Russian Education & Society (RUSS EDUC SOC)

Publisher: ME Sharpe

Journal 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.

Current impact factor: 0.01

Impact Factor Rankings

2016 Impact Factor Available summer 2017
2009 Impact Factor 0.032

Additional details

5-year impact 0.00
Cited half-life -
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 personal website or institution's website only
    • Publisher copyright and source must be acknowledged
    • Must link to publisher version
    • Deposit may be made immediately on authors secure institutional intranet
  • Classification
    white

Publications in this journal

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    ABSTRACT: D. Elkonin's thesis that thinking is much more closely related to writing than to oral speech formed the basis of our three-year formative experiment at the elementary school level. In order to test this idea, second-graders through fourth-graders were given a few assignments in which they were asked to exchange thoughts in writing with their teacher. The integrative nature of written assignments used in the study was necessary when translating from the language of models into the language of verbal definitions and back again. All assignments were based on concepts already learned by the children during class discussions when solving learning tasks. Concepts from courses in mathematics, natural science, and Russian language were used. The authors avoided focusing on any particular academic subject. The final analysis of fourth-graders showed that the way written forms of educational communication were organized in elementary school contributes to the creation of metasubject abilities in elementary school children. This primarily relates to reading literacy, which is relevant to understanding superfluous, vague, or contradictory content in verbal and graphic texts.
    No preview · Article · Sep 2015 · Russian Education & Society
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    ABSTRACT: This article examines raskol (schism or split) as an archetype of Russian culture and looks at possible aspects for its social and pedagogical study. It proposes an interpretation of raskol as a phenomenon that has manifested itself in a variety of different ways over the course of Russia's history. The author poses the problem of connecting these different varieties of raskol with human socialization and highlights aspects of the relationship between the varieties of raskol and various universal characteristics of human socialization.
    No preview · Article · Sep 2015 · Russian Education & Society
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    ABSTRACT: We present the results of a longitudinal study of the formation of graphomotor skills in elementary school children between the ages of seven and nine (students in the first and second grades). Patterns in how the skills under investigation develop in normal children and those with learning disabilities were revealed using a computerized survey of sequential movement organization and writing functions in combination with a general neuropsychological study. It is shown that graphomotor skills develop unevenly between the first and second grades in children, successful and unsuccessful in academic achievement: second-graders perform assignments faster and with fewer regulatory errors, but the spatial characteristics of their writing become worse. It was also found that children with learning disabilities lag behind in their development and automation of graphomotor and writing skills. This problem may be associated with this group's identified lack of programming and control functions as well as movement sequential organization skills. In addition, a comparative analysis of connections between age, social factors (grade level) and the formation of the functions under investigation was conducted. This analysis has shown that grade level has a greater influence on this process than was previously thought.
    No preview · Article · Sep 2015 · Russian Education & Society
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    ABSTRACT: In this article we discuss11. The article is based on a paper that was read at a seminar devoted to the activity approach in psychology on December 12, 2008.View all notes the past, present, and future of the cultural activity approach as a methodology for integrating the humanities and natural sciences as well as psychotechnical and theoretical knowledge. It is suggested that the meaning of historical crisis of cultural activity-psychology consists in reflecting on the future prospects of its development, bridging the gap between classic and contemporary approaches. We demonstrate the socially constructed role of cultural activity methodology.
    No preview · Article · Sep 2015 · Russian Education & Society
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    ABSTRACT: The article examines not-so-evident influences of postmodernism on modern Russian education, its values and norms. At school, children have to face inadequate competitions and carry out projects, which are irrelevant to their experience and even age. During holiday festivities, the rejection and oblivion of traditional culture and core human values becomes even more blatant. In the meantime, schoolteachers are loaded with paperwork and have to conform to new educational standards, while parents are forced to find some out-of-school solutions to the existing learning environment. The author reveals that postmodernism is, in fact, deeply rooted in Russian everyday life, filling it with absurdities and simulacra.
    No preview · Article · Aug 2015 · Russian Education & Society
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    ABSTRACT: School teachers are studied as a specific social professional community. Social demographic parameters, social well being that reflects quality of life, attitude to professional and other activities, use of free time are characterized. Two clusters are found out with positive and negative social well being are ascertained.
    No preview · Article · Aug 2015 · Russian Education & Society
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    ABSTRACT: Information transparency is the result of informational globalization and the avalanche of information and communication technologies: thus, these processes are natural for the whole modern society. Statistics show that during the past several years the transparency situation not just in education but in the entire society has expanded significantly while becoming more complex. There are more websites, more information, and more interactive services and opportunities for communication. The share of educational organizations that have websites is approaching 100 percent.
    No preview · Article · Aug 2015 · Russian Education & Society
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    ABSTRACT: The article presents the results of an analysis of the moral value judgments of adults (parents, teachers, educators) that directly concern the socialization process of the young generation in the modern metropolis. This paper follows the model study by Jean Piaget that investigated the moral value judgments of children. A comparative analysis of the judgments of respondents allows us to investigate whether certain perceptions of the norm are widely held. Statistically significant differences between the groups of “parents” and educators uncovered give us grounds to pose a practical question whether representatives of these groups can be functionally interchanged in pedagogical practice. The results of the analysis demonstrate the need to conduct comprehensive research into the normative value system, which is an integral component that regulates the activities of both children and adults. We also discuss the broader issues relating to the original explanatory model. We note the ambiguity, variability, and the complex structural construction of the normative-value unit that regulates activity.
    No preview · Article · Aug 2015 · Russian Education & Society
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    ABSTRACT: The present article treats changes in the learning environment of contemporary children as exacerbation of the “childhood crisis.” We believe that new research in the field of developmental psychology is required in order to apply cultural-historical theory to new data. The article presents two studies: one of them considers a preschool game based on contemporary cartoon plots, and the other considers how adolescents (eighth- to tenth-graders) read J.K. Rowling's Harry Potter books. The preschool study shows that the game has developmental potential and that its plots reproduce complex human relations. The Harry Potter study shows that adolescents are attracted to bold and heroic stories with ambiguous and unknown outcomes.
    No preview · Article · Jul 2015 · Russian Education & Society
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    ABSTRACT: This article examines key lessons learned by Russia while developing national assessment system in education. It shows that reforms are more likely to succeed backed with sustained political support, clearly defined goals or priorities, gradual introduction, and open discussion with stakeholders.
    No preview · Article · Jul 2015 · Russian Education & Society
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    ABSTRACT: This article presents results of a survey of after-school centre directors concerning the extracurricular activities of children. It was conducted within the framework of the Monitoring of the Economics of Education at the National Research University—Higher School of Economics (HSE). The demographics of students at children's after-school centres, the focus of their programs, and the way these educational institutions are supplied with staff and financing were all analyzed on the basis of the obtained data.
    No preview · Article · Jul 2015 · Russian Education & Society
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    ABSTRACT: This paper presents an overview of studies on the correlations of teacher pay to regional economics and to regional factors affecting the size of teacher salaries. It describes the basic pay indicators for teachers in the regions: absolute salary, teacher pay level as compared to the average regional salary, and ratio of salary to the cost of a fixed set of goods and services and to the per capita gross regional product. Based on calculations that used open government databases, a classification of regions by teacher pay level was developed. Regions of the country turned out to belong to seven different clusters. Recommendations on teacher remuneration were developed for each of these clusters and common risks and challenges were identified.
    No preview · Article · Jul 2015 · Russian Education & Society
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    ABSTRACT: This work discusses the results of a pilot project performed in 2013–14 within the framework of the Asian Leadership Project international comparative study, which continues research of school leadership in Europe and America since years 2006–2008. Alongside with Russia, the pilot project also included Australia, Hong Kong, Indonesia, Malaysia, and Singapore. After analyzing statistical reports on the Russian Federation as a whole, as well as on Moscow and Krasnoyarsk Krai in particular, we created a profile of an average school principal and identified their specific features across regions (age, sex, years of experience, competencies, etc.). Upon investigation of decision-making styles (A. Rowe's Decision Style Inventory) applied by school principals in Moscow and Krasnoiarsk and by award winners in the School Principal professional competition, we found that contextual factors and personal and professional attitudes of school principals have considerable effects on school leadership style. This paper also discusses changes in school leadership styles over recent decades, managerial methods used by Russian school principals, and similarities and differences between school leadership practices in Russia and Canada. The report describes the concept and design of a future large-scale study of these issues.
    Preview · Article · Jul 2015 · Russian Education & Society
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    ABSTRACT: Today, combining academic study with employment is typical for a wide range of students. There are many reasons why students choose to work, from the need to integrate into the job market to the desire to fill spare time. The present article investigates how various study and work combinations affect the academic performance of students in their final years in Tatarstan higher education institutions. The article examines the first set of results produced by longitudinal studies commenced in 2009 by the Institute of Education, NRU HSE (National Research University, Higher School of Economics). Two factors - work schedule and correspondence between the type of work and the future profession - are used to identify five types of study and work combinations. Various combinations reveal different levels of academic performance, different plans for the future, and somewhat different reasons for having entered an institution of higher education. Regression analysis of the data showed that only one type of study and work combination - non-professional fulltime employment - has a negative effect on academic performance. Other strategies of student employment showed no statistically significant effect on academic performance. All other conditions being equal, professionally employed students perform better than their non-professionally employed counterparts, and sometimes even better than those who do not work at all. The article concludes that the optimal strategy for students is to combine study with professional part-time employment. In this case, work becomes an additional source of knowledge and skills, as well as a motivation to learn.
    No preview · Article · Jun 2015 · Russian Education & Society
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    ABSTRACT: The author reflects upon the issue of the global education market, where leading universities turn into a matter of national prestige. But what could the specifics of Russian academic profession be, and are we ready to develop world-class universities? By analyzing data from surveys, conducted in Russian universities with the methodology of the international project Changing Academic Profession (CAP), the author comes to a conclusion that national universities require a significant transformation in order to successfully enter the global academic field.
    No preview · Article · Jun 2015 · Russian Education & Society
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    ABSTRACT: The article provides a detailed description of coaching as a form of human development and professional activities. The article was written in the midst of developing professional standards of coaching in the Russian Federation.
    No preview · Article · Jun 2015 · Russian Education & Society
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    ABSTRACT: The article analyzes the possible causes of the degradation of certain public universities in Russia. On the basis of in-depth interviews with representatives of universities with deteriorating performance, certain external and internal causes of institutional degradation are identified.
    No preview · Article · Jun 2015 · Russian Education & Society
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    ABSTRACT: The article describes an approach to assessment of the performance of educational institutions with regard to their social context. To develop this approach, the authors were guided by (1) the results of numerous studies corroborating correlations between student performance and contextual factors (both in Russia and abroad); (2) the experience of foreign colleagues working with similar problems; and (3) The ideas of availability of a baseline minimum of information required to make these kinds of assessments possible in Russia. The idea behind the proposed assessment model is that with the necessary data consistent correlations between student performance and contextual factors can be empirically identified. Researchers usually establish these correlations using a multiple regression analysis. The results of the analysis, established empirical correlations, may be used to contextualize formal progress (i.e., to adjust expectations for institutions working in more or less favorable conditions). Two possible applications of this information are discussed: one based on a formula and the other on an index specially developed by the authors for measuring school's social prosperity. Finally, possible constraints associated with these models and the contextual factors for assessing the quality of education in Russia are analyzed.
    No preview · Article · Jun 2015 · Russian Education & Society
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    ABSTRACT: The project of modernization of regional education systems is now in its second year, but by no means all schools in Russia currently meet modern requirements. The division between strong and weak schools is still preserved. Quality control is frequently regarded as a formality and the effectiveness of how a specific educational institution is run continues to depend on its principal. Are minimal requirements for school education needed when there is so much variety in the system? How do we start pulling up weak schools? Is Russia able to adopt British experience of state–public education management? Obrazovatel'naia politika discusses these issues with Sergei Kravtsov, Doctor of Science in Pedagogy, chief researcher at the Institute of Education Management, Russian Academy of Education.
    No preview · Article · Jun 2015 · Russian Education & Society
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    ABSTRACT: School administration is a special process from the standpoint of management; it is no wonder that it is called both a science and an art. The chief distinguishing characteristic of the process of administration in education is that quite often in the not too distant past, school principals had been teachers in the collective they supervised. However, in a similar environment (all former teachers without the skills of administrative activity or specialized management education), there are some principals who achieve professional success for themselves, for the pedagogical and the student collectives, for the city, and for the region, while other principals may achieve modest success with a level of functioning that is acceptable for the school. Why is the success of some school principals so much greater than the success of others? What manifestations of success make them different from their colleagues? What factors account for the success of the very best? What strategy of behavior do administrators of an educational organization choose that leads them to success? What do other principals fail to do, and what makes them unsuccessful?
    No preview · Article · May 2015 · Russian Education & Society