The Perplexed World of Russian Private Schools: Findings from field research     

Elena Lisovskaya  Vyacheslav Karpov 《比较教育学》2001,37(1):43-64

Based on field research conducted in 1997-98 in St Petersburg, Russia, this paper explores the contemporary status and viability of the postcommunist elementary and secondary private schools. Findings from in-depth qualitative interviews, observations and analysis of documents suggest that the Russian private schools find themselves in a perplexed and precarious situation. Although formally legalised, they operate amidst the anomic situation of legal contradictions. Financially unstable, they engage in a dual economy with heavy reliance on informal networks, sometimes criminal in nature. It is predicted that the current socioeconomic crisis will diminish the number and diversity of private schools. It is argued that private schools' survival depends on the stabilisation of the Russian economy, and political and legal protection of minority rights.  相似文献   

Using a mathematical model of motivation,volition, and performance to examine students’ e-text learning experiences     

Elena Novak  Jerry Daday  Kerrie McDaniel 《Educational technology research and development : ETR & D》2018,66(5):1189-1209

This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed.  相似文献   

High Quality Preschool Programs: What Would Vygotsky Say?     

Elena Bodrova  Deborah J. Leong 《Early education and development》2005,16(4):435-444

The paper considers the definition of high quality preschool from a Vygotskian perspective. Similarities and differences in the issues faced in Russia and those in the United States are discussed as background. Three major ideas are considered from the work of Vygotsky and of his students/colleagues, Daniel Elkonin and Alexander Zaporozhets. The first is the Cultural Historical paradigm as the basis for defining development, which emphasizes the importance of underlying cognitive and social-emotional competencies. The second is the idea of "Leading Activity" with dramatic play defined as the leading activity for preschool. The third is the idea of "amplification" or enrichment rather than acceleration of learning. The article ends with a definition of quality based on these three constructs.  相似文献   

The Phoenix Rising: Emergent models of instructional design     

Sonja Irlbeck  Elena Kays  Deborah Jones  Rod Sims 《Distance Education》2006,27(2):171-185

The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three‐phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with “instructional design.”  相似文献   

Neuromyths: Why Do They Exist and Persist?     

Elena Pasquinelli 《Mind, Brain, and Education》2012,6(2):89-96

Neuroeducation—a recent approach to educational policy—claims that a bridge should be established between education and mind‐brain sciences, with the double aim of devising educational methods that work and of understanding why they work. The success of this encounter depends, among other conditions, on getting the science right; otherwise, neuroeducation and science‐informed policies risk doing more harm than good. On several occasions, the cognitive and brain sciences have been misunderstood, and misused: neuromyths—the misconceptions about the mind and brain functioning—have blossomed, thus raising both theoretical and pragmatic concerns. This article addresses the origin, persistence, and potential side‐effects of neuromyths in education. The hypothesis is put forward that the persistence of neuromyths is sustained by specific cultural conditions, such as the circulation of pieces of information about the brain and the appetite for brain news, but has its roots in deeper cognitive intuitions.  相似文献   

Temporal issues in e‐learning research: A literature review     

Elena Barbera  Begoña Gros  Paul Kirschner 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):E53-E55

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Children's Norm Enforcement in Their Interactions With Peers     

Bahar Köymen  Elena Lieven  Denis A. Engemann  Hannes Rakoczy  Felix Warneken  Michael Tomasello 《Child development》2014,85(3):1108-1122

This study investigates how children negotiate social norms with peers. In Study 1, 48 pairs of 3‐ and 5‐year‐olds (N = 96) and in Study 2, 48 pairs of 5‐ and 7‐year‐olds (N = 96) were presented with sorting tasks with conflicting instructions (one child by color, the other by shape) or identical instructions. Three‐year‐olds differed from older children: They were less selective for the contexts in which they enforced norms, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms (“It works like this” rather than “You must do it like this”). These results suggested that children's understanding of social norms becomes more flexible during the preschool years.  相似文献   

Children’s Models about Colours in Nahuatl-Speaking Communities     

Leticia Gallegos-Cázares  Fernando Flores-Camacho  Elena Calderón-Canales  Elvia Perrusquía-Máximo  Beatriz García-Rivera 《Research in Science Education》2014,44(5):699-725

This paper presents the development and structure of indigenous children’s ideas about mixing colours as well as their ideas about each colour, derived from their traditions. The children were interviewed both at school and outside it, and an educational proposal was implemented. Ideas expressed in the school context were analysed using the partial possible model, which states that the inferences and explanations used to describe a subject consist of constricting ideas, rules of correspondence, and a set of phenomenological inferences about processes. After identifying these components in the children’s ideas, we developed models to describe their conceptions about mixing colours. We employed a different approach to analyse children’s ideas related to their cultural context. The results showed that children change from a conception that focuses on colours as entities that do not change and as properties of objects (model 1) to the idea that colour represents a quality of substances or objects that can be modified by mixing colours (model 2). Cultural context analysis showed that stories are independent from one another and that they are not connected to colour mixing processes, only to the actions of colour on people. We concluded that students generate independent constructions between school and cultural knowledge.  相似文献   

Dimensions of literacy: a conceptual base for teaching and writing in school settings     

Elena Xeni 《Educational Media International》2014,51(3):255-256

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The Student–Teacher Relationship Scale revisited: Testing factorial structure,measurement invariance and validity criteria in German-speaking samples     

Anne Milatz  Michael Glüer  Elena Harwardt-Heinecke  Gregor Kappler  Lieselotte Ahnert 《Early childhood research quarterly》2014

The Student–Teacher Relationship Scale (STRS) is widely used for research in kindergarten and school. The increasing number of applications inside and outside of the U.S. stresses the need to investigate STRS properties, accordingly. The present study used the STRS in German-speaking countries, examining whether (a) the original factor structure is appropriate for a German version, (b) whether applications of a German STRS are invariant across contexts (kindergarten, first and second grade) as well as gender, and (c) whether construct and criterion validity are met. The original STRS was translated into German and filled out by 368 kindergarten and 503 elementary school teachers in Germany and Austria. Observations in kindergartens, student reports in schools, and teacher reports of students’ characteristics served as validity criteria. Results of confirmatory factor analyses (CFAs) did not confirm the original STRS factor structure. Subsequent exploratory factor analyses on training samples resulted in significant item reductions, followed by further CFAs on validation samples. The bootstrapped results yielded an adjusted three-factor model with subscales indicating satisfying alphas and invariance across context and gender. Construct and criterion validity were met for all subscales of the German STRS based on various criteria from both, observations and reports.  相似文献