduating from more selective universities. The observed positive effect consists of three components: individual abilities, social environment (i.e., networking possibilities and peer-effects), and quality of training. Having an honors diploma is also significantly positively related to early career outcomes, contrary to common belief.
{"title":"The Differentiation of Quality in Higher Education and Graduates’ Wages in Russia","authors":"K. Rozhkova, S. Roshchin, Sergey Solntsev, Pavel Travkin","doi":"10.17323/1814-9545-2023-1-161-190","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-161-190","url":null,"abstract":"More than one-third of Russia’s labour force has a university diploma. With rapid massification, higher education quality turns into one of the key determinants of graduates’ earnings, at least at labour market entry. This paper focuses on two measures of educational quality (level of university selectivity and honors degree) and analyzes their association with graduates’ success in the Russian labour market. Using nationwide administrative data, this paper explores early-career labour market outcomes of Russian graduates with bachelor’s and specialist’s degree. The results suggest the existence of a significant wage premium associated with graduating from more selective universities. The observed positive effect consists of three components: individual abilities, social environment (i.e., networking possibilities and peer-effects), and quality of training. Having an honors diploma is also significantly positively related to early career outcomes, contrary to common belief.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"16 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90160616","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 : 2023-04-17DOI: 10.17323/1814-9545-2023-1-273-297
E. Yusupova
The study examines the relationship between teacher’s expectations and academic and socioemotional skills at the start of primary school students. The main hypothesis is that the relationship between teacher expectations and students’ socioemotional skills differs for students with different levels of academic performance. The study sample consists of 4,430 first-graders (51% girls, median age 7) enrolled in 249 classes. It has been figured out that teacher expectations are predicted both by students academic performance and by students socioemotional skills. In addition to the expected outcome that high academic performance is associated with favorable teacher expectations, socioemotional characteristics are also positively associated with expectations. Moreover, the effect is enhanced for children with low academic performance.
{"title":"What Primary School Teachers Are Guided by in Their Expectations Regarding the Academic Success of Students","authors":"E. Yusupova","doi":"10.17323/1814-9545-2023-1-273-297","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-273-297","url":null,"abstract":"The study examines the relationship between teacher’s expectations and academic and socioemotional skills at the start of primary school students. The main hypothesis is that the relationship between teacher expectations and students’ socioemotional skills differs for students with different levels of academic performance. The study sample consists of 4,430 first-graders (51% girls, median age 7) enrolled in 249 classes. It has been figured out that teacher expectations are predicted both by students academic performance and by students socioemotional skills. In addition to the expected outcome that high academic performance is associated with favorable teacher expectations, socioemotional characteristics are also positively associated with expectations. Moreover, the effect is enhanced for children with low academic performance. ","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"97 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79421308","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 : 2023-04-17DOI: 10.17323/1814-9545-2023-1-8-28
Ekaterina Bakai, E. Yusupova, I. Antipkina
The article describes the analysis of students’ behavior when performing a computerized test of reading comprehension. On a sample of 2157 fourth graders in Krasnoyarsk, using the method of latent profile analysis, five typical profiles of students were identified based on combinations of variables: “average text reading time”, “number of quick answers”, “amount of time to read auxiliary text”, “total test time”. The identified groups of students are interpreted using the assessment results. The identified profiles will be useful for a deeper interpretation of the assessment results and as a practical basis for developing methods for a differential approach to teaching.
{"title":"Reading or Pretending to Read? Analysis of the Behavior of Primary School Students during a Reading Comprehension Test","authors":"Ekaterina Bakai, E. Yusupova, I. Antipkina","doi":"10.17323/1814-9545-2023-1-8-28","DOIUrl":"https://doi.org/10.17323/1814-9545-2023-1-8-28","url":null,"abstract":"The article describes the analysis of students’ behavior when performing a computerized test of reading comprehension. On a sample of 2157 fourth graders in Krasnoyarsk, using the method of latent profile analysis, five typical profiles of students were identified based on combinations of variables: “average text reading time”, “number of quick answers”, “amount of time to read auxiliary text”, “total test time”. The identified groups of students are interpreted using the assessment results. The identified profiles will be useful for a deeper interpretation of the assessment results and as a practical basis for developing methods for a differential approach to teaching.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"48 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77630375","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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