Voprosy obrazovaniya / Educational Studies Moscow最新文献

{"title":"Action Research as a Way to Transform Teachers' Beliefs about the Usage of Digital Tools in the Classroom","authors":"Александра Михайлова","doi":"10.17323/vo-2024-16663","DOIUrl":"https://doi.org/10.17323/vo-2024-16663","url":null,"abstract":"Action research - that is “learning how to do something by doing it\" - is a way to change teachers’ beliefs through practice. 15 teachers from three primary and secondary schools conducted their own action research. After a preliminary training, teachers independently designed and conducted lessons using digital tools to stimulate students’ active learning. During this work, teachers received the constant support of a mentor — the author of the article. Also, the entrance, intermediate and final interviews were collected. These interviews provided an opportunity to track how the teacher's beliefs towards digital tools are changing. It was found that teachers' beliefs transformed in a way that student-centered learning activities became the preferred form of lesson organization for them. The teachers also noted that their self-conducted action research helped them to accept digital tools. Teachers started to see digital services as being used not only by themselves, but also by students. New ways of using digital tools have changed the nature of the lesson, provoked a transition from traditional learning to active ways of work. At the same time, working with a digital tool has become more conscious and meaningful for teachers. \u0000","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"121 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141667486","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}

{"title":"Social Factors Forming Differences in the Discourse on the Quality of School Education","authors":"Наталья Андреевна Сенина, Татьяна Анатольевна Мерцалова, Сергей Измаилович Заир-Бек","doi":"10.17323/vo-2024-16969","DOIUrl":"https://doi.org/10.17323/vo-2024-16969","url":null,"abstract":"The quality of school education is not only a normative, but also a social concept that is a part of the actual communicative field for almost all social groups. The attitude to the quality of education and measures aimed at improving it make up a complex and ambiguous structure, which is capable of either uniting people belonging to different professions, living in different territories, supporting different political views, or separating people who belong to seemingly homogeneous social groups. This publication contributes to the study of factors influencing different perceptions of the quality of school education typical for different stakeholders and their attitude to measures aimed at improving it. Basing on the results of the qualitative study, which embraced representatives of various social groups interested in the quality of school education, its discursive analysis is presented from the standpoint of modern social theories. Particular emphasis is placed on identifying the reasons for the recorded differences in the views of different social groups about the quality of school education, which ultimately allows us to come up with methods for predicting their behavior in relation to the managerial measures undertaken by the state for improving the quality of school education.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670473","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}

{"title":"Critical Thinking Dispositions: Development and Validation of an Assessment Tool","authors":"Юлия Хиль, Анастасия Садова, Ольга Соболева, Екатерина Степашкина, Дмитрий Гужеля","doi":"10.17323/vo-2024-16770","DOIUrl":"https://doi.org/10.17323/vo-2024-16770","url":null,"abstract":"The article describes the process of developing and testing the “Critical Thinking Dispositions” (CDT) tool. Critical thinking dispositions refer to a person's predispositions, tendencies, or readiness to implement critical thinking skills. The relevance of studying and measuring CDT is reflected in the relationship of the construct with the psychological characteristics of a person and his success in various fields. Also, dispositions are important for the manifestation of critical thinking skills: a person with low dispositions may not demonstrate critical thinking, even if it is expressed at a high level. Currently, there is a lack of validated Russian-language instruments dedicated to CDT. The purpose of the study was to develop a CDT instrument and test its validity. Descriptions of the construct in the research literature, analysis of existing theoretical frameworks, and tools for measuring critical thinking dispositions are provided. The instrument is a self-report questionnaire in computer format. The respondent’s task is to assess how similar his behavior in everyday life is to that described in the statements. The questionnaire was tested, based on the data obtained, the factor structure and the quality of the developed tasks were checked, and convergent and content validity was assessed. The results of psychometric testing suggest that the developed instrument is a reliable and valid way to assess critical thinking dispositions in Russian-speaking people over 16 years of age. Limitations of this study and possible directions for future developments are discussed.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 88","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670589","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}

{"title":"Difficult Life Situations of Modern Learning Youth","authors":"Софья Нартова-Бочавер, Василий Бардадымов, Виктория Ерофеева, Милана Хачатурова, Нарине Хачатрян","doi":"10.17323/vo-2024-17187","DOIUrl":"https://doi.org/10.17323/vo-2024-17187","url":null,"abstract":"The difficult life situations (DLS) of modern learning youth are considered. The young people who are studying represent a special socio-age group that has a specific trajectory of development, called \"emerging adulthood\". Its specifics is that the development tasks have a different timing, obeying the main goal – the acquisition of a profession through long training. As a result, this group is subject to high stress, is psychologically unstable and needs the support of social and psychological services. The theoretical framework included the ideas of development in emerging adulthood, research of psychological well-being and event-situational approach. Two empirical studies were conducted with participating the college, bachelor's, master's and postgraduate students. The study 1 involved 337 respondents, Mage = 20.9, SDage = 3.0, 243 female. We used open-ended questions concerning the difficulties experienced by students at the university, followed by a structural tabular thematic analysis. The checklist \"Difficult life situations of students, DLS-stud\" has been compiled, including 49 difficulties. 751 respondents participated in study 2, Mage = 19.0, SDage = 4.3, 613 female. 301 people have moved to study (23 have changed their country), 416 were studying in the same city where they were born. The data clustering method was used to organize the selected difficulties. Eight clusters were identified: Adaptation to the technical conditions of studying, Adaptation to a new stage of studying, Lack of physical and psychological resources, Organization of classes at an educational office, Social conditions of studying, Current life tasks, Adaptation to a new place and Loss and fear of loss. The most frequent and rare difficulties are analyzed, the number and configuration of which vary depending on gender, level of education, and the fact of moving (more for girls, undergraduate students and those who changed their place of residence during their studies). The results obtained can make the work of university psychological services more effective.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671221","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}

{"title":"How to Measure Adaptive and Innovative Cognitive Styles: Adaptation of the M. Kirton Questionnaire for Education","authors":"Анастасия Андреева, Ольга Стерник, Татьяна Хавенсон","doi":"10.17323/vo-2024-16820","DOIUrl":"https://doi.org/10.17323/vo-2024-16820","url":null,"abstract":"As the research focus shifts from the technical to the human side of education, the relevance of measuring socio-psychological traits is growing. Despite proven validity and demand for the Kirton Adaption-Innovation Inventory, or KAI, in international and Russian studies, the scale has not previously been adapted for the Russian-speaking audience. The article describes the results of scale adaptation aimed at estimating the cognitive style of Russian teachers and school administrators. The proposed version of the translation considers the specifics of the Russian language and the context of the educational sphere, simultaneously being equivalent in meaning to the original scale. The readability check indicated that the question wordings fit the education level of the target audience. An iterative process of development and empirical testing of the psychometric properties (N1 = 137, N2 = 1236, N3 = 204) led to satisfactory scores for the three scales, items, and response categories. The analysis relies on the classical test theory and the IRT-RSM model. The final questionnaire includes 26 items and allows us to evaluate the three factors: «Originality and independence», «Thoroughness and self-organization», and «Inertia and request for instructions». Besides, the article demonstrates that the adapted version of the questionnaire does not show increased social desirability. The proposed tool is potentially useful for research and practical purposes to study the cognitive styles of teachers and school administrators, as well as groups close to them, including workers at other levels of education and the social sphere in general. The article provides a full version of the final methodology and practical recommendations for managing innovators and adaptors within an educational organization.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671574","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}

{"title":"Exploring Diversity in Learning Behavior at University: Opportunities for Conceptualization","authors":"Наталья Малошонок, Ксения Александровна Вилкова, Оксана Дремова","doi":"10.17323/vo-2024-17707","DOIUrl":"https://doi.org/10.17323/vo-2024-17707","url":null,"abstract":"Student learning behavior is often considered as a main predictor of learning outcomes at university. However, in previous studies, it has been conceptualized and measured only fragmentarily. Researchers focused on certain aspects of learning behavior, or tried to build a typology of behavioral patterns that oversimplified this phenomenon and could not describe and explain all its diversity. In this paper, we try to overcome the shortcomings of previous conceptualizations of learning behavior by building our own conceptual model for this concept. Based on the analysis of 119 semi-structured interviews with students from eight Russian universities, we identify five main characteristics of learning behavior that can be used to describe the majority of behavioral patterns at universities. They are the following: 1) academic diligence; 2) learning activity; 3) integration into the group; 4) conformity; 5) extracurricular activity. In the paper, we give the definition of learning behavior at university and its five aspects, as well as illustrate these aspects with quotations from interviews with students. The developed conceptual model can be used to develop tools for quantitative measurement of learning behavior.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670149","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}

{"title":"The Principles of Teachers’ Speech Corpus Annotation","authors":"Е.И. Риехакайнен, Валентина Браташ, Владислав Зубов, Павел Сергоманов","doi":"10.17323/vo-2024-17878","DOIUrl":"https://doi.org/10.17323/vo-2024-17878","url":null,"abstract":"The article describes the principles of creating a corpus of teachers’ speech, which enables to apply an ethnographic approach to study teaching practices. Through the analysis of a large dataset of real classroom recordings, this corpus aims to identify linguistic, psychological, and sociological factors contributing to the improvement of teaching effectiveness. The corpus includes audio recordings of lessons in 5–8 grades from several schools in Russia. Annotation of the corpus is conducted using the Praat program. To determine the linguistic parameters that can influence teachers’ effectiveness and should be annotated in the corpus, we conducted a survey aimed to find out how students describe an ideal and a poor teacher. Based on the survey results, along with an analysis of existing spoken corpora and papers in linguistics and education, we have developed an annotation system comprising 19 levels. Some of these levels overlap with those found in any spoken corpus (orthographic transcription of words, lemmas, parts of speech, morphological annotation). The following levels are specific to our corpus: the parts of the lesson (organizational stage, introduction of new material, etc.), the level at which fragments of reading are separated from the rest of the teacher’s speech, four levels for marking pauses, phonetic transcription level, volume annotation, two levels for error annotation (phonetic and grammatical separately), and four levels related to vocabulary (words with special derivational features, emotionally-evaluative vocabulary, word usage domains, discourse markers). The corpus will allow to provide recommendations for improving teachers’ speech behavior.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670515","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}

{"title":"The Role of Higher Education in the Formation of the Gender Inequality in the Labor Market. A Review of Russian and International Literature","authors":"Маргарита Кирюшина, Виктор Рудаков","doi":"10.17323/vo-2024-17588","DOIUrl":"https://doi.org/10.17323/vo-2024-17588","url":null,"abstract":"This paper systematizes theoretical concepts, which explain the role of higher education in the formation of the gender inequality in the labour market as well as empirical studies, which consider the formation of the gender wage inequality in all the stages of the interaction between individual and educational system (enrolment, studying and graduation). Theoretical part considers the impact of education on gender inequality through the lenses of human capital theory, compensating wage differentials, theories of discrimination and segregation, as well as through gender-oriented approach in education. The study also presents current trends in gender inequality in education and labour market in Russia. Additionally, we systematize international experience in policy measures related to smoothing of the gender inequality in education and the labour market and we propose measures which can be applicable for that purpose in Russia.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671703","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}

{"title":"Critical Thinking Development in Adult Learners through Problem-Based Learning in an Online Setting","authors":"Тарас Пащенко","doi":"10.17323/vo-2024-16699","DOIUrl":"https://doi.org/10.17323/vo-2024-16699","url":null,"abstract":"This paper analyzes the outcomes of the implementation of the \"Critical Thinking\" course, developed for the \"Yandex.Practicum\" platform. The course is designed within the paradigm of problem-based learning and is delivered in an online format, incorporating both synchronous and asynchronous components. It is targeted at an adult audience and includes tasks from a general professional context. The course development was preceded by a review of research on the formation of critical thinking in adults, which identified the advantages and disadvantages of using problem-based learning for this purpose. To assess the level of critical thinking, a test was developed and validated based on the evidence-centered design methodology. \u0000The study was conducted using an intervention model with a pretest and posttest, without a control group. During the final testing (n=184), significant changes were observed in the development of critical thinking components among participants who completed the course: information analysis (+0.12), logic (+0.1), and argumentation (+0.17). The data obtained support the hypothesis regarding the effectiveness of this course in developing critical thinking in adults. Further research using the developed tools will help clarify the impact of specific pedagogical tools and learning formats on the development of critical thinking.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670519","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}

{"title":"Effects of Participation in Domestics Mobility for Young Researchers and Lecturers","authors":"Алёна Нефедова, Елизавета Чефанова, Виктория Слепых, Анастасия Иващенко","doi":"10.17323/vo-2024-17186","DOIUrl":"https://doi.org/10.17323/vo-2024-17186","url":null,"abstract":"In the context of a significant reduction in international mobility for Russian scientists, the importance of domestic programs is increasing. This study aims to assess the scale of domestic academic mobility programs, create a profile of those interested in participating in such programs, and describe the outcomes of such participation using young candidates of sciences as an example. The study is based on the results of representative surveys conducted among Russian teachers, researchers, and graduate students as part of the Monitoring of the Economy of Education in June-October 2022, as well as in-depth interviews conducted with participants of Russian postdoc programs by the authors in June-September 2022. \u0000It was found that the level of domestic mobility for teachers and researchers is low: only 3% of them underwent long-term internships within the country in 2019-2021, and 3% of graduate students participated in Russian postdoc programs. The potential mobility level is also low: one-third of Russian teachers (30%) are not willing to change their place of residence for a new job. Participants of Russian postdoc programs highlight numerous positive effects of these programs, including significant growth in qualifications, acquisition of new competencies, and expansion of professional networks. However, the development of domestic academic mobility is hindered by various institutional barriers such as the closed academic environment and cautious attitude towards mobility, as well as lack of support during relocation.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671028","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}