Development Of School Education Research Articles

Восстановление системы школьного образования Сталинградской области после освобождения от немецко-фашистских захватчиков в 1943–1945 годах

The article highlights the peculiarities of restoring the system of school education in the Stalingrad region in the years 1943–1945 as part of the solution of the following problems: generalization of resources for the revival of the regional school network, having material and non-material nature; characterization of sources for recruiting teaching staff; the selection of causes affecting the success of general education in the region at the final stage of the war. The study showed that the task of building schools and providing them with equipment as well as educational supplies was solved mainly at the expense of local reserves and patronage assistance from the regions of the RSFSR and the republics of the USSR. One of the most effective ways of using the local labor potential has become the method of folk construction. The issue of forming the teaching staff of educational institutions was especially difficult and ambiguous in the region. One of the sources for the formation of the teaching staff was the network of pedagogical universities in the Stalingrad region, which was reviving simultaneously with the school system of education. The main breeding ground for teaching staff was short-term courses for high school students and employees at institutes for advanced training of teachers. During the recovery period, the role of the school increases in solving the everyday problems of students, the successful implementation of which directly depended on the attendance of schoolchildren at educational institutions. As a result, in 1943–1945, the foundations were laid for the further productive development of school education in the Stalingrad region in the post-war years.

Вплив стилю та типу виховання в сімʼї на функціонування соціального інтелекту дитини в умовах дистанційного навчання

The article reveals the influence of the style and type of upbringing in the family on the functioning of the social intelligence of a child of primary school age in the conditions of distance learning. It is shown that currently the influence of information technologies is growing rapidly, the so-called "digitalization" of many social spheres is taking place. The remote conditions of the educational environment have various consequences on the psychological state of younger schoolchildren and the functioning of their social intelligence. The educational process in the context of social deprivation is a modern norm. This is where the psychogenic nature of distance learning is born, which directly or indirectly affects its subjects. Accepting modern trends in the development of school education, it is important to emphasize the need to harmonize the conditions of the influence of family upbringing on the functioning of the social intelligence of a child of primary school age, which would help the creative self-disclosure of his personality. The psychogenic aspect of distance education in one way or another makes it possible to increase the experience of self-regulation, space for creative expression and self-realization, conscious encounter with new distance learning conditions. The essence of the harmonization of the learning process in the conditions of a distance educational environment is the adoption of a new learning format, the ability to adapt the style and type of family upbringing in the direction of the formation of the creative potential of the younger schoolboy's personality and the development of his social intelligence. Key words: younger schoolchildren, social intelligence, development of social intelligence, functioning of social intelligence, distance learning, family education, styles and types of family education.

ЕЛЕКТРОННА ДЕБЮРОКРАТИЗАЦІЯ ШКІЛЬНОЇ ДОКУМЕНТАЦІЇ ЯК СИСТЕМНИЙ ФАКТОР УДОСКОНАЛЕННЯ ОРГАНІЗАЦІЇ ОСВІТИ

The article analyzes the relationship between the process of electronic debureaucratization of school documentation in Ukraine and the development of school education, including the freeing of teachers' time for creative work and the formation of prerequisites for the development of school leadership. The electronic debureaucratization of school documentation process was supported at the level of the Ministry of Education and Science of Ukraine and implemented in the form of the publicly available (free for users) e-Journal application program in the environment, supported by the national educational management information system of SHC «AICEM». The practice of using e-Journal shows that the main stakeholders in the educational process receive significant benefits and free up their time for creative work. In particular, the school administration is able to promptly generate educational reports, achievement charts by class and by subject, analyze teachers' performance, and monitor the progress of students, classes, and the school as a whole. Teachers have easy access to the current сlass schedule on the computer, access to teaching materials, division of classes into groups without paper journals, automatic generation of complex reports based on the results of the semester or school year, and effective communication with students and their parents. The parents quickly receive information about their children’s progress and attendance, monitor their learning and homework, and communicate directly with teachers. For a deep understanding of the needs of teachers, administrators, students, and parents working with the e-Journal platform, feedback channels have been created that allow the systematization of user requests regarding the features of the service's functioning, collection of statistical data based on which developers can analyze user wishes for service development, identify problematic areas requiring improvement, and promptly address them. Proposals for improving the electronic school debureaucratization process are presented.

Comment on “Research on countermeasures for the development of ecological civilization education in schools in the context of cultural diversity”

Comment on “Research on countermeasures for the development of ecological civilization education in schools in the context of cultural diversity”

Comparative analysis of the development of physical education in schools of Kazakhstan and foreign countries

Comparative analysis of the development of physical education in schools of Kazakhstan and foreign countries

Research on Harmonious Development of School Education, Family Education and Social Education among Provinces—Measurements Based on the Coupling Coordination Model

Research on Harmonious Development of School Education, Family Education and Social Education among Provinces—Measurements Based on the Coupling Coordination Model

О ШКОЛЬНОМ ОБРАЗОВАНИИ ЛАРЬЯКСКОГО РАЙОНА ХАНТЫ-МАНСИЙСКОГО ОКРУГА (1945 – НАЧАЛО 1960-Х ГГ.)

The article represents the analysis of school education in the Laryaksky district (it is the Nizhnevartovsky district nowadays) of the Khanty-Mansiysk Okrug in 1945–1962 according to the chronicle of the studied processes suggested by the author. The author focuses on conditions that influenced the development of school education in the remote, economically least developed district of the Okrug and on tasks set for government-run schools of Ugra as well as their completion. The article identifies general trends in education of both the region and the district. Using the new documents introduced in the scientific discourse, the author has characterized the material condition and the number of schools, the number of pupils, the headcount and the composition of the teaching staff, the state of the general education. The results of school education development in the region are analyzed and the problems that existed by the beginning of oil and gas development era of the region are identified.

Modeling Chinese Secondary School Students’ Behavioral Intentions to Learn Artificial Intelligence with the Theory of Planned Behavior and Self-Determination Theory

It has become essential for current learners to gain basic literacy and competencies for artificial intelligence (AI). While educators and education authorities are beginning to design AI curricula, empirical studies on students’ perceptions of learning AI are still rare. This study examined a research model that synthesized the theory of planned behavior and the self-determination theory. The model explains students’ behavioral intention to learn AI. The model depicts the interrelationships among the factors of AI knowledge, programming efficacy, autonomy, AI for social good, and learning resources. The participants were 509 secondary school students who completed a series of AI lessons and a survey. The factor analyses revealed that our proposed instrument in the survey possesses construct validity and good reliability. Our further analysis supported that design of learning resources, autonomy, and AI for social good predicted behavioral intention to learn AI. However, unexpected findings were presented (i.e., AI knowledge failed to predict social good and programming efficacy negatively influenced autonomy). The findings serve as a reference for the future development of AI education in schools by noting that the design of the AI curriculum should take students’ needs and satisfaction into account to facilitate their continuous development of AI competencies.

Formation and Development of School Education of the Autonomies of the Middle Volga Region, 1920-1930s

The study is devoted to the analysis of the process of formation of the Soviet system of school education in the 1920-1930s. The policy of the Soviet government in this area and its specific results are also considered. The authors find out that the experiments, carried out in the course of reforming education, were accompanied by both positive and negative paradigms. Of the positive results that were already observed by the end of the 1920s, the quantitative changes, marked by an increase in the number of educational institutions, as well as the number of teachers and students, stand out in particular. Of the positive results that were already observed by the end of the 1920s, there particularly stand out the quantitative changes marked by an increase in the number of educational institutions, as well as the number of teachers and students. Also progressive, although slower, was the strengthening of the material and technical base of schools. Large-scale transformations related to the destruction of the old Russian school and the construction of a new Soviet school took place against the backdrop of important historical events (the Civil War, famine, industrialization and collectivization, etc.), which influenced the course of the modernization processes. Along with objective factors, the development of the educational sphere was also affected by subjective reasons: the dissatisfaction of the population with certain measures in the field of schooling, the conservative views of the peasant population, etc. As a result, in the early 1930s, the course of the Soviet government with regard to the general education school was revised. In order to correct the mistakes made, the Soviet government had to return to the traditional class-and-lesson system. In the 1930s, there increased the budgetary financing of the school education system. The policy pursued allowed the Soviet state to achieve noticeable results in improving literacy of the population, quantitative expansion of primary and secondary education, qualitative improvement of the level of education in general.

The Construction and Application of Regional Education Quality Monitoring Databases: A Case Study of Suzhou’s Education Quality Monitoring

The development of school education depends on the quality of the education provided, and it is a key metric for assessing the effectiveness of schools in developing talent. Building specialized, intelligent education quality monitoring (EQM) databases is crucial for speeding EQM progress in the big data era. This article examines the development of regional EQM databases in the areas of operational procedure and logical structure based on the idea of data lakes by using the development of databases for the EQM data analysis system (DAS) in Suzhou City as a case study. The goal of this study is to assist in addressing the current issues with regional EQM data processing and ensuring EQM’s successful implementation.

Развитие школьного образования Читинской области в конце 1930-х гг. в контексте образовательной политики СССР

The purpose of the study is to present the specifics of school education development in Chita Oblast in the late 1930s in the context of changes in the educational policy of the Soviet Union. The paper analyses the work of educational institutions in the conditions of the pre-war period in the new region created in 1937, identifies the main aspects of the personnel problem and its solutions, provides insight into the activities of regional and district departments of public education, issues of student performance and workplace discipline of teachers. Scientific novelty lies in analysing and summarising the activities of schools in Chita Oblast in the late 1930s on the basis of sources from the collections of the State Archive of the Trans-Baikal Territory introduced into scientific use and their comparison with the regulatory framework in the field of general education in force at that time. As a result of the study, the main aspects in school education development in Chita Oblast during the pre-war years have been highlighted, its specifics has been determined.

The Concept of Islamic Boarding School Education Development According to K.H. Abdurrahman Wahid

This study aims to determine the concept of Islamic boarding schools in general to find out the views of KH. Abdurrahman Wahid on the concept of advancing pesantren education. In this study, researchers used a literature study using descriptive research methods, namely from all the data collected and then analyzed qualitatively. This research concludes that the concept of Islamic boarding school education is the basis of character education by emphasizing the concept of moral education based on the Qur'an and Hadith. That humans are taught to always be good and the best and to be able to prevent bad deeds. The process of learning and teaching in the pesantren environment is not just mastering religious sciences but also the process of forming a view of life, and determining the behavior of the students after they return from the Islamic boarding school to the life of the community. The concept of advancing pesantren put forward by KH. Abdurrahman Wahid namely: encouraging a program of mixing religious and non-religious components in the formal curriculum at Islamic boarding schools, skills programs and community development programs.

THE ROLE OF SCHOOL AND OUT-OF-SCHOOL FACTORS IN THE DEVELOPMENT OF HEALTH EDUCATION IN WESTERN UKRAINIAN LANDS (1918-1939)

The interaction of the family, school and extracurricular educational institutions is one of the pedagogical prerequisites for the development of health education and the effectiveness of educating schoolchildren about a healthy lifestyle. The solution to this problem is carried out at the intersection of social and human sciences. The purpose of the article is to define the role of factors in the development of health education in the Western Ukrainian lands (1918-1939). In the research, we used the following methods: systematization and analysis of scientific and pedagogical literature on the research problem, search-bibliographic, interpretive-analytical and theoretical for formulating research conclusions. It should be noted that considerations regarding the decisive role of the school in the formation of the young generation's sense of responsibility for their own health are not new for pedagogical thought in the western Ukrainian lands. They became especially relevant in the 1920s and 1930s, when the region was part of the newly formed Polish state, the Polish-Lithuanian Commonwealth. This was caused, on the one hand, by the satisfactory state of health care of the population in the western Ukrainian lands at the state level, and on the other hand, by low hygienic conditions at the household level. This, in turn, caused almost the highest mortality rate among children in Poland, which in some places reached 30%, as well as an increase in the incidence of tuberculosis and other infectious diseases. The result of the study showed that the state of schooling in the western Ukrainian lands was determined by the previous course of the region's historical development, its political and economic situation. We determined that the management of education was carried out mainly in the interests of the Poles, which had a negative impact on the development of school education of Ukrainians and Jews. In many villages of the region there were no primary schools, and the percentage of students not covered by compulsory education remained high. As a result, the western Ukrainian lands lagged behind other provinces of Ukraine in the level of educational development.

Деятельность Общества восстановления православного христианства на Кавказе в деле школьного строительства в Абхазии (середина XIX – начало XX веков)

В исследовании выявляются основные направления и этапы процесса организации школьного образования в досоветской Абхазии, связанного с деятельностью Абхазской миссии Общества восстановления православного христианства на Кавказе (ОВПХК) в середине XIX – начале XX вв. Проанализированы отчеты Общества, рассмотрены работы дореволюционных, советских, а также современных абхазских и российских исследователей, касающиеся данной проблемы. Установлена и изучена фактография формирования и развития сети школ ОВПХК, выявлены проблемы школьного строительства, охарактеризована деятельность талантливых педагогов, показано значение общественных инициатив и государственной поддержки в ходе формирования сети абхазских школ, раскрыты пути решения проблемы дефицита педагогических кадров. Разработана периодизация процесса развития в Абхазии сети действовавших под эгидой ОВПХК школ, являвшихся источниками народного просвещения, распространения грамотности и культуры в регионе. The study identifies the main directions and stages of school education organizing in pre-Soviet Abkhazia that are associated with the activities of the Abkhaz mission of the Society for the Restoration of Orthodox Christianity in the Caucasus (SROCC) in the mid-19th – early 20th centuries. As research materials, the reports of the Society, archival sources, the acts of the Caucasian Archaeographic Commission were analyzed; works of pre-revolutionary, Soviet, Abkhaz and modern Russian researchers concerning this problem were considered. The representativeness of the analysis of the processes of school construction in pre-Soviet Abkhazia is ensured through the use of comparative-historical, concrete-historical, historical-descriptive and diachronic methods. The factography of the formation and development of the SROCC school network has been established and studied, the problems of school construction have been identified, and the activities of talented teachers have been characterized. The sociopolitical conditions in which the school network functioned are described, and an assessment of these conditions is given. The importance of public initiatives and state support in the forming of a network of Abkhaz schools is shown; ways of solving the problem of shortage of teaching staff are revealed. The importance of using unified teaching methods in the Society’s schools and the facts of popularizing the successful experience of individual teachers are revealed. The importance of teaching in the native (Abkhaz) language is reflected in the aspect of increasing the interest of students and the local population in school education. Activities of professional departments at schools, which gave students craft skills, are characterized. The influence of teachers’ congresses on the development of school education in the region is determined. The restoration of Abkhaz schools after the devastating events of the Russian-Turkish war of 1877–1878 has been studied. It has been determined that for a long time the whole matter of public education in Abkhazia was actually concentrated in the hands of the SROCC. As a result of the study, the author develops a periodization of the process of forming a network of schools operating in Abkhazia under the auspices of the SROCC, and identifies four stages of this process. The author concludes that, during the described period, schools were sources of public education and played an important role in the spread of literacy and culture in the region.

ORGANIZATION OF THE ACTIVITIES CARRIED OUT BY THE SOVIET SCHOOL IN THE SECOND HALF OF THE 1920s – 1930s (on the Example of Educational Institutions of the Chuvash ASSR)

Based on the analysis of various historical sources, the article examines the issues of organizing the activities carried out by schools of the Chuvash ASSR in the second half of the 1920s – 1930s. The article characterizes the qualification requirements for senior executives of schools, it lists the main powers and duties of school principals and directors of schools, as well as deputy principals (heads of teaching). The process of approving the principle of unity of command in educational institutions in the 1930s is shown. The main claims to the management of schools by the People’s Commissariat for Education of the Chuvash ASSR are marked. The requirements for the teaching staff and classroom teachers are presented. The role of pedagogical and staff meetings, pedagogical councils and methodological bureaus in improving the professional level of teachers is noted, the main directions of work performed by these councils and methodological bureaus are highlighted. The activities of the school council, school assistance committees, parent committees and student organizations are described in detail, their role in ensuring the educational process is emphasized. The authors give specific examples illustrating the importance of these organizations in the life of the school. It is noted that although schools functioning in the republic was de jure under the constant control of the People’s Commissariat for Education of the Chuvash ASSR, municipal and district departments of public education, in reality, the activities of many schools were out of their sight. The article concludes that, despite difficult conditions for the development of school education in the second half of the 1920s – 1930s, during this period a clear structure of a comprehensive school was created, which ensured continuity of education and preserved its main features until the mid-1980s.

School and Teacher Education in the Hill Districts of Manipur

The present paper is an attempt to find out the present status on the number of schools, teachers, enrolment of students and status of trained and untrained in the hill districts of Manipur. Also in the second part it studies the growth and development of teacher education institutes in the region. Descriptive method and historical method are partly employed for the study by using primary and secondary data. The study observed that there was a slow pace but upward trend of growth and development of school education and teacher education institutes. Presence of large backlog of untrained teachers and few teacher educations institute in the entire hill districts was another captivating finding of the study. The paper also highlighted some suggestions for the improvement of quality education in the hill districts.

Contextualizing the philosophy of science education: Insight from China

Understanding the nature of science is conducive to establishing a correct view of science and understanding the connotation of science education and the nature of scientific inquiry. This study aims to contextualize the philosophy of science education from China’s perspective. The value, goal, and content of science humanistic education, experience in China’s science education, and regionalization for promoting the development of science education in schools have been explored in this study. In addition, both the challenges facing science education and countermeasures of science education have also been offered in the last.

Climate change and the assemblages of school leaderships

AbstractAnthropogenic climate change and the necessary transformation of society to mitigate its consequences constitutes an unprecedented educational challenge. Responding to the climate emergency and to society’s awakening climate activism generates a complex situation for school leadership in particular. Here, we report findings from our research with climate activist students and teachers in Aotearoa New Zealand. We argue that school leadership plays a crucial role in enabling student and teacher agency and the development of effective Climate Change Education in schools. We utilise assemblage thinking, situating this within the new materialisms, to conceptualise schools and their leadership as dynamic assemblages, and we discuss teacher and student experiences as actors across such assemblages. We conclude that deterritorialisation and decoding of educational institutions and their leadership practices can promote and enable education to become a driver of the cultural transformation of society that the climate emergency mandates.

Management and Evaluation of the Quality of School Education: the Evolution of Systems

The article raises questions of the quality of education and its importance in terms of global competition. A number of contradictions are formulated in the development of systems for managing and evaluating the quality of school education. From the standpoint of the priority of quality, building a multi-level all-Russian system for ensuring the quality of education, the main milestones in the development of school education in Russia in the first quarter of the 21st century are discussed. The problem of the evolution of systems for managing and evaluating the quality of school education is actualized, methodological issues of developing and improving intra-school systems for assessing the quality of education are raised. The results of the analysis of the evolution of systems for assessing and ensuring the quality of education in the Russian Federation, the effectiveness of innovations in this area over a ten-year period after the adoption of the Federal Law "On Education in the Russian Federation" are presented. A number of properties have been identified that in a generalized form reflect the state of internal systems for assessing the quality of education that currently exist in Russian schools. In terms of international quality standards ISO 9000 series, the correlation and content of the concepts "internal education quality assessment system", "intra-school education quality assurance system", "intra-school control system" are discussed. Based on the results of theoretical studies, a number of generalizing conclusions are presented related to the problems of the evolution of management systems and the assessment of the quality of school education. The achievements of Russian schools in terms of building and applying internal systems for assessing the quality of education are recorded and discussed.

Экспедиционная деятельность П. Б. Балданжапова

The article examines one of the aspects of the creative heritage of Purbo Baldanovich Baldanzhapov (1921–1991), the eminent scholar of history and culture of Mongolian-speaking peoples. The study is of relevance, granted the importance of his field work and materials collected in the expeditions, including the data on the history and culture of Buryats, Mongolians, and Tuvans that need to be published. The article aims to give an estimate of Baldanzhapov’s scholarly work and of his role for the development of science in Buryatia and to introduce his field materials to make them available for scientific study. For the purpose, methods of source studies were used for the description and analysis of the field materials under study and the biographical method was employed in the estimation of the scholar’s contribution to the study of the history and culture of the Mongolian-speaking peoples. Materials used for the research were his field reports, reports, expedition diaries, and notebooks kept in the scholar’s personal archive (f. no. 29) at the Center for Oriental Manuscripts and Xylographs of the Institute of Mongolian Studies, Buddhology and Tibetology, Siberian Branch of the Russian Academy of Sciences. Results. While he was involved in numerous scholarly activities, Baldanzhapov focused on the collection and identification of written monuments, especially Mongolian chronicles and works on Indo-Tibetan medicine. As a member of historical- ethnographic expeditions, he collected data on shamanistic rituals, Buryat clans and families, folklore, and ethnography. His data on the spiritual culture of the Buryats and Mongolians, the transformation of Mongolian society and the development of school education in Mongolia substantially supplement and concretize the history and culture of the peoples under study. Conclusions. Baldanzhapov managed to implement several large projects for the study of written sources, the spiritual culture of the Buryats and Mongolians, and Indo-Tibetan medicine. The draft records of most field materials are not easy to work with, but they are sure to be of relevance for the researchers in the field. Notably, in terms of their thematic coverage, the archival materials, Mongolian and Tibetan manuscripts and xylographs, microfilms, which the scholar managed to collect, are unique in the collection of the Center of Oriental Manuscripts and Xylographs of the Institute for Mongolian, Buddhist and Tibetan Studies (SB RAS).