The Study of School Educational Environment in the Context of Ensuring Equal Access to Quality Education

Introduction. Today, official international and State Russian documents require ensuring equal access to quality education for all citizens regardless of place of residence and social status. In this regard, it becomes relevant to determine the quality of school environment and its potential in terms of compliance with the requirements of delivery of quality education services for all representatives of the oncoming generation.The aim of the present research is to study the educational environment of Moscow schools in the context of ensuring equal access to quality education.Methodology and research methods. An international assessment tool – the SACERS scale – was chosen as the main method of the research. The SACERS scale was modified by the employees of Laboratory of Educational Infrastructures of the Institute of System Projects of Moscow City University (MCU). The data were processed using descriptive statistics methods, dispersion and regression analysis, T-student’s criterion in the modification of Welch.Results and scientific novelty. On the basis of random sample (22 educational complexes), the peculiarities of educational conditions in different Moscow schools were diagnosed; the quality index of their educational environment and its structural components were determined (n = 58). The study sample revealed the “heterogeneity” of secondary educational establishments in the organisation of the subject-spatial environment of schools, extracurricular activities and additional education, as well as availability of educational infrastructure for students with special educational needs. Sufficiently equal indicators of educational conditions were identified: “Attendance”, “Space for Gross Motor Activities”, “Discipline”, “Peer Interactions”, “Interactions between Staff and Parents”, “Opportunities for Professional Growth”. Six “homogeneous” and ten “inhomogeneous” complexes were revealed in the studied sample. In “homogeneous” complexes, there are educational conditions, which provide relatively equal access to quality education, as compared with “heterogeneous” complexes. This fact is confirmed by the range of values of the quality index of the educational environment and the values of standard deviation.Practical significance. The present research allowed the authors to obtain a differentiated understanding of the existing educational conditions of Moscow schools, which formed the basis to solve the management problem in the development of education system, which guarantees quality education for all students.

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QUALITY OF THE SECONDARY SCHOOL EDUCATIONAL ENVIRONMENT: A COMPARATIVE STUDY USING THE SACERS RATING SCALE

Education & Pedagogy Journal ◽

10.23951/2782-2575-2021-2-5-17 ◽

2021 ◽

pp. 5-17

Author(s):

Elena Vladimirovna Ivanova ◽

Irina Anatolyevna Vinogradova ◽

Oksana Valeryevna Nesterova

Keyword(s):

Quality Index ◽

Rating Scale ◽

Educational Environment ◽

Educational Process ◽

Quality Education ◽

Educational Activity ◽

Quality Of Education ◽

Process Conditions ◽

Educational Conditions

The quality of education is the main priority in most states’ policy, and Russia is no exception. Russia pays much attention to the accessibility of quality education for all citizens regardless of their place of residence and social status. The quality of education is considered a complex characteristic of educational activity and students’ training. We will consider it within the framework of this article in the context of the assessment and development of the school educational environment. The quality of the educational environment is provided by the following factors: content components relating to the interaction between participants of an educational relationship; organization of the educational process; conditions for professional staff growth and comfortable environment for exceptional children. The study using the SACERS rating scale revealed that schools in different districts of the metropolitan area differ in terms of providing students with equal conditions in their educational environment. The most significant differences were revealed in the following components of the educational environment: the creation of organizational conditions for extracurricular activities and additional education; interior solutions to ensure privacy, the comfort of communication, and motor activity; conditions for the learning and development of students with special educational needs. The study showed that schools with a higher quality index of the educational environment have quite homogeneous educational conditions. They provide relatively equal access to quality education compared to a group of structural units with a lower quality index. The differences in the compared educational organizations specifying the heterogeneity of educational conditions are related to characteristics such as the variability or uniformity in the use of resources, resource availability or its active use, whether it is a systematic or fragmented working process, and the focus on control norms or development.

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Educational Environment of Higher Educational Establishments as the Factor of Forming the Future Foreing Languages Teachers’ Conflict Competence

Professional Education: Methodology, Theory and Technologies ◽

10.31470/2415-3729-2019-9-142-156 ◽

2019 ◽

pp. 142-156

Author(s):

Hanna Polishchuk

Keyword(s):

Personal Growth ◽

Professional Growth ◽

Educational Environment ◽

Point Of View ◽

Foreign Languages ◽

Future Teachers ◽

Teaching Environment ◽

The Future ◽

Higher Educational ◽

Educational Conditions

The article is devoted to the problem of the educational environment of higher educational establishments as the factor of forming the future foreing languages teachers’ conflict competence. In this article, the essence of the following notions has been analyzed: educational environment in higher educational establishments, teaching environment, educational space. The notions of «educational space» and «teaching environment» have been given detailed description; the notion of «educational environment» is regarded in contemporary scientific literature from the point of view of institutional approach (social environment) and substantial approach (personal environment). The author of the article notes that the educational environment of a higher educational establishment is viewed as the system of different impacts and conditions for creating personality with the help of modern technologies and educational content. Also it is regarded as complex phenomenon of requirements and modes of behavior which are used for professional and personal growth of future teachers. The author claims that the notions of «educational environment» and «educational space» are closely connected: an educational space is defined as a special sphere of sociocultural practices that includes educational environment as the total of social and educational conditions which influence the personality of a student and its future professional orientation. While analyzing the structure of educational environment the author examined its components taking into consideration the peculiarities of professional growth of the future teachers of foreign languages: resourse-technological, intrapersonal, strategic-technological, sociocultural and communicative. These structural elements of analyzed phenomenon have been given detailed observation. It is also noted that the investigation of the structure of educational environment is interconnected with the topic under consideration – the formation of conflict competence of the future foreign languages teachers. The prospects for further exploration are seen by the author in highlighting a strategic line for the formation of the future foreign languages teachers’ conflictual competence with the application of certain pedagogical technologies in the educational environment of higher education institutions.

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CREATING AND USING DIGITAL INTERACTIVE MATERIALS FOR KIDS 3–7 YEARS old IN KINDERGARTEN „MARGARITKA“

Education and Technologies Journal ◽

10.26883/2010.212.3553 ◽

2021 ◽

Vol 12 (2) ◽

pp. 397-400

Author(s):

Todorka Bakurdjieva ◽

Keyword(s):

Information And Communication Technologies ◽

Mother Tongue ◽

Communication Technologies ◽

Quality Education ◽

Equal Access ◽

Education For All ◽

Educational Content ◽

Successful Adaptation ◽

Educational Integration ◽

Information And Communication

Kindergarten „Margaritka“, Plovdiv, works and strives to implement activities and policies in the field of educational integration, ensuring equal access to quality education for all children and does not lag behind the emerging modern trends. It increasingly combines established forms of pedagogical interaction with children whose mother tongue is different from Bulgarian with those in which information and communication technologies are utilised. With this idea the pedagogical staff focused on developing a model for digital creation of educational content material to support the learning of the Bulgarian language by children, for a more successful adaptation and socialization in the transition from kindergarten to school.

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ШКОЛЫ С РАЗНЫМ ИНДЕКСОМ КАЧЕСТВА ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ: РЕЗУЛЬТАТЫ ИССЛЕДОВАНИЯ С ИСПОЛЬЗОВАНИЕМ ШКАЛЫ SACERS

Tomsk state pedagogical university bulletin ◽

10.23951/1609-624x-2020-1-7-15 ◽

2020 ◽

Author(s):

Elena Ivanova ◽

Irina Vinogradova ◽

Oksana Nesterova ◽

Elizaveta Mayakova

Keyword(s):

Extracurricular Activities ◽

Quality Index ◽

Educational Needs ◽

Training And Development ◽

Educational Environment ◽

Educational Process ◽

Special Educational Needs ◽

The Creation ◽

Educational Conditions

Введение. Проблема повышения качества образования актуализирует вопросы оценки и развития образовательных условий в образовательных организациях в целях обеспечения равных образовательных возможностей для всех обучающихся. Материал и методы. Исследование образовательной среды московских школ осуществлено с применением международной шкалы SACERS на рандомной выборке из 58 структурных подразделений образовательных комплексов, расположенных в восьми административных округах города Москвы. Результаты и обсуждение. Данные, полученные в ходе исследования образовательной среды, свидетельствуют о достаточном потенциале московских школ в плане взаимодействия между субъектами образовательного процесса, положительных тенденциях в обеспечении вариативности программ дополнительного образования и внеурочной деятельности, благоприятных условиях, созданных в системе московского образования в плане профессионального развития педагогов. При этом в московских образовательных учреждениях имеются ограничения в плане обеспечения необходимыми условиями обучения и развития обучающихся с особыми образовательными потребностями. Установлено, что школы разных районов Москвы и даже корпусов одного образовательного комплекса различаются в плане обеспечения равными образовательными условиями. Наибольшие различия выявлены в таких компонентах образовательной среды, как организация внеурочной деятельности, дополнительного образования и предметной среды для различных видов деятельности, создание условий для обучения и развития обучающихся с особыми образовательными потребностями. В школах с более высоким индексом качества образовательной среды имеются достаточно однородные образовательные условия, которые обеспечивают относительно равный доступ к качественному образованию в сравнении с группой структурных подразделений с менее высоким индексом качества образовательной среды. Заключение. Качество образовательной среды московских школ обеспечивается содержательными компонентами, связанными со взаимодействием участников образовательного процесса, организацией учебного процесса и созданием условий для профессионального развития педагогов. Различия в сравниваемых образовательных организациях, определяющие неоднородность образовательных условий, связаны с такими характеристиками, как вариативность или единообразие в использовании ресурсов, наличие ресурса или его активное использование, систематичность работы или фрагментарность, ориентация на нормы контроля.Introduction. The problem of improving the quality of education actualizes the issues of assessment and development of the educational conditions in educational organizations in order to ensure the equal educational opportunities for all students. Material and methods. We used the SACERS international scales for studying the educational environment in Moscow schools. Located in eight areas of Moscow 58 structural units of educational complexes (sample) took part in the survey. Results and discussion. Such items as interaction between the parents, the teachers and the administration of the school, the variability of the education programs and extracurricular activities, good conditions for the professional teachers’ development showed the great result. At the same time, there are some confines in providing the necessary conditions for training and development for the students with special educational needs. It was established that schools differ in providing equal educational conditions. The greatest differences are in such components of the educational environment as the organization of extracurricular activities, additional education and the subject environment for various types of activities, the creation of conditions for training and development of the students with special educational needs. Schools with a higher quality index of the educational environment have homogeneous educational conditions that provide relatively equal access to the quality education in comparison with the group of schools with a lower quality index of the educational environment. Conclusion. The quality of the educational environment in Moscow schools achieved in the participants’ interaction in the educational process, the organization of the educational process and the creation of the conditions for the professional development for teachers.

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Organization of the inclusive education of children with special needs in Ukraine: modern accentuations

EUROPEAN HUMANITIES STUDIES: State and Society ◽

10.38014/ehs-ss.2020.1.11 ◽

2020 ◽

pp. 140-160

Author(s):

Валентина CЕРГЕЄВА

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Educational Environment ◽

Quality Education ◽

Education For All ◽

Children With Special Needs ◽

Legal Basis ◽

High Quality ◽

High Quality Education ◽

Educational Paradigm

The article highlights topical and top-priority issues of inclusive education implementation in Ukraine. Pedagogical inclusion is regarded as an educational paradigm based on the principles of equality, accessibility, and the guarantee of high-quality education for all, which is a fundamental imperative of its effective functioning, and one of the most beneficial forms of education for the children with special needs. The study analyzes the definitions of the basic categories of the issue and the legal basis for ensuring the organization of the inclusive educational environment. The emphasis is laid on the organizational aspects of inclusive education implementation in the institutions of pre-school and general secondary education.

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SYSTEMS OF EDUCATION ON MAINTENANCE OF EQUAL ACCESS TO QUALITY EDUCATION FOR LIFELONG LEARNING

Information Technologies and Learning Tools ◽

10.33407/itlt.v8i4.87 ◽

1970 ◽

Vol 8 (4) ◽

Author(s):

Valeriy Yu. Bykov ◽

Ivan M. Romashko

Keyword(s):

Lifelong Learning ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Educational Environment ◽

Quality Education ◽

Equal Access ◽

Global Information ◽

Open Education ◽

Information And Communication ◽

Learning Principles

In the article the up-to-date situation of education is analyzed, the new model of education – open education which answers to the lifelong learning principles and aims and to actual requirements of society, considering the use of information and communication technologies in education is considered; creation and development of such phenomena as the open educational environment, which is based on principles of open education is analyzed, there are conceptualized and determined such terms as «uniform educational space» and «global information space of education systems».

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An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools

Journal of Education and Training Studies ◽

10.11114/jets.v5i12.2823 ◽

2017 ◽

Vol 5 (12) ◽

pp. 225

Author(s):

Abdullah Abu-Tineh ◽

Hissa Sadiq ◽

Fatma Al-Mutawah ◽

Youmen Chaaban

Keyword(s):

Educational Reform ◽

Professional Growth ◽

Growth And Development ◽

School Leaders ◽

Professional Standards ◽

Quality Education ◽

Survey Study ◽

Education For All ◽

Future Developments ◽

Appraisal Systems

The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants’ beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers’ and school leaders’ voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.

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