Russian Education & Society (RUSS EDUC SOC )

Publisher: ME Sharpe

Description

The editor of Russian Education and Society selects material for translation from more than thirty-five Russian-language periodicals and newspapers, from empirical research reports, and from books. The materials cover preschool, primary, secondary, vocational, and higher education; curricula and methods of the subject fields taught in the schools; the pedagogy of art, music, and physical education; issues related to family life, employment, and youth culture; and special education programs. Journals and newspapers of ministries of education and higher education and the teachers' unions are also covered, as well as popular educational magazines for children, young people, and parents. The materials selected are intended to reflect developments in the Soviet successor states in educational theory and practice, in the relationship between education and society, and issues of interest to those professionally concerned with this field.

  • Impact factor
    0.01
  • 5-year impact
    0.00
  • Cited half-life
    0.00
  • Immediacy index
    0.00
  • Eigenfactor
    0.00
  • Article influence
    0.00
  • Website
    Russian Education and Society website
  • Other titles
    Russian education and society, Russian education & society
  • ISSN
    1060-9393
  • OCLC
    25118804
  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

Publisher details

ME Sharpe

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 18 months embargo
  • Conditions
    • Authors pre-published version
    • Must be clearly marked as pre-published version
    • Author or Authors Institution Only
    • On author's or institution's web site only
    • Publisher copyright and source must be acknowledged
    • Must link to publisher version
    • Deposit may be made immediately on authors secure institutional intranet
  • Classification
    ‚Äč white

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In the past ten years, children's health has become qualitatively worse. According to the data from numerous studies in Russia, only 10 percent of the upper-grade students in secondary school can be considered healthy. At the same time, half the students have morphofunctional impairments, and 40 percent suffer from chronic pathology. In the past few years, diseases that affect the digestive organs have increased by forty times, due to the poor organization of students' food services and the psychoemotional tension that stems from living conditions and school life. To evaluate the quality of food services the authors conducted a questionnaire survey among 1,150 students enrolled in secondary general education schools between the ages of eleven and seventeen, seventy parents, and forty-five experts (school principals, vice principals, dietitian nurses, medical nurses, heads of production, technologists, and cooks). Questionnaires were drawn up for each group of respondents; 80 percent consisted of closed questions. The surveys were carried out in the schools of cities and communities characterized by differing conditions of school food service operation: (1) "Group A"--a city with a population of up to 1 million (Vladivostok); (2) "Group B"--a city with a population of 100,000 to 500,000 (Artem); and (3) "Group C"--a raion with a population of up to 100,000 (Kavalerovskii raion). It was found that in sixty-eight out of the 655 schools in the krai, no food services were organized, for various reasons. In the case of some, there were no food service facilities; other schools did not have the necessary equipment to prepare the food. In schools where food services have been organized (at least formally) there are a number of fundamental violations. It was found in the survey that only 26 percent of the cafeterias are serving products made in factories that produce items for school food services. The authors' analysis and interpretation of the survey results enable them to discuss the formulation and implementation of a conception of school food services in the krai. This will make it possible to ensure the accomplishment of a number of tasks, chief among which must be the formulation of a normative legal base in the sphere of the organization and management of food services in the schools; the organization of the training and upgrading of qualifications of specialists in school food services; provision of the appropriate material and technical base; and monitoring of the organization and quality of school food services. (Contains 5 figures and 1 table.) [This article was translated by Kim Braithwaite.]
    Russian Education & Society 01/2009;
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    ABSTRACT: Russia's young people have become active participants in processes of migration. After the fall of the USSR, young people began to travel outside Russia in substantially greater numbers. At the present time, young Russians can be found in all kinds of regions and countries of the world. They are getting an education in foreign universities and colleges, working in foreign companies and earning money at seasonal jobs abroad during their vacations, undergoing training in international organizations and firms, and actively traveling all over the world. This article discusses one of the main types of migration which is labor migration. Russia's young people are engaged in a number of different types of labor migration: (1) leaving the country to find a permanent place of residence and enter the labor market; (2) going abroad to find work for brief periods of time (for example, college students going abroad to work during summer vacations); (3) going abroad to attend school while working (a number of countries permit college students to work for a limited amount of time, or else the job is not officially registered); and (4) going abroad for special training while working as an employee. Russian young people's labor emigration is caused by a whole complex of social, economic, and personal factors. The main motive for emigrating is subjective: young people's hopes of increasing their chances of getting a job in both the foreign labor market and the Russian labor market after they finish their schooling. Another, equally important factor is the active efforts of countries and organizations that promote the idea in Russia of youth exchanges, jobs, and internships. At the present time, there are three possible ways for Russians to get jobs abroad: (1) an independent search for work outside the Russian Federation; (2) the organization of employment on the basis of international agreements with the assistance of the Federal Migration Service of the Russian Federation; and (3) job placement abroad with the assistance of Russian intermediary organizations. (Contains 3 tables.) [This article was translated by Kim Braithwaite.]
    Russian Education & Society 01/2009;
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    ABSTRACT: The formulation of a vigorous family policy requires that a careful study be made of issues such as the need to raise the perceived value of the family way of life and of parenthood, to strengthen the social norms of marriage and family. These will not be possible without reliable information about how the family performs its function of upbringing. It must be acknowledged that under the changing social conditions of Russian reality, the effectiveness of the family's fulfillment of its upbringing function has declined. There has been an increase in the percentage of incomplete families, with children up to the age of eighteen (23.3 percent); there are increasing numbers of divorces and children born outside a registered marriage (up to 30 percent); the scale of social orphanhood and adolescent deviation has been rising (in particular, neglected minors, adolescent crime, alcoholism, and narcotics abuse). The percentage of juvenile delinquents accounts for 12.4 percent of the total number of those who committed crimes in 2004. The Laboratory for Problems of Family Policy of the State Scientific Research Institute of Family and Upbringing has been carrying out scientific studies in the monitoring of the upbringing potential of the Russian family; it has drawn up scientific methodological recommendations for the implementation of that monitoring program and has created a program and a set of instruments for sociological surveys in that field. On instructions from the Moscow government the sociological survey "The Moscow Family 2006" was conducted in fall 2006. This permitted assessment of the influence of social and demographic processes as well as intrafamily relations as determining factors of the family's upbringing potential, and studied prospects of its development. The findings can serve as scientific substantiation of the priority directions and ways to improve the state's policy in regard to the family and children. In this article, the authors first focus on approaches to the definition of the terms "upbringing" and "the upbringing function of the family" and then analyze the nature of the family's upbringing potential. [This article was translated by Kim Braithwaite.]
    Russian Education & Society 01/2009;
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    ABSTRACT: Education rests on the foundation of culture in the broadest sense of that word. How deeply and solidly that foundation has been laid down determines the size and solidity of the building that can be constructed on it. This applies in particular to higher education, which is by no means designed solely to offer just a body of specialized knowledge, but also to enable the individual to rise to a higher level of intellectual development and acquire a sufficiently broad intellectual horizon and a set of complex social skills. From the standpoint of the characteristics of the Russian potential for development, it is of predictive value to make a cultural diagnosis of the most educated and modernized portion of young people, who in the very near future will take key positions in various spheres of the intellectual activity and life of society as a whole. Such a cultural diagnosis, in the form of a sociological monitoring survey, was carried out by the Laboratory of Sociological Research of the Moscow Institute of Power Engineering. Diagnostic studies were conducted in 1999, 2002, and 2006, devoted to the investigation of the cultural orientations and the cultural practices of students enrolled in the leading higher educational institutions of Moscow. The survey showed that in the minds of young people today, culture and "culturedness" are associated with a special style of (social) interaction. Essentially, this is interpreted as a specific means of regulating interpersonal relations and as a set of the qualities that are necessary to exercise that regulation: tact, courtesy, tolerance, empathy, and so on. All these qualities were listed among the basic features of culture ("culturedness") by over half the respondents. Next (30 percent and up) was the connection between culture and level of intellectual development, including the ability to think independently and critically. Only for a relatively small portion of the sample did the concept of culture incorporate aspects such as creative endeavor, acquisition of knowledge and a broad intellectual horizon, and the acquisition of various kinds of knowledge--not just professional knowledge, but also knowledge related to the achievements of world culture. Also relatively weak was a meaningful link between culture and self-development, self-education (less than 20 percent). This means that in the minds of young people in college, culture is to a large extent separate from factors that drive the development of society, including the human component of that development. (Contains 3 tables and 1 note.) [This article was translated by Kim Braithwaite.]
    Russian Education & Society 01/2009;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the past 20 years, the dynamics of social processes in the regions of Russia and in the country as a whole have been uneven in terms of both the pace of the changes and the direction. In that period there has been a substantial deformation of the professional and migration motives of young people when compared to the propensities of previous generations. Starting in the early 1990s, the image of the attractiveness of the Northern and Far Eastern territories among young people, an image shaped during the Soviet era by means of social benefits and guarantees, gradually was erased and is now perceived as negative. Confirmation is provided by the vector of flows of migration, which points primarily away from the east and north and toward the west and south of the country, increasing the uneven spatial distribution of inhabitants and economic activity. Owing to objective natural, climatic, geographical, and economic factors, overcoming negative tendencies in the Far East, in particular Khabarovsk krai, will require the implementation of a goal-directed state youth policy. To determine the directions of such a policy it will be necessary to answer the following questions: "What do today's young people look like in the mirror of social and demographic characteristics? How well are college students doing? What is the way to achieve success--with old recipes or with "know-how"? What migration plans do young people have? How prevalent is the idea of migrating away from the region among young people's immediate associates and surroundings?" The purpose of the present article is to find answers to these questions by examining the results of a survey conducted in 2005 by associates in the Institute of Economic Research of the Far Eastern Department of the Russian Academy of Sciences. The purpose of the survey was to explore the deeper factors and parameters of the shaping of the migration and professional motives of graduating students of colleges and universities in Khabarovsk krai. Among students surveyed, motives for migrating from their home areas are predominantly those of economic advancement and greater access to cultural facilities. Only a small minority of those surveyed planned to return to their home areas in the future. (Contains 7 tables and 2 figures.)
    Russian Education & Society 01/2009;
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    ABSTRACT: Knowing a foreign language is of crucial importance in ensuring the effectiveness of an education abroad. Essentially, the practice of teaching and mastering a foreign language serves as a means of intercultural communication, a conduit of interaction in a new sociocultural environment, and a mediator through which to assimilate new norms and models of behavior. One's assimilation of the cultural traditions and mastery of social norms and rules, as well as models of behavior in the country where one is staying, all come about first and foremost through mastery of the language of that nation. All stages of learning (preliminary acquaintance with the foreign language and the culture of the nation while in Russia, the initial practice of interacting in a foreign language, an individual's adjustment to a new environment, long-term immersion in the foreign cultural context, and a thorough mastery of conversational and other forms of the foreign language) are all aspects that essentially demonstrate the sequential processes of the exploration and assimilation (or rejection) of the sociocultural norms and stereotypes of the Western world. The stages of the study and mastery of a foreign language by those getting an education abroad dictate the logic of this analysis. Studies have shown that as a result of communicating with native speakers of a language, right there in their own cultural environment, the mastery of a foreign language takes place more effectively. The experience that is gained just by virtue of being in a foreign country, in combination with the mastery of a foreign language, becomes an element of human capital that can be invested successfully in one's work and professional career. Interviews with Russian students, presented in this article, demonstrate the effectiveness of varying experiences in developing practical skills in a foreign language. (Contains 1 note.)
    Russian Education & Society 01/2009;
  • [Show abstract] [Hide abstract]
    ABSTRACT: One of the main tasks of a survey by the Center for Science Research and Statistics was to assess the interaction between science and higher education from the standpoint of collaboration between scientific organizations and university science, as well as participation in the educational process by scientific organizations. This article presents a sample which includes scientific organizations belonging to a variety of organizational and legal forms (state institutions, state unitary enterprises, and joint-stock companies with state participation) and various branches of science (the natural sciences, technical sciences, and medical sciences) and located in the most science-intensive regions of the country (Moscow, St. Petersburg, and a number of other cities where state science centers (also called "naukograds") are located). A total of 173 scientific organizations were surveyed. Serving in the capacity of experts were directors or deputy directors of scientific organizations. The survey was carried out in September through November 2005. The results of the sociological survey have shown that the directors of scientific organizations give a positive rating to the processes of interaction between science and education; they are cognizant that integration can help to develop both science and higher education in Russia. At the present time, scientific organizations are cooperating actively with educational institutions, along two lines: (1) they are doing joint research in collaboration with college and university science; and (2) they are taking part in the process of training specialists with a higher education. To a large extent, further development of interaction between science and education is impeded by the lack of up-to-date normative legal support for integrative activity. Once the problem has been solved on the legislative level, new opportunities will arise for reinvigorating processes of the integration of science and education as the foundation for the formation of an economy based on knowledge. (Contains 3 figures and 12 notes.)
    Russian Education & Society 01/2009;
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    ABSTRACT: Articulates the basic philosophy of the anthropological-humanistic movement in Soviet education and identifies its leading adherents. The movement believed in the creative self-realization of every child and promoted noncoercive, antiauthoritarian educational methods. Although supported by ardent Marxists, the movement became supplanted by a more political pedagogy. (MJP)
    Russian Education & Society 12/1995;
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    ABSTRACT: Presents a historical overview of the social and educational theories popular in 19th-century Russia. Educators and reformers constantly argued over the contradictory efforts to raise educational standards without threatening the status quo. Identifies preeminent educational movements and their leading adherents. (MJP)
    Russian Education & Society 12/1995;
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    ABSTRACT: Maintains that free-market economics have spread to Russian education and other sectors of life. Reports on a 1993 sociological study of schools that reveals substantial changes in both the educational process and in educator thinking. Analyzes the findings and recommends assistance to teachers. (CFR)
    Russian Education & Society 12/1994;
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    ABSTRACT: Asserts that there is an educational crisis in the Arkhangel'sk area of Russia. Summarizes research studies of students and teachers to illustrate low teacher morale, student dissatisfaction, and low pay for all educators. Argues for financial autonomy for educational institutions. (CFR)
    Russian Education & Society 12/1994;
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    ABSTRACT: Reports on the social orientation and educational plans of 1,630 Russian ninth-graders in 21 urban areas. Asserts that family differences have a significant influence on students' future educational plans. Students hold knowledge and science in less esteem because of the recent declining income of college graduates. (CFR)
    Russian Education & Society 12/1994;

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