SOCIAL EDUCATIONAL INFRASTRUCTURE FOR RUSSIAN SCHOOL STUDENTS: BASELINE STUDY IN AVAILABILITY AND ACCESSIBILITY UNDER REGULAR AND CRITICAL CONDITIONS

2021 ◽  
Author(s):  
Andrei Kuznetsov ◽  
Ksenia Skobeltsina
Keyword(s):  
Critical Conditions ◽  
School Students ◽  
Russian School ◽  
Educational Infrastructure ◽  
Baseline Study

scholarly journals Classroom, media and church: explainng the achievement differences in civic knowledge in bilingual school system of Estonia

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kaire Põder ◽  
Triin Lauri
Keyword(s):  
Social Media ◽  
Achievement Gap ◽  
School System ◽  
Russian Language ◽  
Minority Achievement ◽  
School Students ◽  
Russian School ◽  
Civic Knowledge ◽  
Negative Effect ◽  
Bilingual School

AbstractThis study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Estonian and Russian language schools in parallel. While Estonian language school students are ranked very high in international comparisons, there is a significant difference between the achievement of Estonian and Russian language school students. We claim that this minority achievement gap in the performance of civic and citizenship knowledge is in addition to family background characteristics explained by behavioral and attitudinal factors that are moderated by the school language. Behavioral and attitudinal independent variables that we consider relevant in our analysis are classroom climate, trust in various media channels, and students’ beliefs in the influence of religion. We rely on hierarchical modeling to capture the embedded data and aim to explain how the different layers (school- and student level) interact and impact civic knowledge. We show that an open classroom is beneficial to students and part of the gap can be explained by Russian school students’ lower involvement in such practices. The strength of the belief in the influence of religion, on the contrary, is hurting students, despite that the negative effect is smaller for minority students there is a higher aggregate negative effect of it and therefore it also contributes to the minority achievement gap. Media trust indicators explain the gap marginally while the high trust of social media hurts students’ civic knowledge scores–still more Russian school students trust social media more than Estonian school students.

scholarly journals Ways to determine the sociolinguistic status of migrant children as potential Russian school students

2020 ◽  
Author(s):  
М.С. Нетесина ◽  
С.А. Юрманова
Keyword(s):  
Migrant Workers ◽  
Special Kind ◽  
Migrant Children ◽  
School Students ◽  
Russian School ◽  
The Status ◽  
Research Goal ◽  
Testing Center ◽  
Sociolinguistic Status

В статье анализируется построение социолингвистического портрета, выступающего в качестве основания, позволяющего уточнить статус детей мигрантов – потенциальных учеников российской школы, которых относят к особому типу учащихся. Представлены результаты изучения вопроса на основе: а) анализа отечественной и зарубежной научно-методической литературы по данной проблематике; б) мониторинга статистических данных об итогах тестирования трудящихся мигрантов, т.е. взрослых – потенциальных родителей (данные собраны МЦТ ФПКП РКИ РУДН за три года); в) масштабирования выявленной картины применительно к детям мигрантов. Сделаны выводы, дополняю-щие социолингвистический портрет детей мигрантов (с учетом типичности Центра тестирования для России, а также экстраполяции выводов о взрослой аудитории на детскую). The article focuses on building a sociolinguistic portrait as for clarifying the status of migrant children – the potential students of Russian school, who are classified as special kind of students in terms of school linguodidactics. Research goal is to identify and test another way of determining sociolinguistic status of migrant children. The presented study on the issue results are based: a) on the analysis of domestic and foreign scientific and methodical literature on this issue; b) on monitoring statistics on the results of testing migrant workers, adults – potential parents (data collected by the ICT FPKP RCT PFUR for three years); c) on scaling the identified picture as applied to the children of migrants. Thus, conclusions made complement the sociolinguistic portrait of migrant children (taking into account the typicality of the Testing Center for Russia, as well as extrapolating conclusions about an adult audience to child).

scholarly journals Assessing of use of the Internet for personal reasons at lessons at school: A Validation of the Cyberloafing Scale

2019 ◽  
Vol 70 ◽  
pp. 06010
Author(s):  
Nadezhda Sivrikova ◽  
Svetlana Roslyakova ◽  
Nadezhda Sokolova ◽  
Elena Moiseeva
Keyword(s):  
Social Networks ◽  
Internal Consistency ◽  
Internet Use ◽  
Online Shopping ◽  
Internet Access ◽  
Online Games ◽  
The Internet ◽  
School Students ◽  
Russian School ◽  
Use Of The Internet

Emergence of a possibility of Internet access at school bears new opportunities and risks too. The tendency to growth of number of the pupils Internet use for non-class-related purposes in the classroom (Cyberloafing) causes concern. Studying of this new phenomenon at the Russian school is complicated due to the lack of reliable and valid techniques. Therefore, adaptation of a scale of a cyberloafing of Y. Akbulut, etc. became an objective of this research. We translated into Russian of 29 items of a technique which were estimated by school students by means of 5-point Laykert scales. Results of application of a scale showed that its items form 5 factors. These are online shopping, accessing online content, activity on social networks, sharing information, socialization. The items of a factor of playing online games did not receive confirmation of validity and internal consistency. They need to be reconsidered. The received factors have sufficient reliability (the Cronbach’s alpha (α) values of all the factors range from 0.77 to 0.881). Work makes a contribution to studying of a cyberloafing at school.

scholarly journals Analysis of Student Mathematical Anxiety Based on Gender and Educational Infrastructure

2021 ◽  
Vol 12 (3) ◽  
pp. 4979-4986
Author(s):  
Nasruliyah Hikmatul Maghfiroh Et. al.
Keyword(s):  
High School ◽  
High School Students ◽  
Univariate Analysis ◽  
Senior High School ◽  
Gender Analysis ◽  
School Students ◽  
Educational Infrastructure ◽  
Mathematical Anxiety ◽  
Educational Foundation ◽  
Senior High School Students

Anxiety is a problem that arises from the gap between expectations and reality. Many factors influence mathematical anxiety (MA), one of which is the availability of educational infrastructure. Although MA has been widely researched, only a few studies have explored how gender and the availability of educational infrastructure form the basis for analyzing MA. By knowing student MA, it will help teachers to provide alternative educational foundation based on their gender analysis. This research aims to examine student MA based on gender and the availability of educational infrastructure. This research involved 450 senior high school students in East Java, Indonesia. The data were processed using univariate analysis. The results of the study reveal that gender does not significantly influence student MA, while educational infrastructure significantly influences students MA. There is no interaction between gender and educational infrastructure on student MA. It is implied that, by understanding the student MA, it allows teachers to guide students who have an MA based on their area of origin according to the level of availability of educational infrastructure.

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