Yulia Mikhailovna Grishaeva, Alexander Valerievich Gagarin, Natalia Leonidovna Agraponova
The study aims to determine the current areas of improving educational activities in the conditions of socio-economic development of modern society characterised by a number of important innovations that collectively form a systemic challenge for the education system. The paper examines the role of human capital in the formation of a stable base for economic development and the changes in the socio-economic environment that determine the areas of education transformation; identifies the features of the current stage of development of the education system in Russia; indicates the extent to which the state participates in solving urgent problems of education improvement. The scientific novelty of the study lies in a comprehensive identification of the key trends of vocational education in the cognitive economy. As a result, it has been shown that in order to effectively improve vocational education in the conditions of socio-economic development of modern society, it is necessary to significantly increase state budget expenditures for the development of education. It has been determined that state support for the improvement of education is carried out through the development of various projects and programmes formed on the basis of advanced achievements of pedagogical science and the skills capacity of the pedagogical community.
The study aims to identify possible models, traditions and principles of the Catholic boarding schools’ educational conception. The article addresses the issues relating to the models, traditions and principles forming a basis for the educational conception of the Catholic boarding schools and to the traces their literary refraction leaves. The research is novel in that it approaches the work of the Austrian writer Barbara Frischmuth from the viewpoint of religion influence on education of the younger generation. The author concludes that such institutions as schools or boarding schools represent a mini-version of the society and, thus, texts about schools and boarding schools do not merely depict individual life stories but they also always follow social and cultural events of the time.
The article considers the multicultural approach most relevant for foreign-language education in Russia. The basic stages of its formation are identified and described from the viewpoint of multiculturalism. The objectives and tasks of teaching a foreign language at all the stages are ascertained, which has allowed the author to show clearly their influence on modern foreign-language education in Russia. The basic normative documents and conceptions representing the overall multicultural orientation of foreign-language education in Russia are analysed.
The article reveals the content of the notion “digital educational environment” and different approaches to its definition. The author discusses the possibilities and methods of integrating touristic information resources into digital educational environment. The paper gives examples of the ways of such integration at schools and higher education institutions, and also presents the experience of lecturers at Volgograd State University on touristic information resources use in teaching bachelor degree students majoring in 43.03.02 “Tourism”. The projected results of such an innovation on the part of tourism business, educational environment and society are given.
Roman Vladimirovich Nelyubin, Evgeniya Vladimirovna Penionzhek
The article discusses the aspects of the formation and development of the idea about adequacy with regard to the practice of the social relations associated with the firearms use. The authors analyse the Russian philosophers’ views and the definitions developed within the framework of the Western European philosophy. The features of the modern ideas about the adequacy of using weapons in other scientific fields are revealed. The paper strives to discover the sense of using weapons for raising the problem of the need to introduce exercises for the development of the skills and abilities of simultaneity into pedagogical practice.
In this article I respond to the analyses of Educating the `Right'Way and The State and the Politics of Knowledge that were given by Stephen Ball, Russell Fox and Antonio Novoa. I situate the development of the kinds of argument that these books make, in the larger corpus of my work and in the growth of neoliberal, neoconservative, authoritarian populist religious movements, and the new managerial emphases that have become so powerful internationally in education. I then discuss the strengths and weaknesses of the thoughtful points made by Ball, Fox and Novoa.
Abstract This chapter connects the chapters to global research and pedagogical practice. Namely, we suggest ways that chapters and their corresponding Global Education Colloquium links can be integrated into courses preparing the next generation of teachers and scholar-practitioners. The Global Education Colloquium has been used to develop effective undergraduate and graduate learning activities for years. This chapter highlights themes from the chapters and suggests ways to group the research for courses. We highlight how chapters are situated within type of education (formal, informal, and nonformal), regions of the world (Asia, Africa, Middle East, global connections), and themes (gender and sexuality, neoliberalism and globalization, early childhood education, peace education, and inclusive education). We conclude by providing suggestions for incorporating chapters into teacher education courses as part of classroom discussion, via learning by teaching pedagogy, and policy analysis.
This study analyzed the units of the textbook “Just Imagine” for 9th grade Arab students for English teaching in Israel. The study was conducted to understand whether the Wh-Questions used in the textbook emphasized high-level thinking and cognitive skills development (HOTS). The research question of this study was: To what extent do the Wh-Questions in the textbook “Just Imagine” emphasize higher order thinking skills? Content Analysis was performed. Wh-Questions were chosen as the unit of analysis for this research. Percentages and frequencies of each cognition level were calculated for each book unit separately. The results showed that 167 out of the 219 questions emphasized cognition levels that develop Low-Order Thinking Skills, while only 52 questions emphasized the three levels that use High-Order Thinking Skills. Findings of this research recommended that the textbook authors should further develop the textbook’s content, and maintain a balance between the lower-order and higher-order questions. Evaluating and choosing a good textbook that fits the goals of the curriculum is also recommended.