Pub Date : 2021-01-01DOI: 10.17323/1814-9545-2021-1-52-73
V. Koksharov, D. Sandler, P. Kuznetsov, Aleksandr Klyagin, O. Leshukov
Viktor Koksharov - Candidate of Sciences in History, Rector, Ural Federal University named after the first President of Russia B.N. Yeltsin. E-mail: v.a.koksharov@urfu.ruDaniil Sandler - Candidate of Sciences in Economics, First Vice Rector for Economics and Strategic Development, Head Researcher, Research Laboratory of University Development Problems, Ural Federal University named after the first President of Russia B.N. Yeltsin. E-mail: d.g.sandler@urfu.ruPavel Kuznetsov - Head of the Center for Monitoring of Science and Education, Senior Lecturer, Department of International Economics and Management, Graduate School of Economics and Management, Ural Federal University named after the first President of Russia B.N. Yeltsin. E-mail: pavel.kuznetcov@urfu.ruAddress: 19 Mira Str., 620002 Yekaterinburg, Russian Federation.Alexander Klyagin - Leading Expert, Laboratory for University Development, National Research University Higher School of Economics. E-mail: aklyagin@hse.ruOleg Leshukov - Head of the Laboratory for University Development, National Research University Higher School of Economics. E-mail: oleshukov@hse.ru (Corresponding author)Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. As an inevitable result of Russia’s higher education policies of the past two decades, new university leaders in and outside of Moscow and St. Petersburg have emerged, and vertical differentiation has increased. Inequality of educational potential has a strong regional dimension, exerting a considerable delayed impact on regional socioeconomic development. Differences in universities’ resources affected their ability to adapt their instructional, research, and administrative processes to change during the pandemic, thus broadening the education and research quality gap in higher education. Some regions may face an increased outflow of youth talent to leading universities or just any colleges based in Moscow and St. Petersburg, which will certainly weaken the socioeconomic growth prospects of Russia’s regions.The pandemic accelerated the debate over this problem and demonstrated readiness of universities for joint efforts. Groundwork was laid for deploying a policy to create a cooperative network of universities and their stakeholders so as to reduce institutional differentiation and promote exchange of experience and competence among universities.This paper investigates into the main characteristics of vertical differentiation in Russian higher education that had been in place when the pandemic broke out and determined whether universities succeeded or failed in switching to distance learning. Furthermore, lockdown measures and their economic impact on different types of universities are analyzed. Finally, we discuss possible avenues and specific considerations for expanding cross-institutional collaboration and engaging stakeholders inuniversity development.
{"title":"The Pandemic as a Challenge to the Development of University Networks in Russia: Differentiation or Collaboration?","authors":"V. Koksharov, D. Sandler, P. Kuznetsov, Aleksandr Klyagin, O. Leshukov","doi":"10.17323/1814-9545-2021-1-52-73","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-1-52-73","url":null,"abstract":"Viktor Koksharov - Candidate of Sciences in History, Rector, Ural Federal University named after the first President of Russia B.N. Yeltsin. E-mail: v.a.koksharov@urfu.ruDaniil Sandler - Candidate of Sciences in Economics, First Vice Rector for Economics and Strategic Development, Head Researcher, Research Laboratory of University Development Problems, Ural Federal University named after the first President of Russia B.N. Yeltsin. E-mail: d.g.sandler@urfu.ruPavel Kuznetsov - Head of the Center for Monitoring of Science and Education, Senior Lecturer, Department of International Economics and Management, Graduate School of Economics and Management, Ural Federal University named after the first President of Russia B.N. Yeltsin. E-mail: pavel.kuznetcov@urfu.ruAddress: 19 Mira Str., 620002 Yekaterinburg, Russian Federation.Alexander Klyagin - Leading Expert, Laboratory for University Development, National Research University Higher School of Economics. E-mail: aklyagin@hse.ruOleg Leshukov - Head of the Laboratory for University Development, National Research University Higher School of Economics. E-mail: oleshukov@hse.ru (Corresponding author)Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. As an inevitable result of Russia’s higher education policies of the past two decades, new university leaders in and outside of Moscow and St. Petersburg have emerged, and vertical differentiation has increased. Inequality of educational potential has a strong regional dimension, exerting a considerable delayed impact on regional socioeconomic development. Differences in universities’ resources affected their ability to adapt their instructional, research, and administrative processes to change during the pandemic, thus broadening the education and research quality gap in higher education. Some regions may face an increased outflow of youth talent to leading universities or just any colleges based in Moscow and St. Petersburg, which will certainly weaken the socioeconomic growth prospects of Russia’s regions.The pandemic accelerated the debate over this problem and demonstrated readiness of universities for joint efforts. Groundwork was laid for deploying a policy to create a cooperative network of universities and their stakeholders so as to reduce institutional differentiation and promote exchange of experience and competence among universities.This paper investigates into the main characteristics of vertical differentiation in Russian higher education that had been in place when the pandemic broke out and determined whether universities succeeded or failed in switching to distance learning. Furthermore, lockdown measures and their economic impact on different types of universities are analyzed. Finally, we discuss possible avenues and specific considerations for expanding cross-institutional collaboration and engaging stakeholders inuniversity development.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"94 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91018958","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: 10.17323/1814-9545-2021-3-237-259
A. Belolutskaya, T. Le-van, S. Zadadaev, O. Shiyan, Igor B. Shiyan
Anastasia Belolutskaya, Candidate of Sciences in Psychology, Head of the Laboratory of Professional Competence Assessment and Adult Development, Research Institute of Urban Studies and Global Education, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: beloluckayaak@mgpu.ru Tatiana Le-van, Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory of Child Development, Research Institute of Urban Studies and Global Education, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: LevanTN@mgpu.ru Sergey Zadadaev, Candidate of Sciences in Mathematical Physics, Associate Professor, Head of the Department of Mathematics, Financial University under the Government of the Russian Federation. Address: 49 Leningradsky Ave, 125993 Moscow, Russian Federation. E-mail: szadadaev@fa.ru Olga Shiyan, Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory of Child Development, Research Institute of Urban Studies and Global Education, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: shiyanoa@mgpu.ru Igor Shiyan, Candidate of Sciences in Psychology, Deputy Director of the Research Institute of Urban Studies and Global Education, Head of the Laboratory of Child Development, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: ShiyanIB@mgpu.ru (corresponding author) This paper explores the correlations between provisions created by teachers to support dialectical thinking and emotion comprehension in the learning environment of preschool institutions. Particularly, it describes the instruments designed by researchers at Moscow City University’s Laboratory of Child Development to assess the characteristics of preschool learning environment that promote dialectical thinking and emotion comprehension of children. Assessment scales were constructed using the principles underlying the Early Childhood Environment Rating Scale (ECERS‑3). This article presents the results of validation of the developed assessment tools, which involved the contrasting groups method, analysis of expert scores consistency, and calculation of internal consistency (Cronbach’s alpha). Than the validated tools were used to test the hypothesis that preschool teachers who create provisions to support emotion comprehension in children are significantly more likely to also support provisions for dialectical thinking. The sample consisted of 31 preschool student groups from 23 educational institutions representing nine administrative districts of Moscow, with both low- and high-quality learning environments. Correlation analysis was used to demonstrate a strong relationship between preschool settings necessary to develop emotion comprehension and dialectical thinking of children. The findings of this study a
{"title":"Provisions Supporting Dialectical Thinking and Emotion Comprehension in Kindergarten Settings","authors":"A. Belolutskaya, T. Le-van, S. Zadadaev, O. Shiyan, Igor B. Shiyan","doi":"10.17323/1814-9545-2021-3-237-259","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-3-237-259","url":null,"abstract":"Anastasia Belolutskaya, Candidate of Sciences in Psychology, Head of the Laboratory of Professional Competence Assessment and Adult Development, Research Institute of Urban Studies and Global Education, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: beloluckayaak@mgpu.ru Tatiana Le-van, Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory of Child Development, Research Institute of Urban Studies and Global Education, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: LevanTN@mgpu.ru Sergey Zadadaev, Candidate of Sciences in Mathematical Physics, Associate Professor, Head of the Department of Mathematics, Financial University under the Government of the Russian Federation. Address: 49 Leningradsky Ave, 125993 Moscow, Russian Federation. E-mail: szadadaev@fa.ru Olga Shiyan, Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory of Child Development, Research Institute of Urban Studies and Global Education, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: shiyanoa@mgpu.ru Igor Shiyan, Candidate of Sciences in Psychology, Deputy Director of the Research Institute of Urban Studies and Global Education, Head of the Laboratory of Child Development, Moscow City University. Address: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. E-mail: ShiyanIB@mgpu.ru (corresponding author) This paper explores the correlations between provisions created by teachers to support dialectical thinking and emotion comprehension in the learning environment of preschool institutions. Particularly, it describes the instruments designed by researchers at Moscow City University’s Laboratory of Child Development to assess the characteristics of preschool learning environment that promote dialectical thinking and emotion comprehension of children. Assessment scales were constructed using the principles underlying the Early Childhood Environment Rating Scale (ECERS‑3). This article presents the results of validation of the developed assessment tools, which involved the contrasting groups method, analysis of expert scores consistency, and calculation of internal consistency (Cronbach’s alpha). Than the validated tools were used to test the hypothesis that preschool teachers who create provisions to support emotion comprehension in children are significantly more likely to also support provisions for dialectical thinking. The sample consisted of 31 preschool student groups from 23 educational institutions representing nine administrative districts of Moscow, with both low- and high-quality learning environments. Correlation analysis was used to demonstrate a strong relationship between preschool settings necessary to develop emotion comprehension and dialectical thinking of children. The findings of this study a","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"18 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81614925","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: 10.17323/1814-9545-2021-4-8-34
I. Uglanova, I. Pogozhina
{"title":"What the New Measure of Thinking in School Students Has to Offer to Contemporary Education","authors":"I. Uglanova, I. Pogozhina","doi":"10.17323/1814-9545-2021-4-8-34","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-4-8-34","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"21 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75213391","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: 10.17323/1814-9545-2021-3-62-90
M. Novikova, A. Rean, I. Konovalov
{"title":"Measuring Bullying in Russian Schools: Prevalence, Age and Gender Correlates, and Associations with School Climate","authors":"M. Novikova, A. Rean, I. Konovalov","doi":"10.17323/1814-9545-2021-3-62-90","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-3-62-90","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"29 5","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72446739","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: 10.17323/1814-9545-2021-2-261-278
T. Pashkova
{"title":"Teaching History to Petersburg Gymnasium Students in the First Half of the 19th Century","authors":"T. Pashkova","doi":"10.17323/1814-9545-2021-2-261-278","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-2-261-278","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"99 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84626965","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: 10.17323/1814-9545-2021-2-43-62
Z. Ibragimova, M. Frants
{"title":"Inequality of Educational Opportunity in Soviet and Post-Soviet Russia: An Empirical Analysis","authors":"Z. Ibragimova, M. Frants","doi":"10.17323/1814-9545-2021-2-43-62","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-2-43-62","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"30 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72648366","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: 10.17323/1814-9545-2021-3-91-113
V. Ershova, I. Gerasimova, A. Kapuza
Valeria Ershova, Master’s Student, Institute of Education, National Research University Higher School of Economics. E-mail: vsershova@edu.hse.ru Iuliia Gerasimova, Research Intern, International Laboratory for Evaluation of Practices and Innovations in Education, Institute of Education, National Research University Higher School of Economics. E-mail: ygerasimova@hse.ru (corresponding author) Anastasia Kapuza, Research Fellow, International Laboratory for Evaluation of Practices and Innovations in Education, Institute of Education, National Research University Higher School of Economics. E-mail: akapuza@hse.ru Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. Science, technology, engineering and mathematics (STEM) education research indicates a gender gap in how students perceive their mathematical ability. Even when there are no gender disparities in math achievement, girls tend to have lower expectations of success and lower self-reported proficiency in the subject than boys. Empirical findings show that development of growth mindset could bridge the gender gap in students’ perceptions of their mathematical ability and enhance girls’ interest in math. Formative feedback is one of the possible tools to foster the development of growth mindsets. This study investigates the impact of an e-learning platform with automated feedback on the development of growth mindsets in elementary school children. Empirical data was collected during an experiment which involved 6,300 third grade students from 343 regional schools in Russia. Statistically significant differences were revealed between students in the control group and those who used the e-learning platform (experimental group). However, the effects of using the platform were significantly lower for girls than boys. The results obtained in this study point to the great potential of e-learning platforms with instant feedback in fostering growth mindsets in mathematics among elementary school children. Furthermore, it appears vital to integrate tailored feedback for boys and girls to mitigate gender differences in school math education.
{"title":"Math Is Not for Girl? Investigating the Impact of e-Learning Platforms on the Development of Growth Mindsets in Elementary Classrooms","authors":"V. Ershova, I. Gerasimova, A. Kapuza","doi":"10.17323/1814-9545-2021-3-91-113","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-3-91-113","url":null,"abstract":"Valeria Ershova, Master’s Student, Institute of Education, National Research University Higher School of Economics. E-mail: vsershova@edu.hse.ru Iuliia Gerasimova, Research Intern, International Laboratory for Evaluation of Practices and Innovations in Education, Institute of Education, National Research University Higher School of Economics. E-mail: ygerasimova@hse.ru (corresponding author) Anastasia Kapuza, Research Fellow, International Laboratory for Evaluation of Practices and Innovations in Education, Institute of Education, National Research University Higher School of Economics. E-mail: akapuza@hse.ru Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. Science, technology, engineering and mathematics (STEM) education research indicates a gender gap in how students perceive their mathematical ability. Even when there are no gender disparities in math achievement, girls tend to have lower expectations of success and lower self-reported proficiency in the subject than boys. Empirical findings show that development of growth mindset could bridge the gender gap in students’ perceptions of their mathematical ability and enhance girls’ interest in math. Formative feedback is one of the possible tools to foster the development of growth mindsets. This study investigates the impact of an e-learning platform with automated feedback on the development of growth mindsets in elementary school children. Empirical data was collected during an experiment which involved 6,300 third grade students from 343 regional schools in Russia. Statistically significant differences were revealed between students in the control group and those who used the e-learning platform (experimental group). However, the effects of using the platform were significantly lower for girls than boys. The results obtained in this study point to the great potential of e-learning platforms with instant feedback in fostering growth mindsets in mathematics among elementary school children. Furthermore, it appears vital to integrate tailored feedback for boys and girls to mitigate gender differences in school math education.","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":"88566538","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: 10.17323/1814-9545-2021-2-227-242
D. Bukhalenkova, A. Veraksa, M. Gavrilova, Natalya V. Kartushina
{"title":"Psychometric Properties of the Russian-Language Version of the Early Parental Attitudes Questionnaire (EPAQ) Designed to Assess Intuitive Theories of Parenting","authors":"D. Bukhalenkova, A. Veraksa, M. Gavrilova, Natalya V. Kartushina","doi":"10.17323/1814-9545-2021-2-227-242","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-2-227-242","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"2016 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86428817","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: 10.17323/1814-9545-2021-1-93-114
A. Petrakova, T. Kanonire, Alena Kulikova, E. Orel
Петракова Анастасия Владимировна - PhD, научный сотрудник Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: apetrakova@hse.ru (контактное лицо для переписки)Канонир Татьяна Николаевна - PhD, доцент Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: tkanonir@hse.ruКуликова Алена Александровна - кандидат наук об образовании, младший научный сотрудник Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: aponomareva@hse.ruОрел Екатерина Алексеевна - кандидат психологических наук, старший научный сотрудник Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: eorel@hse.ruАдрес: 101000, Москва, Потаповский пер., 16, стр. 10.По данным современных исследований, учителя подвержены стрессу больше, чем представители многих других профессий. С целью изучения особенностей психологического стресса и способов совладания с ним в условиях резкого перехода на дистанционное преподавание из-за пандемии COVID‑19 проведены полуструктурированные интервью с 14 учителями из разных регионов России. При дистанционном обучении перед учителями встает задача реализовывать образовательную программу, несмотря на собственные тревоги, вызванные пандемией, эмоционально поддерживать учеников, стимулировать их мотивацию к учебе. Факторами, усиливающими стресс у преподавателей, судя по результатам интервью, являются отсутствие или недостаточная поддержка со стороны администрации школы, существенно возросшая рабочая нагрузка, обусловленная необходимостью искать новые средства преподавания и подготовки материалов с учетом дистанционного формата, увеличившимся объемом коммуникации с учениками и их родителями, ростом количества домашних заданий для проверки. Специфическим для исследуемой ситуации фактором стресса является новый формат работы из дома и изменившийся баланс рабочего и личного времени. Наиболее распространенные стратегии совладания со стрессом и уменьшения его последствий - поиск в происходящем позитивного смысла и/или новых возможностей, общение с близкими, обращение за помощью к коллегам, физическая активность, хобби.
{"title":"Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic","authors":"A. Petrakova, T. Kanonire, Alena Kulikova, E. Orel","doi":"10.17323/1814-9545-2021-1-93-114","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-1-93-114","url":null,"abstract":"Петракова Анастасия Владимировна - PhD, научный сотрудник Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: apetrakova@hse.ru (контактное лицо для переписки)Канонир Татьяна Николаевна - PhD, доцент Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: tkanonir@hse.ruКуликова Алена Александровна - кандидат наук об образовании, младший научный сотрудник Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: aponomareva@hse.ruОрел Екатерина Алексеевна - кандидат психологических наук, старший научный сотрудник Института образования, Национальный исследовательский университет «Высшая школа экономики». E-mail: eorel@hse.ruАдрес: 101000, Москва, Потаповский пер., 16, стр. 10.По данным современных исследований, учителя подвержены стрессу больше, чем представители многих других профессий. С целью изучения особенностей психологического стресса и способов совладания с ним в условиях резкого перехода на дистанционное преподавание из-за пандемии COVID‑19 проведены полуструктурированные интервью с 14 учителями из разных регионов России. При дистанционном обучении перед учителями встает задача реализовывать образовательную программу, несмотря на собственные тревоги, вызванные пандемией, эмоционально поддерживать учеников, стимулировать их мотивацию к учебе. Факторами, усиливающими стресс у преподавателей, судя по результатам интервью, являются отсутствие или недостаточная поддержка со стороны администрации школы, существенно возросшая рабочая нагрузка, обусловленная необходимостью искать новые средства преподавания и подготовки материалов с учетом дистанционного формата, увеличившимся объемом коммуникации с учениками и их родителями, ростом количества домашних заданий для проверки. Специфическим для исследуемой ситуации фактором стресса является новый формат работы из дома и изменившийся баланс рабочего и личного времени. Наиболее распространенные стратегии совладания со стрессом и уменьшения его последствий - поиск в происходящем позитивного смысла и/или новых возможностей, общение с близкими, обращение за помощью к коллегам, физическая активность, хобби.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"79 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77191089","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: 10.17323/1814-9545-2021-2-243-260
Ger Graus, S. Kosaretsky, A. Kudryavtseva, K. Polivanova, E. Sivak, I. Ivanov
{"title":"Edutainment Centers as an Educational Phenomenon. The Case of KidZania","authors":"Ger Graus, S. Kosaretsky, A. Kudryavtseva, K. Polivanova, E. Sivak, I. Ivanov","doi":"10.17323/1814-9545-2021-2-243-260","DOIUrl":"https://doi.org/10.17323/1814-9545-2021-2-243-260","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"9 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75591877","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：