Federal Education Research Articles

A National Analysis of P–12 Equity Director Role Establishment

District “equity director” (ED) roles have grown rapidly over the past decade. Drawing on interviews and surveys with over 70 EDs across nearly 30 states, this study documents dramatic ED role growth from 2018 to 2022 specifically and examines why, according to EDs, such roles were established locally. Findings, drawing on scholarship on social activism, demonstrate how insider influence from district educators and leaders; intermediate pressure from community coalitions, parents, and students; and external coercion from state and federal education departments and civil rights agencies spurred ED role establishment. Challenges to ED efficacy are discussed, including ED role establishment as “checkbox” work and politicized attacks on district diversity, equity, and inclusion work.

Improving foreign language reading technique using neural text-to-speech technology

Introduction. The intensification and technical development of the country, the COVID-19 pandemic and the post-crisis phase have led to the active integration of digital resources into the educational process, which has led to a new stage of development of the modern Russian education system – its digitalization. At present, new digital technologies, including artificial intelligence technologies, are being developed and introduced into the teaching of foreign languages. This article considers the use of text-to-speech technology functioning via neural networks to improve the reading technique in English and German of students of linguistic and non-linguistic specialties. Reading skills in a foreign language can be improved with the help of Natural Reader and TTSFree speech synthesizers, which students can use on their own. Due to application of the new FES HVE (Federal Educational Standards of Higher Vocational Education) of 2018 the volume of classroom work with students has decreased and the volume of independent work of students and students number in educational groups have increased, according to this matter the practical use of speech synthesizers in a foreign language classes seems relevant and important. Materials and Methods. Conducting an experiment to determine the effectiveness of the use of Natural Reader and TTSFree speech synthesizers to improve reading skills of linguistic and non-linguistic specialties students, calculating the number of phonetic errors when reading a foreign text before and after using of the voice generator, summarizing and interpreting the results obtained. Results. The list of publications studied in the process of scientific research makes 40 Russian and foreign works. These materials allowed to study the application of TTS technology with the use of neural networks, as well as Natural Reader and TTSFree speech synthesizers in foreign language classes at the university, which allowed to prove in practice the effectiveness of the analyzed services to improve the reading technique in English and German. Discussion and Conclusions. On the basis of theoretical research of scientific sources, as well as studying the experience of practical application of speech synthesizers Natural Reader and TTSFree, the conclusion about the great didactic potential of TTS technology is formulated. Possible applications of speech synthesis include the creation of an authentic language environment, the automation of reading, listening and speaking skills, as well as the self-control of students with their written language, voiced by TTS technology.

Value-Semantic Approach in Training Future Teachers to Implement the Main Directions of the Federal Work Program of Education

Introduction. The article is devoted to the problem of using a value-semantic approach in the process of preparing future teachers for the implementation of the main directions of the Federal Work program of education. The purpose of the study is to analyze the degree of understanding by future primary school teachers of the essence of education as a process of value-semantic interaction with children, to identify their knowledge about the methods and forms of such interaction and to determine the necessary adjustments to the content of pedagogical education. Methodology. To achieve the purpose of the study, the following methods were chosen: ranking, questioning, the method of unfinished sentences, which allowed us to assess the readiness of students of the Faculty of primary school teacher training to implement the main directions of the Federal Work program of education. Results. The personal value orientations of future teachers are family and family traditions, care and help, life and the meaning of life; the value orientations for students are care and help, patriotism, family values. Future teachers see the essence of the education process in creating conditions for personal development, and not in organizing value-semantic interaction with students. Most future teachers are aware of the goals and objectives of the Federal Educational Work Program, but do not know how to organize the educational process at school. Conclusions. The article concludes that it is necessary to prepare future teachers for the implementation of the main directions of the Federal Work program of education based on a value-semantic approach and provides recommendations for its implementation in the educational practice of the university.

‘It changed my view of assessment’: a framework for teacher-centered state standardized science assessment

ABSTRACT In the US, standardized testing in K–12 classrooms historically cultivated teacher perceptions of incoherencies with evidence-based practices and professional knowledge. In the last decade, changes in federal education law and widespread state adoption of the Next-Generation Science Standards (NGSS) have opened unprecedented opportunities for states to fully involve teachers in the creation of standardized science assessments. This mixed methods study examined how a cohort of K–12 science teachers perceived their professionalism, knowledge of the NGSS, and coherency among the NGSS and classroom science assessments after an intensive series of workshops creating NGSS-aligned items for the Illinois standardized science assessment. Despite tensions adhering to state requirements, teachers described a sense of professionalism and autonomy over the items produced, deeper knowledge of the standards, and changed views of assessment. Results can inform policymakers seeking to localize standard-aligned science test items while positively impacting science teachers’ perceptions and classroom practices.

Professional and Technological Education (EPT) in Brazil From the Perspective of Laws Nº 11,892/2008 and Nº 9,394/1996

Objective: Investigate the process of creation and development of EPT in Brazil from the perspective of Laws nº 11,892/2008 and nº 9,394/1996, going through concepts and applications of EPT in the Brazilian scenario. Theoretical Framework: The acronym EPT has its origins in references to vocational education, more directly, referring to technical courses or any other whose main objective is to prepare the individual to take on a certain position in the job market (Dallabona; Fariniuk, 2016) . Thinking about this model of professional education, Law 11,892 of December 29, 2008 (Law creating IFETs), following the premises of Law No. 9,394/1996 (Education Guidelines and Bases Law), created IFETs, a general system of education that added the term “Technological” to its scope to indicate that this professional training could also occur at the undergraduate level, in Technology courses (Brasil, 2008). Method: This literature review began with searches in national databases, such as “SciELO” and “Google Scholar”, using combinations of words such as “professional education”; “professional and technological education”; “EPT in Brazil”; “EPT history”; “difference between traditional education and EPT”; among other similar ones. Initially, the criterion was used to evaluate the titles of articles, books, or chapters found, followed by reading their summaries (Costa et al. 2016). As the works were studied more deeply, other relevant references were found in the body of the text that had not been found in the initial searches and they were incorporated into the bibliographic corpus of this article (Ferreira et al., 2017). Results and Discussion: EPT in Brazil emerged in a cultural context under which the traditional contents of science, literature and humanities were recognized as being the only possible and viable means of education, normally aimed at a restricted part of the population, the Brazilian elite (Dallabona; Fariniuk , 2016). At that time, vocational education was seen as an instrumental aspect of work-oriented education, which did not provide access to higher education, unless the individual underwent a test of theoretical knowledge, which, in practice, represented humanist content. traditional schools (Kuenzer, 2007). With the aim of overcoming these gaps and breaking the historical structures of prejudice, the EPT was created in Brazil. Research Implications: The implementation of IFETs in Brazil was successful and the fruits harvested from these actions were recognized by the Ministry of Education and Culture (MEC) and the population. However, the federal education network has gone through a challenging process of permanence and precarious operating conditions in recent years. Given this, it is understood that the expansion of EPT needs to occur in quantitative and qualitative terms. To this end, the successful EPT experiences that the Federal Government left spread across the country should be used as a model, taking advantage of the growth potential; synergy; and the strength that IFEs have in Brazil (Dallabona & Fariniuk, 2016). Originality/Value: The number of scientific research publications has evolved significantly in recent decades and the increase in productivity has stimulated the creation of technologies and methods for understanding scientific mechanisms (Lovatto et al., 2007). However, the high number of publications has become a problem in terms of selection and qualified analysis of literature on a given topic (Lovatto et al., 2007). Given this, without the intention of exhausting the discussion on the topic, this research summarized the process of creation and development of EPT in Brazil from the perspective of Laws nº 11,892/2008 and nº 9,394/1996, going through concepts and applications of this teaching model in the Brazilian context.

Contributions of internal control to public governance: a study of the perception of internal auditors of federal educational institutions

Purpose: The article aims to analyze the perception of Internal Auditors of Federal Educational Institutions regarding the contributions of Internal Control to Public Governance. Methodology: Regarding the technical procedures for collecting research data, a structured questionnaire (Survey) with multiple choices was used, on a 10 (ten) point scale with alternatives of no agreement/a lot of agreement, with 1 being no agreement and 10 being very agreement. The analysis was carried out using Factor Analysis. Results: As a result of the research, it was identified that the factors: Risk-Based Audit Planning, Transparency, Public Integrity and Accountability, obtained the highest averages as contributions of internal control to public governance in the perception of the responding auditors. Factors such as the Provision of Consulting Services and Society Participation presented the lowest averages among the factors analyzed. After the factor analysis, it was found that the first factor, Adherence to International Auditing Standards, presents approximately 59.7% of the explanatory power of the variances contained in the sample. According to the auditors' perception, adherence or alignment with international auditing standards is representative of the evolution of the governance process in federal public administration. Contributions of the Study: The study contributes to the discussion on public governance regarding the contributions of internal control to its development. The results suggest that the process of adhering to international auditing standards is an irreversible process and recognized as necessary for the development of governance in the federal public sector, given that this adherence to international auditing standards presents itself as a factor with greater explanatory power in the analysis, signaling that for public administration to follow the evolution of its governance, it must remain integrated with international standards and best practices.

Weapons of mass construction: The role of the Australian Curriculum in political discourse

AbstractNational curricula influence, and are influenced by, political agendas. Understanding political enmeshment (both overt and covert) in curriculum development is therefore vital for ensuring transparency and quality in curricula. This paper analyses how the Australian Curriculum is represented in the federal Education Ministers' media releases. Using NVivo, media releases were inductively coded into two broad themes: (a) back to basics, overcrowding and phonics; and (b) Australian ‘truth’: History, democracy and identity. By organising political discourse into the narrative presented below, I argue that the Australian Curriculum is used as a weapon of mass construction. In other words, politicians use curriculum development and renewal to enforce particular subject positions and attack the other side of government. As a result, genuine curriculum renewal is stymied, with each new government claiming that it is correcting the mistakes of the previous government while appearing to make no tangible changes. The implications of this analysis are that greater transparency of political involvement is needed in curriculum materials, greater teacher autonomy is needed to adapt curricula to localised contexts and greater student freedom to contest curricula is needed to ensure robust literacy development and meaningful engagement with subject knowledge.

Активизация коммуникативной деятельности младших школьников на уроках окружающего мира (Часть 2)

The article proposes for discussion the contribution of primary schoolchildren studying the subject “The World Around Us” to the development of their speech and verbal communication. Based on the requirements of the Federal State Educational Standard for Primary General Education and the Federal Educational Program for Primary General Education, the methodology for developing dialogic speech (educational dialogues, didactic games), as well as descriptions and narratives in younger schoolchildren is revealed.

Формирование экологической культуры младших школьников на основе учебного предмета «Окружающий мир»

The article discusses the problem of developing the ecological culture of primary school students in accordance with the requirements of the Federal State Educational Standard for Primary General Education (FSES PGE) and the Federal Educational Program for Primary General Education (FEP PGE). The process of environmental education is built on the basis of the relationship between the values of environmental culture and traditional Russian spiritual and moral values. The criteria for the effectiveness of methodological work are highlighted. As an example, a scientific and methodological development for a lesson on the subject “The World Around Us” is presented.

The Model School System: Federal Education Policy and the Racial Politics of Schooling in the District of Columbia, 1961–1977

The Model School System: Federal Education Policy and the Racial Politics of Schooling in the District of Columbia, 1961–1977

Assessing the Role of Organizational Behavior in Secondary School Management in Nigeria

Organisational behaviour in Nigerian secondary school management is examined in this essay. Nigeria faces many obstacles that make it hard to provide empowering, sustainable secondary education to the young. Insufficient federal, state, and local financing is education's biggest issue. Between 1997 and 2000, federal education spending was below 10% of total spending. According to the paper, secondary school organisational conduct is a major issue that can be addressed by vivid organisational observation. Secondary school settings have numerous perspectives and backgrounds, making it difficult to modify rapidly. However, school management can employ organisational behavioural theories to minimise this. If school administration understands organisational behaviour, kids can succeed. Secondary school administrators should also know how to manage and build strong relationships with students and parents for a positive school climate and to fulfill educational goals. Organisational behaviour helps school administrators motivate staff and pupils to succeed. Keywords: Development, Educational goals, Organizational behaviour, School administrator, Secondary school managemen

Активизация коммуникативной деятельности младших школьников на уроках окружающего мира (Часть 1)

The article proposes for discussion the contribution of primary schoolchildren studying the subject “The World Around Us” to the development of their speech and verbal communication. Based on the requirements of the Federal State Educational Standard for Primary General Education and the Federal Educational Program for Primary General Education, the methodology for developing dialogic speech (educational dialogues, didactic games), as well as descriptions and narratives in younger schoolchildren is revealed.

Оценивание предметных результатов по русскому языку в начальной школе* (Часть 2)

The article discusses the features of the planned subject results recorded in the Federal State Educational Standard of Primary General Education 2021, the Federal Educational Program of Primary General Education 2023, the Federal Work Program for the academic subject “Russian Language” 2023. A correlation between the planned results and the most appropriate forms of their assessment. Criteria for evaluating frequently encountered forms are given, as well as examples of scoring. Particular attention is paid to assessing the achievements of students in the sections “Speech Development” and “Spelling and Punctuation”, since in terms of the number of results they are the most voluminous, and assessing the success of students in mastering the section “Speech Development” also presents additional difficulties for teachers. The approaches outlined can help teachers avoid excessive subjectivity when assessing the oral and written work of primary schoolchildren.

Оценивание предметных результатов по русскому языку в начальной школe (Часть 1)

The article discusses the features of the planned subject results recorded in the Federal State Educational Standard of Primary General Education 2021, the Federal Educational Program of Primary General Education 2023, the Federal Work Program for the academic subject "Russian Language" 2023. A correlation between the planned results and the most appropriate forms of their assessment. Criteria for evaluating frequently encountered forms are given, as well as examples of scoring. Particular attention is paid to assessing the achievements of students in the sections “Speech Development” and “Spelling and Punctuation”, since in terms of the number of results they are the most voluminous, and assessing the success of students in mastering the section “Speech Development” also presents additional difficulties for teachers. The approaches outlined can help teachers avoid excessive subjectivity when assessing the oral and written work of primary schoolchildren.

Transformation of the vocational training of primary school teachers in the context of bioengineering development

The article is devoted to the problem of transformation of the future primary school teachers vocational training, taking into account the socio-cultural challenges existing in the country and the world. The authors note the relevance of this problem both from a theoretical point of view and at the practical level. Based on the theoretical and methodological analysis of normative documents, the authors reveal the features of innovations in the general education system and present variants for training a “new” primary school teacher depending on technological development, in particular bioengineering. The article presents a model of criteria-based assessment of the educational outcomes in primary school, which was developed taking into account the requirements of the updated Federal State Educational Standard and the Federal Educational Program. In this regard, the authors pay attention to the formation of new meta-professional competencies of the teacher, contributing to the organization of the educational process in accordance with the technological progress. Summarizing and interpreting the opinions of scholars, the authors come to the conclusion that in the course of training future primary school teachers, it is necessary to develop a set of pedagogical and methodological measures that will become the basis for improving the quality of education in the Russian Federation. Comparative analysis of various aspects of vocational training allowed the authors to develop a model of transformation of vocational training of primary school teachers that meets modern socio-cultural challenges. The authors are convinced that the involvement of students – future primary school teachers - in scientific and methodological activities contributes to the formation of their conscious teaching position, corresponding to new socio-cultural requirements and the methodology of engineering. The article is addressed to specialists of general, secondary vocational and higher education, as well as those who are interested in the problems of modern education.

FEDERAL EDUCATIONAL PROGRAM OF GENERAL EDUCATION: REPEATING MISTAKES

The Federal Educational Program of General Education is the most important strategic document, which largely determines the content and technological priorities of the domestic general education system. However, this document currently has not only positive characteristics, but also obvious disadvantages. Incorrect definition of the content of universal educational actions and methodological approaches to their mastery by students actualize the need to improve this document.

Дискутирование как основа реализации универсальных учебных действий (на основании зарубежного взгляда на дебатирование в образовательной деятельности)

The Federal Educational Program of General Secondary Education mentions the use of discussion in the educational process occasionally. Communication is considered as a means of ensuring the formation of universal educational actions (UES). Communicative activity differs from communicative actions on the basis of a motive, which is based on the need for communication, which is more developed in modern youth than the cognitive need. The article substantiates the necessity of transferring the communicative activity of students to the classroom (classroom) and filling its content with educational information. This approach dictates the need for work based on discussion, in which the communicative activity of the participants reaches a maximum. Based on the concept of discourses of J. Lacan (Master’s discourse, university discourse, hysteric discourse, analyst’s discourse) and the practice of debating in modern American university culture, the possibilities of using different forms of discourse in various kinds of discussions and options for their use in the educational process are analyzed. The materials are accompanied by a brief retrospective of the use of discussion in state and military policy and the conclusion is made about the need for a wider introduction of discussion (debating) to form the ability to communicate within the framework of the UES.

The State and Prospects of Development of the Ethnocultural Historical Component in the System of General Education of the Kabardino-Balkar Republic

The article examines the development of the historical component of ethno-cultural education in the vector of updating the educational strategy, the introduction of the Federal State Educational Standard and Federal Educational Programs. The ethnocultural component of historical education is considered on the example of activities in the general education system of the Kabardino-Balkarian Republic. Considering the fact that from September 1, 2023, all schools in the country are switching to new federal basic educational programs (FOP), in which it is possible to allocate hours to the part formed by participants in educational relations, it is relevant to consider the possibility of allocating hours to ethno-cultural subjects. The realization of ethno-cultural interests is one of the key tasks of the updated Federal Educational Standards. Thus, the theses of the normative documents of the educational strategy of the state confirm the current research topic. The study presents options for the implementation of objects of ethno-cultural historical orientation. In the region, they are represented by 2 subjects: «History of the Kabardino-Balkarian Republic» and «Culture of the peoples of the Kabardino-Balkarian Republic». During the study of this topic, a survey was conducted on the options for teaching ethno-cultural subjects in all educational institutions of the Kabardino-Balkarian Republic. As a result, both strengths and weaknesses were identified in the implementation of the strategy of ethno-cultural education in the general education system of the KBR. For example, the strengths include the fact that a full-scale work is being carried out in the republic to update the teaching materials in ethno-cultural subjects. The deficits include the fact that in some schools ethno-cultural subjects are not included either in the curricula or integrated into the work programs for the subject «History of Russia». The identified deficiencies allow us to formulate a number of recommendations for their elimination.

ОСОБЕННОСТИ РАЗВИТИЯ РЕЧИ МЛАДШИХ ШКОЛЬНИКОВ В СООТВЕТСТВИИ С ТРЕБОВАНИЯМИ ФОП НОО

Currently, a new system of primary education is being implemented: there have been changes in the main regulatory documents for primary schools, as well as new programs have been drawn up, for example, the Federal Educational Program of Primary General Education (FOP NOO). Within the framework of these changes, as well as the modern life of the younger student, the distinctive feature of which is the implementation of dialog speech mainly on the Internet, it is necessary to transform the process of speech development of students. In this regard, this study is devoted to the organization of work on the development of speech of younger schoolchildren in Russian lessons. The main requirements for the implementation of the learning process in primary school are determined, taking into account the FOP NOO, the planned results within the section "Speech development". The main directions of the implementation of the content of the section, taking into account the age characteristics of younger schoolchildren, are also presented. In addition, the text of the article reflects the methods of work in the content of topics and sections of the subject, as well as the main features of the implementation of the process of speech development, taking into account age characteristics, topics and concepts studied within the section, as well as the planned subject, meta-subject and personal results achieved by an elementary school graduate. The techniques are presented in the content of the study in separate blocks, within each of them various options for their implementation are presented. For example, work on the structure of the text includes the selection of the necessary information for the creation of the text (excluding secondary), determining the course of development of the action in the content of the text, the selection of formulations for the points of the plan from the proposed, discussion of the features of the construction of the text of the future essay in accordance with the type.

CULTURE OF SAFE BEHAVIOR IN PRESCHOOL CHILDREN AS A PEDAGOGICAL PROBLEM

The need to introduce children to generally accepted norms and rules of relationships with peers and adults (in society), to develop skills of reasonable behavior in everyday life and nature, is noted in the Federal Educational Program of PE, which has come into force in September 2023. Preschool childhood is considered one of the most important periods in the formation of a fully developed personality. It is at this level of formation of the future citizen that the foundations of intellectual, moral, physical development are laid, and familiarization with universal human values and culture occurs. The most important acquisition of preschool age is the ability to adapt to a rapidly changing environment and appropriate behavior that ensures a safe existence in this environment. The combination of the regulatory framework (FSES DO and FOP DO), which regulates the formation of children’s ideas about life safety and rules of behavior and the age characteristics of preschoolers, allowing them to master these ideas, ensures the need and opportunity to cultivate a culture of safe behavior in children of this age. Preschool teachers must create conditions for nurturing in children an interest in household appliances and household items, and the rules for their use; understanding and observing the rules of safe behavior at home, on the street, in nature. Based on the foregoing, it can be argued that fostering a culture of safe behavior is considered a priority task for society, the state, in general, and for the preschool education system, in particular. The article makes an attempt to highlight the theoretical issues of such an important pedagogical problem as fostering a culture of safe behavior in preschool children.