scholarly journals Targets for the formation of a psychologically comfortable and safe environment in rural school

2021 ◽  
Vol 2 (8) ◽  
pp. 5-18
Author(s):  
Tatiyana N. Gushchina ◽  
◽  
Yulia N. Salnikova ◽  
Keyword(s):  
Rural Schools ◽  
Methodological Approach ◽  
Well Being ◽  
Rural School ◽  
Educational Environment ◽  
Educational Organizations ◽  
Safe Environment ◽  
Russian Scientific ◽  
Age Related ◽  
International Participation

The authors of the article actualize the problem of identifying and justifying the targets for the formation of a psychologically comfortable and psychologically safe educational environment of rural school. The relevance of the problem is determined by modern socio-economic and sociocultural conditions, in which there are many risks and restrictions for psychologically comfortable and safe stay of a person in society. Modern studies of Russian scientists indicate that the psychological well-being of all participants in educational relations, as well as the favorable course of age-related crises and the successful socialization of students in society depend on the processes of improving the educational environment. The article presents the results of the work of the problem group «Targets for the formation of psychologically comfortable and safe environment in rural schools», which was organized during the All-Russian scientific and practical conference with international participation «The formation of psychologically comfortable and safe educational environment in rural schools». The participants of the problem group identified the essential characteristics and features of a psychologically comfortable and psychologically safe educational environment in rural school; we identified and identified as the key targets for the formation of this environment its purpose, the main methodological approach (subject-environment approach), the main functions, the leading idea, principles and goals for the formation of a psychologically comfortable and safe educational environment in a rural school. On the basis of the «Goal Tree» method, a hierarchy of goals for the formation of a psychologically comfortable and safe educational environment is built in three directions: the administrative and management team of rural educational organizations, students of rural educational organizations, teachers of rural educational organizations. The materials presented in the article can become a target reference point in the process of forming environments that meet the characteristics of psychological comfort and psychological safety.

scholarly journals Managing the development of psychologically comfortable and safe educational environment

2021 ◽  
Vol 2 (8) ◽  
pp. 92-105
Author(s):  
Svetlana S. Bykova ◽  
◽  
Olga V. Popolitova ◽  
Nikolai A. Shobonov ◽  
◽  
...  
Keyword(s):  
Rural Areas ◽  
Group Discussion ◽  
Rural School ◽  
Educational Environment ◽  
Russian Scientific ◽  
International Participation ◽  
Management Approaches ◽  
The Village ◽  
Management Issues

In the article, the authors consider the issues of managing the development of psychologically comfortable and safe educational environment in rural school. During the discussion of this problem at the All-Russian scientific and practical conference with international participation «Formation of a psychologically comfortable and safe educational environment in rural school», held in Yaroslavl, management issues were raised in the format of a traditional section, as well as a problem group. Discussion of the management aspects of the educational environment development in rural school was carried out in the form of a foresight session, a Google survey. It was concluded that it is necessary to design the educational environment at three levels of management: regional, municipal and at the level of rural schools. The article notes the importance of creating educational environment to increase the availability and quality of education, to ensure psychologically comfortable and safe life in the village as a whole, since virtually the entire population of rural areas passes through the education system. The participants in the discussion recognized the importance of combining the efforts of government authorities, teachers, parents and other participants in educational relations in the formation and development of the educational environment of rural school and their interaction, taking into account mutual interests. At each of the management levels unified management approaches can be developed: a concept for the development of the educational environment, a strategy for the implementation of the Program, model local acts, methodological recommendations, personnel and financial support for innovative processes. The authors of the article note that the conference participants proposed ways to improve the efficiency of management activities for the development of the educational environment.

scholarly journals SCIENTIFIC AND PRACTICAL CONFERENCE AS A FORM OF ACTIVITIES OF THE COMMUNITY OF RURAL TEACHERS

2020 ◽  
Vol 5 (3) ◽  
pp. 116-136
Author(s):  
Lyudmila V. Baiborodova ◽  
◽  
Dariya A. Zelenova ◽  
Olga V. Popolitova ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Successful Implementation ◽  
Educational Organizations ◽  
Rural Teachers ◽  
National Project ◽  
Practical Conference ◽  
School Space

This article describes the experience of the conference «Development of rural educational organizations in the context of the National project «Education». The conference was organized by: Yaroslavl state pedagogical university named after K. D. Ushinsky, State educational institution of the Yaroslavl region «Institute of education development», Research center of the Russian Academy of education on the basis of YSPU, Yaroslavl regional public organization «Leaders of rural schools». The content of reports by well-known scientists of the country is briefly outlined, which identified the current problems of education and training of rural schoolchildren, due to the characteristics of the modern generation of children, the specifics of educational conditions in rural areas, and the resources of rural society. The speakers offered modern pedagogical ideas and tools for the successful implementation of the national project «Education» in rural schools. A number of presentations are devoted to the problems of professional development of teachers, scientific and methodological support of teacher training for rural areas. A review of the presentations of scientists and teacher-practitioners in seven sections is made: «Rural school-space for modernizing the content of education»; «Modern educational technologies»; «Rural school – space for equal opportunities for every child»; «Rural school – space for partnership and cooperation»; «Rural school – space for modern digital technologies»; «Professional development of rural teachers»; «Rural school – territory of public initiatives». Interesting experience of educational organizations is presented at master classes held on the basis of schools and kindergartens. The results of the scientific and practical conference, which was held for the first time in remote mode, were analyzed, the advantages of holding the conference in this format, as well as problems and difficulties, mainly of a technical nature, were identified. In conclusion, it is emphasized that the conference is an effective form of interaction between teachers from different organizations and regions, a means of stimulating their professional development and innovation in rural educational organizations.

scholarly journals OPPORTUNITIES AND RESTRICTIONS OF SOCIO-PEDAGOGICAL ACTIVITY IN THE COUNTRYSIDE

2020 ◽  
Vol 6 (4) ◽  
pp. 40-52
Author(s):  
Tatiyana N. Gushchina ◽  
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Rural Society ◽  
Rural School ◽  
Reference Points ◽  
Social Adaptation ◽  
Educational Organizations ◽  
High Quality ◽  
Scientific Center ◽  
Social Autonomy

The relevance of the research materials presented in the article is determined by the need to organize high-quality socio-pedagogical activities to form and develop students’ social competence in rural society. This type of activity in rural school as one of the main institutions of students’ socialization involves the creation of pedagogical conditions that contribute to the social adaptation, social integration and social autonomy of young people. The article considers possibilities and restrictions of sociopedagogical activity taking into account the peculiarities of students’ socialization in rural society. The results of aerobatic socio-pedagogical study of potentials and limitations of socio-pedagogical activity in rural areas are presented, which was carried out in 2020 in three educational organizations of Nekrasovsky and Yaroslavsky districts of the Yaroslavl region,. The study involved 398 respondents, including 140 two rural schools, 217 parents of students of two rural schools and pupils of one rural preschool educational organization, 41 teachers and seven leadership personnel of these educational organizations. The results of the work of four focus groups of the problem group «Modern problems of rural schoolchildren’s socialization in modern conditions and ways to solve them» of the interregional laboratory «Pedagogy in rural school» of the Scientific Center of the Russian Academy of Education at Yaroslavl State Pedagogical University named after K. D. Ushinsky are presented. The interest of all categories of respondents to the problem of the development of integrated social and pedagogical activities in the countryside and the interest of students’ parents, teachers and leaders in the implementation of interaction with organizations and institutions of rural society was revealed. The study showed the «reference points for the development» of sociopedagogical activities in the countryside, updated the problem of the need for systematic coordinated socio-pedagogical activities in rural society, studying its capabilities and limitations, improving the forms and methods of organizing this type of activity (sociopedagogical complexes, coordination councils, headquarters, socio-pedagogical monitoring, etc.), as well as the need to prepare specialists for high-quality support of socio-pedagogical activities in rural society.

Designing a Comfortable Educational Environment

2018 ◽  
Vol 7 (4.38) ◽  
pp. 50 ◽  
Author(s):  
Lyudmila Borisovna Bakhtigulova ◽  
Oleg Victorovich Matveev ◽  
Elena Vyacheslavovna Luchina ◽  
Yulia Aleksandrovna Mamaeva ◽  
Anna Aleksandrovna Suchilina ◽  
...  
Keyword(s):  
Well Being ◽  
Educational Environment ◽  
Human Interaction ◽  
Communication Style ◽  
Interpersonal Interaction ◽  
Social Discourse ◽  
Educational Organizations ◽  
Work Activity ◽  
Team Members ◽  
Special Atmosphere

Introduction. The problem of maintaining the physical health of teachers in educational organizations is discussed in the article in the context of professional “burnout” and conflict prevention. Research methodology. When studying the content and essence of a comfortable educational environment, we were interested in the works that provided for an understanding of the nature of human interaction and reflected the interdependence and communication style of people in direct contact with each other. Research results. The most important factor of external and internal order, determining the content, direction and intensity of work activity, has always been a special atmosphere in the team, which in scientific and social discourse was defined by various terms such as: “microclimate”, “moral and psychological microclimate”, “sociological microclimate”, “comfortable educational environment”. Discussion. Designing refers to the category of innovative creative activity, since it primarily involves a purposeful transformation of reality, the need for which arises whenever there is an awareness of the necessity to move to a prognostic model of an educational or upbringing system. The main purpose of such “educational changes” consists in the possibility for a person himself/herself to learn and self-change during life, to apply knowledge in solving professional tasks. Conclusion. The term “comfortable educational environment" is used to denote a special atmosphere in the team that determines the content, direction and intensity of work activity and manifests itself in such group effects as team members’ mood and opinion, individual well-being, assessment of the person’s living and working conditions in the team. This special atmosphere is regarded on the whole as a result of people’s joint activity, their interpersonal interaction.  

scholarly journals Rural school vs low learning outcomes

2021 ◽  
Vol 1 (7) ◽  
pp. 59-70
Author(s):  
Andrey A. Kashaev ◽  
Keyword(s):  
Learning Outcomes ◽  
Rural Schools ◽  
Rural School ◽  
Point Of View ◽  
Educational Organizations ◽  
Development Mode ◽  
Educational Organization ◽  
Effective Work ◽  
Organization Level ◽  
Effective Development

The article reflects the regional approaches developed by the author when working with rural schools with low educational results. Special attention is paid to rural schoolsthat are moving into an effective development mode. For rural schools as one of the open self-organizing systems, from the point of view of the synergetic approach, it is necessary to determine the resonant factors that will allow managers of various levels to build effective work. Mentoring is one of these factors that has significant potential. It is considered as an integral part of the regional system, the principles of which apply to the relevant management levels – regional, municipal and educational organization level. This article describes the management model of transferring educational organizations with consistently low educational results to an effective mode, which was finalized in 2020, and which corresponds to system-wide regional approaches and principles, and includes the implementation of mentoring levels. This model describes an original «Strategic system of interaction between the main subjects of mentoring activities in the transition to an effective development mode», which allows us to determine the most important areas of interaction between a rural school that is moving to an effective development mode and a partner school. Special attention is paid to the recommendations that are given at the level of the educational space of the region to schools participating in both regional and federal projects. The described approaches have been used in rural schools in the Ryazan Region since 2020. According to a number of background indicators, all ten rural schools that are switching to an effective development mode have showed positive dynamics.

scholarly journals Psychological comfort of education in modern rural school: results of empirical research (on the example of the Kirov region)

2021 ◽  
Vol 1 (7) ◽  
pp. 25-43
Author(s):  
Olga V. Korshunova ◽  
◽  
Svetlana S. Bykova ◽  
Olga G. Selivanova ◽  
Tatiyana S. Sheromova ◽  
...  
Keyword(s):  
High School Students ◽  
Rural Schools ◽  
Rural School ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Survey Method ◽  
Integral Coefficient ◽  
School Students ◽  
Rural And Urban

Currently, rural school faces many difficulties both within its system and outside (unfavorable challenges of the external society), which complicate the organization of the educational process. Accordingly, the atmosphere of psychological comfort for all subjects of educational activity in rural schools decreases. The purpose of the study is to diagnose, record and describe the state of psychological comfort in the education of a modern rural school. The leading method for collecting primary empirical information was the survey method conducted in the format of a Google questionnaire (a questionnaire for representatives of the administration of an educational organization; a questionnaire for a teacher; a questionnaire for primary and high school students; a questionnaire for parents). In the Kirov region, rural and urban schools participated in the study: totally 338 responses to the questionnaire were received, of which 144 are students, 111 parents, 71 teachers and 12 administrations. The article presents the author's interpretation of the concept «psychological comfort of education in rural school». The diagnostics was carried out and the integral coefficient of psychological comfort of education in rural school was determined, measured in three directions: an integral indicator of the attitude to the educational environment; selection of significant characteristics of the educational environment and the index of satisfaction with them; index of psychological safety of the educational environment of the school. In general, the integral coefficient is characterized by a high level. The materials of the article can be used to diagnose the psychological comfort of the both urban and rural schools. Further research will be aimed at developing a concept and defining pedagogical mechanisms for improving the characteristics of the psychological comfort of education in rural schools.

scholarly journals COMPLEX ASSESSMENT OF SANITARY AND HYGIENIC WELFARE IN EDUCATIONAL ORGANIZATIONS WITH A HEALTH SAVING POSITION

2019 ◽  
Vol 63 (2) ◽  
pp. 86-91
Author(s):  
Nadezhda I. Novichkova ◽  
T. N. Ershova ◽  
O. V. Sobolevskaya ◽  
N. S. Kutakova
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
General Education ◽  
Integrated Assessment ◽  
Health And Safety ◽  
Well Being ◽  
Educational Environment ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Comprehensive Indicator

Introduction. The deterioration in the health of children and adolescents in the dynamics of education in general education organizations dictates the need to minimize the risk factors for the development of school-related diseases based on the development of a methodology for calculating the level of hygienic well-being of these organizations, taking into account existing health care opportunities (preserving and improving the health of students). The purpose of the study is to develop a comprehensive indicator for assessing the sanitary and hygienic well-being of educational institutions from the standpoint of health and safety. Material and methods. The methodology for the integrated assessment of the educational environment includes: a) defining a list of the most significant hygienic indicators from the standpoint of health preservation; b) an assessment of the weight of each of them; c) the development of a comprehensive indicator of sanitary and epidemiological well-being, combining individual indicators into one with its translation into a qualitative assessment. Results. Based on the materials of the research, a rationale for a comprehensive assessment of sanitary and hygienic well-being in educational organizations from the standpoint of health care has been proposed, that is, a technique is proposed, the use of which will help determine the full use of opportunities for maintaining and improving health in an educational organization. Discussion. Developed as a result of the conducted research, the algorithm for constructing a comprehensive indicator for assessing sanitary and hygienic well-being allows objectively characterizing the conditions and modes of education in educational institutions from the standpoint of health and safety, determining the risk factors of the educational environment and predicting the likelihood of school-related diseases. The construction of a complex indicator is proposed to be used as an additional assessment of the educational organization’s capacity to preserve the health of students in the dynamics of learning. Conclusion. The proposed model of an integrated assessment of the educational environment, which is based on quantitative (scoring) and qualitative assessments, identifying the resources for maintaining and promoting health in general education organizations, determines: risk factors of the educational environment; definition and prediction of the probability of changes in the students’ health status (positive and negative); justification of the system of management decisions to minimize risk factors and prevent violations in students’ health.

scholarly journals Conceptual ideas, approaches, principles of forming psychologically comfortable environment in rural school

2021 ◽  
Vol 2 (8) ◽  
pp. 19-37
Author(s):  
Olga V. Korshunova ◽  
◽  
Nadezhda I. Bobyleva ◽  
Vladimir B. Pomelov ◽  
Inga G. Kharisova ◽  
...  
Keyword(s):  
Rural Schools ◽  
Educational System ◽  
Rural School ◽  
Educational Environment ◽  
Theoretical Modeling ◽  
Fundamental Unit ◽  
Methodological Basis ◽  
Scientific Task ◽  
Methodological Approaches ◽  
Main Ideas

The problem of the educational environment as a fundamental unit of the educational system has always worried scientists, teachers and practitioners. Currently, this phenomenon is considered as pedagogical reality that allows developing subjectivity, creative abilities of students and their self-realization. For rural schools, the problem of creating such psychologically comfortable and at the same time safe educational environment in science has not been solved until now. The relevance of this scientific task reinforces the need to understand the changes taking place in rural schools caused by the pandemic and the forced transition to mixed education. Objective: to determine the methodological basis in the form of reference concepts for the formation of psychologically comfortable educational environment in rural school. Objectives of the study: a) formulation of the main ideas that lead to the identification of methodological approaches necessary for the formation of a psychologically comfortable educational environment; b) concretization of the essence of the selected approaches through the construction of principles as general guidelines for the implementation of appropriate pedagogical activities in order to solve the identified problem. Methods: remote brainstorming, analysis of the results of scientific research on similar issues; theoretical modeling. Result: The result is the formulated 4 ideas-concepts, revealed in more detail through 6 methodological approaches and 18 principles, which can serve as leading guidelines for the implementation of the process of forming psychologically comfortable educational environment in rural school.

scholarly journals Designing additional professional education programs for rural school leaders

2021 ◽  
Vol 1 (7) ◽  
pp. 142-152
Author(s):  
Irina A. Patronova ◽  
Keyword(s):  
Rural Schools ◽  
Professional Education ◽  
Rural Areas ◽  
Methodological Approach ◽  
Virtual School ◽  
Educational Organizations ◽  
Education Programs ◽  
Evaluation Procedures ◽  
Study Results ◽  
Personal Competencies

The article deals with the design of additional professional education programs based on the identification of professional and personal difficulties of rural schools heads, the results of evaluation procedures. The traditional leading role of rural schools in the performance of educational, up-bringing, general cultural and social functions is determined. Various approaches to the problem of identifying professional deficits of heads of educational organizations located in rural areas are considered: regulatory and scientific. The article describes the study results of the identified difficulties in the organization of procedures for certification of managers, implementation of additional professional education programs. A number of features of the support organization for heads of rural and small schools are highlighted: continuity of organizational and methodological assistance; accessibility; variability, relevance and differentiation; advanced support; focus on reflection, the results of evaluation procedures, professional and personal deficits and needs. A system for identifying professional deficits and difficulties using designed tests, case studies, and the «Virtual School» system is described. The normative andscientific-methodological approach to the problem under study allowed us to determine the list of relevant significant professional and personal competencies, combined in the following blocks: «Personnel management», «Resource management», «Process management», «Results management», «Information management». The article considers the methodological basis for the formation of the assessment of professional and personal competencies and the continuous support of their development in the process of educational and professional activities, the system of additional professional education. As a result of the analysis of evaluation procedures, the obtained data are described in relation to individual educational organizations and managers, which allow providing targeted support and support in the regional system of additional professional education. The article raises the issue of building individual educational routes, choosing various forms of additional professional education: formal, non-formal and informal. The article describes the most relevant forms of additional professional education in relation to the heads of rural schools: seminars, webinars, mutual training, internships, mentoring, activities of informal educational groups, associations, laboratories of «Rural schools»

scholarly journals MENTAL HEALTH OF TEACHERS IN UKRAINIAN EDUCATIONAL ORGANIZATIONS

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tetiana Dziuba ◽  
Liudmyla Karamushka ◽  
Lyubov Halushko ◽  
Iryna Zvyagolskaya ◽  
Taras Karamushka
Keyword(s):  
Mental Health ◽  
Psychological Safety ◽  
Well Being ◽  
Educational Environment ◽  
Educational Organizations ◽  
Professional Activities ◽  
Health And Well Being

Introduction. Organizational educational environment may contain some destabilizing features (threats), which under certain conditions violate the psychological safety of a teacher and negatively affect his/her mental health and well-being in general. However, the effects of a destabilizing organization of professional activities on mental health and well-being have not been specifically studied, which necessitates appropriate research. Purpose: to research the indicators of teachers’ mental health in a destabilizing organization of professional activities

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