School Financing, Teacher Wages and Educational Outcomes: Evidence from the Russian School System

2019 ◽  
Author(s):  
Olga Lazareva ◽  
Andrey Zakharov
Keyword(s):  
School System ◽  
Educational Outcomes ◽  
Russian School ◽  
School Financing ◽  
Teacher Wages

Evolution and perspectives of Spanish in Russian school system

2021 ◽  
Vol 9 (2) ◽  
pp. 110-124
Author(s):  
J. Torres Hernández
Keyword(s):  
School System ◽  
Foreign Languages ◽  
Ministry Of Education ◽  
Public And Private ◽  
Russian School ◽  
Political Events ◽  
Points Of View ◽  
The Impact ◽  
Gain Access

The article examines from various points of view the  role of the  Spanish language  in   the    Russian    system   of    primary    and  secondary education,  both  public    and   private,  paying   special   attention to the  experience of  schools participating in the  Bilingual  Sections program of the  Spanish Ministry of Education and Training. The article compares Spanish with other foreign languages in the  Russian  school system, and considers its evolution in the  timeline  and the  impact on its status of migration movements in connection with political events, commercial and student exchange,  tourism;  as well as the  impact of certain measures taken both in Russia  and in Spain. Institutions in both countries have established links to promote mutual development in terms of learning Spanish and Russian,  and the  diplomatic corps has become the   catalyst and manager of  this  dynamic.  Despite the   fact  that the   reactions  of  educational  actors  (institutions, civil society, students  and  teachers) are  varied, they  reinforce different mechanisms to gain access  to Spanish culture and business, as well as to other Spanish-speaking countries. The article also demonstrates the  current statistics and describes the  trend that the  teaching of Spanish may  follow in the  coming years due to positioning of Spanish among the  main foreign languages studied in Russian  schools.

scholarly journals Classroom, media and church: explainng the achievement differences in civic knowledge in bilingual school system of Estonia

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kaire Põder ◽  
Triin Lauri
Keyword(s):  
Social Media ◽  
Achievement Gap ◽  
School System ◽  
Russian Language ◽  
Minority Achievement ◽  
School Students ◽  
Russian School ◽  
Civic Knowledge ◽  
Negative Effect ◽  
Bilingual School

AbstractThis study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Estonian and Russian language schools in parallel. While Estonian language school students are ranked very high in international comparisons, there is a significant difference between the achievement of Estonian and Russian language school students. We claim that this minority achievement gap in the performance of civic and citizenship knowledge is in addition to family background characteristics explained by behavioral and attitudinal factors that are moderated by the school language. Behavioral and attitudinal independent variables that we consider relevant in our analysis are classroom climate, trust in various media channels, and students’ beliefs in the influence of religion. We rely on hierarchical modeling to capture the embedded data and aim to explain how the different layers (school- and student level) interact and impact civic knowledge. We show that an open classroom is beneficial to students and part of the gap can be explained by Russian school students’ lower involvement in such practices. The strength of the belief in the influence of religion, on the contrary, is hurting students, despite that the negative effect is smaller for minority students there is a higher aggregate negative effect of it and therefore it also contributes to the minority achievement gap. Media trust indicators explain the gap marginally while the high trust of social media hurts students’ civic knowledge scores–still more Russian school students trust social media more than Estonian school students.

scholarly journals Fostering resilience in schools : understanding the role of social capital on the educational outcomes of newcomer youth and implications for policy

2021 ◽  
Author(s):  
Kamara Jeffrey
Keyword(s):  
Social Capital ◽  
Secondary School ◽  
School System ◽  
Educational Outcomes ◽  
Capital Accumulation ◽  
Specific Model ◽  
Policy Framework ◽  
Disadvantaged Children ◽  
Context Specific

This research paper synthesizes and analyzes existing research on newcomer and racialized youth within the Ontario school system and assesses some conditions under which the educational system is capable of assisting them in building positive social networks. Using the concept of social capital as a theoretical tool for exploration and policy analysis, this study analyzes two policy initiatives designed for economically disadvantaged children within the elementary school system and considers the implications for applying this policy framework to a secondary school system, while paying specific attention to the risk factors and resilience strategies relevant to newcomer youth in Ontario. Ultimately, this paper aims to bring to light the implications for a context-specific model of social capital accumulation for youth.

scholarly journals Leadership Potential of Professional Teacher Associations in Russia: Formation of Middle Leaders

2019 ◽  
Vol 5 (3) ◽  
pp. 70-82
Author(s):  
Anatoly V. Merenkov ◽  
Natalya L. Antonova ◽  
Natalia G. Popova
Keyword(s):  
Distributed Leadership ◽  
School System ◽  
Personal Characteristics ◽  
Structured Interviews ◽  
Russian School ◽  
Leadership Potential ◽  
Professional Teacher ◽  
Subject Areas ◽  
Middle Leaders ◽  
Teacher Associations

This research study is aimed at investigating distributed leadership practices in the Russian school system, of which professional teacher associations (PTA) constitute a distinct feature. In particular, we set out to investigate the PTA leadership potential, as well as the role and specific personal characteristics of middle leaders in the Russian school education system. These associations are formed by the school administration on the basis of subject areas, bringing together teachers of maths, history, etc. Teachers join PTAs on a voluntarily basis. The key function of such organisations consists in the implementation of innovative educational approaches and techniques. In order to analyse their leadership potential, we carried out a sociological survey among the employees of high-profile secondary schools (gymnasiums and lyceums) situated in the major Russian city of Ekaterinburg. The research methodology comprised structured interviews with 110 respondents, along with in-depth interviews with 2 school directors, 4 school deputy directors and 6 heads of professional teacher associations. Our results show that the fundamentals and principles of distributed leadership are actively implemented in Ekaterinburg schools. The school administrations encourage the creation of professional teacher associations grouped around subject areas, delegating to these structural units the functions of improving the quality of teaching the respective subjects and disseminating educational innovations, at the same time as fulfilling the requirements of the state and regional education authorities. Such associations are headed by middle leaders, who are nominated by their colleagues and whose candidacy is approved by school seniors, taking into account their professional achievements, experience of leading pedagogical innovations and the presence of the right personal qualities necessary for productive collaborative work. These people perform the role of mediators, operating at the interface between various levels within the school. Although viewed as a school’s personnel reserve for the positions of principals and head teachers, our respondents consider themselves to be ‘more teachers’ or ‘innovators in education’ than administrators. The development of the leadership qualities of such professionals in the Russian school system is shown to be hindered by a ‘glass ceiling’ – a certain limit in their career growth. This discouraging factor results in some middle school leaders searching for professional self-realization opportunities outside the school system, in the spheres of business, science or culture that are believed to provide more opportunities for self-advancement.

scholarly journals Rosyjskie księgozbiory kaliskich gimnazjów jako przykład kolekcji Biblioteki Uniwersyteckiej w Poznaniu

2018 ◽  
Vol 61 ◽  
pp. 179-189
Author(s):  
Ewa Andrysiak ◽  
Krzysztof Walczak
Keyword(s):  
Secondary Schools ◽  
School System ◽  
Russian Language ◽  
Russian School ◽  
Library Collection ◽  
University Library ◽  
Book Collections ◽  
The University ◽  
Language Literature

ROSYJSKIE KSIĘGOZBIORY KALISKICH GIMNAZJÓW JAKO PRZYKŁAD KOLEKCJI BIBLIOTEKI UNIWERSYTECKIEJ W POZNANIUPotrzeby powstałej w 1919 roku Biblioteki Uniwersytetu Poznańskiego w zakresie literatury polskiej i słowiańskiej. Gimnazja kaliskie i ich księgozbiory. Przewiezienie tych księgozbiorów do Poznania w latach 1922–1923. Ich zawartość i znaczenie dla Biblioteki Uniwersytetu Poznańskiego.RUSSIAN BOOK COLLECTIONS OF KALISZ SECONDARY SCHOOLS AS AN EXAMPLE OF A UNIVERSITY LIBRARY COLLECTION IN POZNAŃThe University Library in Poznań has among its holdings substantial fragments of old libraries from secondary schools in Kalisz. They contain primarily Russian-language literature owing to the fact that until 1914 the schools functioned within the Russian school system. The article is the fi rst report on the contents of these libraries, also explaining how the books found their way to the University Library in Poznań.

scholarly journals Russian School during the Great Patriotic War (Features of Management and Development of the Educational System)

2020 ◽  
pp. 146-156
Author(s):  
N. K. Gurkina
Keyword(s):  
Secondary Schools ◽  
Educational System ◽  
School System ◽  
School Policy ◽  
Led Lighting ◽  
Russian School ◽  
State Management ◽  
Great Patriotic War ◽  
Management And Development ◽  
School Model

The Features of state management of secondary schools during the great Patriotic war were determined by the focus on solving two major problems: the preservation of the school system and its reconstruction in accordance with the requirements of wartime, and the continuation of work on the formation of the school model. The main source for studying the directions, forms and methods of the state’s school policy is the directives and resolutions of the party and government, resolutions, orders, instructions, resolutions, etc. Of the people’s Commissariat of the RSFSR lamp led lighting, performances by the people’s Commissar of education of RSFSR V. P. Potemkin.

scholarly journals John Dewey and the Development of Education in Russia before 1930 - Report on a forgotten reception

2009 ◽  
Vol 10 ◽  
pp. 163-186
Author(s):  
Irina Mchitarjan
Keyword(s):  
John Dewey ◽  
School System ◽  
October Revolution ◽  
Russian School ◽  
Before And After ◽  
Educational Debate ◽  
The Impact

This article explores the kinds of response John Dewey (1859–1952) received in Russia between 1900 and 1930, and the impact he had on the educational debate there. The study’s main findings are: Both before and after the Socialist October Revolution of 1917, Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey’s pedagogy towards the end of the 20s was not due to educational but to political and ideological reasons.

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