scholarly journals ANALYSIS OF THE SEMANTIC SIMILARITY OF THE ASSESSMENT CRITERIA IN THE EDUCATIONAL PROGRAMS OF THE DISCIPLINES

2021 ◽  
pp. 56-61
Author(s):  
V.М. Giniyatullin ◽  
E.V. Ermolaev ◽  
M.A. Salikhova ◽  
А.V. Khlybov ◽  
D.A. Churilov ◽  
...  
Keyword(s):  
Semantic Similarity ◽  
Educational Programs ◽  
Assessment Criteria

scholarly journals Comparison Study on Teachers’ and Parents’ Assessment of Public Participation in Basic Educational Programs Development

2016 ◽  
Vol 21 (4) ◽  
pp. 19-31 ◽  
Author(s):  
I.V. Vachkov ◽  
S.N. Vachkova ◽  
M.V. Voropaev ◽  
S.A. Zadadaev ◽  
I.M. Remorenko
Keyword(s):  
Public Participation ◽  
Personal Development ◽  
Educational Programs ◽  
Assessment Criteria ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Level Of Satisfaction ◽  
Teachers And Parents ◽  
Content Specification ◽  
Development Methods

This research took place in 74 regions of Russian Federation. 9772 teachers and 4565 parents participated in this study. The aim of the research was to observe the assessment made by teachers and parents (legal representatives) about the degree of public participation in basic educational programs development. The subjects filled specially designed questionnaires. These questionnaires had small differences for teachers and parents. The main assessment criteria of public participation in educational institutions activity were the frequency of approaches to parents (legal representatives) on various issues, their estimation and level of satisfaction in education and personal development methods performed by educational organizations. According to the obtained data, all of the described assessment criteria statistically significantly differ between teachers and parent (legal representatives). The majority of teachers do not approve parents’ attempts to influence the content, specification and methods of education and personal development. On the contrary, parents declare their readiness to do so, while sometimes their requests are unfounded.

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