PRINCIPLES AND DESIGN TRENDS OF MODERN EDUCATIONAL SCHOOLS

2019 ◽  
Vol 22 (6) ◽  
pp. 72-80
Author(s):  
A. L. Pozdnyakov ◽  
E. V. Pozdnyakova ◽  
J. V. Skripkina ◽  
T. A. Efanova
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
School Environment ◽  
Spatial Organization ◽  
Educational Process ◽  
School Buildings ◽  
Educational Work ◽  
Planning Decisions ◽  
Material Component ◽  
Architectural Planning

The article talks about the practice of designing and building modern secondary schools, as well as the need to rethink the material component of this process, a new look at the adoption of space-planning decisions of similar institutions, based on modern urban planning and typological requirements for the organization of educational work, including the existing level of architectural and urban science. The aim of the study is to analyze the principles and recommendations on the architectural and planning formation of secondary schools that correspond to the specifics of the modern educational process. The study examines the formation of architectural-planning and functional solutions for school buildings based on the search for new approaches in design. The analysis of the modern system of the educational process and its requirements in the development of a new spatial organization of the school environment. In addition to this, the existing structure of education in modern schools is considered, which may further affect the design, change the architectural quality and improve school buildings. It explains how the school space can make an educational sense and what it should be for it to become. The article deals with the problem of reforming the modern Russian school architecture, which stopped in its development at the Soviet stage, which includes most of the school buildings of standard construction. As a result, trends in the design of general education spaces were studied and the main problems encountered in the development of new plans in schools were identified and methods for their solutions were proposed. The necessity of introduction of the modular principle of designing schools with a fundamental difference from the standard building is shown. Each specific project may contain individuality both in visual perception and in the layout of the modules, functional meaning, scale.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals ANALYSIS OF SOME METHODS OF DESIGNING AND RECONSTRUCTION OF BUILDINGS OF SCHOOLS

2017 ◽  
Vol 21 (5) ◽  
pp. 62-69 ◽  
Author(s):  
E. V. Pozdnyakova ◽  
N. S. Kobelev ◽  
A. L. Pozdnyakov
Keyword(s):  
Public School ◽  
Learning Process ◽  
Educational Process ◽  
School Buildings ◽  
Functional Component ◽  
Space Planning ◽  
Planning Decisions ◽  
Modern School ◽  
Modern Learning ◽  
The Aesthetic

The article describes the process of transforming the industrial model of the school into a modern one. The conclusion is made about the influence of the development of the educational process on the formation of architecture and space-planning decisions of buildings. The increase in the nomenclature of classrooms is directly related to the complexity of the structure of the school and its functional component. Also, modern trends in the design of school buildings are described. The space of schools is considered as a multifaceted structure, combining both places for study, and for rest. The problem of expanding and deepening the information space is analyzed, and ways of its solution are suggested. The main principles of designing public school zones, their division into different-scale volumes are described in detail. Conclusions are made about the requirements for modern school buildings to ensure their compliance with the aesthetic needs of the student's personality. The main problems that are present in the modern school fund are analyzed and possible options for its reconstruction are analyzed. Also, the principles of reconstruction in accordance with the types of planning organization are developed. Examples of solutions to some of these problems are given, and the issue of creating comfortable conditions for people with disabilities is separately highlighted. A conclusion is made about the effectiveness of applying these principles to ensure the modern learning process.

Upbringing as an Educational Result: A Value-Based Approach to Assessment in the General Education System

2021 ◽  
Vol 25 (4) ◽  
pp. 574-588
Author(s):  
Elena V. Bryzgalina ◽  
Sergey V. Stanchenko
Keyword(s):  
General Education ◽  
Education System ◽  
Essential Element ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Work ◽  
Reference Analysis ◽  
A Value ◽  
Oriented Approach

The aim of this article is to describe the basic parameters of a value-oriented approach to assessing the education results as a possible basis for the methodology for assessment of the educational work in the general system of education. The key methods we used were content analysis of text sources, cross-reference analysis, comparative analysis, and humanitarian examination of juristic documents. The interpretation of education as a unity of teaching and upbringing for the state as a key subject of education, which forms the requirements for the results and organization of the educational process, sets the task of assessing personal, subject and metasubject educational results. The philosophy of education faces a challenge regarding the determination of the expediency of assessing educational results, the conceptual basis of assessment, fixing the orientation of assessment on the conditions of educational organzations' activities, and (or) on the results achieved by students. A practical managerial task is to develop an attitude towards using formalized procedures and methods for assessing educational results. The article proposes a value-oriented approach to assessing the educational work in the general education system of the Russian Federation based on an analysis of key regulatory documents of the Russian education system, the interpretation of upbringing as a process of forming value-semantic attitudes. The approach is based on identifying three main groups of value orientations to build a possible system of indicators that fix educational results: "Value orientations related to life, health and safety"; "Value orientations of social interaction"; "Value orientations of personal development". Values are an essential element in regulating human behavior, which guides the process of defining goals and choosing the means to achieve them. Values acquire a functional character in value orientations and can serve as indicators of education results at the level of students as a collective subject. It seems impossible to single out the contribution of individual actors to the output of education and to avoid contradictions between the value-semantic attitudes that exist in the space of modern culture. For the education system, the subject of assessing the quality of upbringing as a purposeful process can be both the quality of the organization of upbringing work and the outcomes of upbringing efforts. The results of education as a manifestation of value orientations in the activities of students can be considered based on quantitative and qualitative indicators, which is significant for making managerial decisions at different levels.

To the 125th anniversary of Khabarovsk Railway College: the formative years

2021 ◽  
Vol 2 (2) ◽  
pp. 203-212
Author(s):  
M. A. Kovalchuk
Keyword(s):  
General Education ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Work ◽  
Technical School ◽  
Social Composition ◽  
The Social ◽  
125Th Anniversary ◽  
Detailed List ◽  
Story Building

The study is devoted to the first two decades of the existence of the Khabarovsk Technical Railway School. It was created during the construction of the Trans-Siberian Railway, and is intended to provide personnel for its eastern section — the Ussuri Railway. At present, the legal successor of the school is the Khabarovsk Technical School of Railway Transport.The problems of recruiting the commanding staff before 1917 are outlined, brief biographies of the first three heads of the school, who played a huge role in its formation, are given. Separately, the issues of staffing the teaching corps, which consisted of staff teachers and engineers involved in production, mainly from the Ussuriysk railway, were considered. The conditions for the recruitment of students and the order of their training are given; a brief description of the social composition of students. A detailed list of taught disciplines is shown, including not only general education, but also special subjects. The practical orientation of the work of the educational institution, which graduated mid-level specialists for the track and traction departments, is noted. The system of educational work in the school, which was based on Orthodoxy, has been investigated. Great importance was attached to the material support of the educational process: the school had a beautiful two-story building for its time.

Correctional and educational work with preschool children with mental retardation

2021 ◽  
Author(s):  
Tat'yana Neretina
Keyword(s):  
Mental Retardation ◽  
General Education ◽  
Speech Therapy ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
Educational Work ◽  
Educational Organization ◽  
State Educational

The textbook allows you to master the organization of the correctional and educational process with older preschoolers with mental retardation in the conditions of a preschool educational organization. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Pedagogical education", "Special (defectological) education", profiles "Preschool defectology", "Speech Therapy" of all forms of education, as well as for teachers of general education and special (correctional) educational institutions, parents, preschool teachers, psychologists, defectologists, speech therapists and other specialists.

scholarly journals Relationships at School: External Evaluation Angle

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 83-100
Author(s):  
Elvyda Martišauskienė ◽  
Snieguolė Vaičekauskienė
Keyword(s):  
General Education ◽  
Student Performance ◽  
School Environment ◽  
School Context ◽  
School Community ◽  
Educational Process ◽  
Community Relations ◽  
External Evaluation ◽  
National Agency ◽  
Evaluation Data

A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems. Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons). Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.

scholarly journals A comparative analysis of Biology books included in the Federal list of school textbooks (2018) for grades 5–7

2020 ◽  
Vol 9 (4) ◽  
pp. 312-316
Author(s):  
Antonina Vasilyevna Marina ◽  
Irina Nikolaevna Selina ◽  
Ekaterina Mikhailovna Churapina ◽  
Anna Serezhaevna Shahzadyan
Keyword(s):  
Comparative Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Educational Process ◽  
Federal State ◽  
School Teachers ◽  
Biology Teachers ◽  
Main Component ◽  
State Educational

The paper discusses one of the most important issues for educational process organization while teaching Biology at secondary school educational and methodological support and its main component a course book. The authors prove the urgency of this problem as school teachers face a great choice of Biology course books. The paper also contains a brief overview how the notion course book developed in Russia. The authors have given a modern interpretation of the notion course book taking into account the Federal State Educational Standards of General Education. Particular attention is paid to considering the structure of the course book. The specificity of a Biology course book for secondary schools is characterized. The authors have also revealed some variability of Biology course books for 57 grades of secondary schools in modern conditions when there are two federal lists of school textbooks. The reasons for the existing difficulties in the choice of a Biology course book by school Biology teachers are revealed. Particular attention is paid to the criteria for a comparative analysis of the content of Biology course books for secondary schools. The authors have also revealed a degree of completeness of Biology courses with various components for grades 57. The presented materials can be used by school teachers while teaching a Biology course at a secondary school.

scholarly journals Associations between indoor environmental quality in schools and symptom reporting in pupil-administered questionnaires

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Kateryna Savelieva ◽  
Tero Marttila ◽  
Jussi Lampi ◽  
Sari Ung-Lanki ◽  
Marko Elovainio ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Environmental Quality ◽  
School Environment ◽  
Summary Score ◽  
Symptom Reporting ◽  
School Buildings ◽  
Indoor Environmental Quality ◽  
Primary School Pupils

Abstract Background The associations between indoor environmental quality (IEQ) in homes and symptom reporting of children have been extensively studied, but only few large-scale studies have been done in schools. We examined associations between expert-assessed IEQ in schools and pupils’ reporting of different symptoms, and whether associations were stronger if participants relate symptoms to the school environment. Methods The questionnaire survey was done in all primary and secondary schools in two areas of Helsinki, Finland. Primary school pupils (grade 3–6, n = 8775, 99 school-buildings) and secondary school pupils (grade 7–9, n = 3410, 30 school-buildings) reported their symptoms. Symptoms were combined into respiratory, lower respiratory, eye, skin, and general symptom groups. Surveys were also done among the parents of the primary school pupils (grade 1–6, n = 3540, 88 school buildings), but results are reported only in the supplement due to the low response rate (20% in 2017 and 13% in 2018). The associations between IEQ and symptoms were analyzed using multilevel logistic regression analysis. Results Several of the IEQ indicators were highly correlated and indicators were therefore mainly analyzed by combining them into a summary score and into latent classes. Dose-response associations were found between IEQ problems and higher reporting of respiratory and general symptoms among both primary and secondary school pupils. Some associations were also observed with lower respiratory and skin symptoms, but not with eye symptoms. The associations were somewhat stronger with symptoms related to the school environment compared to symptoms reported without such relation: for a unit change in IEQ summary score and respiratory symptoms in primary schools, odds ratios were 1.07 (95% CI 1.02–1.06) and 1.04 (95% CI 1.04–1.10), and in secondary schools 1.09 (95% CI 1.01–1.09) and 1.05 (95% CI 1.02–1.17), respectively. Conclusions Expert-assessed IEQ problems in schools were associated with increased reporting of especially respiratory and general symptoms. The associations were only somewhat stronger in magnitude for symptoms reported in relation to the school environment compared to symptoms reported without such relation.

scholarly journals International Experience of Community Participation in the School Education Management

2020 ◽  
Vol 10 (3) ◽  
pp. 48-60
Author(s):  
Yu. V. Belousov ◽  
O. I. Timofeeva
Keyword(s):  
General Education ◽  
Community Participation ◽  
Process Management ◽  
Educational Process ◽  
School Education ◽  
Quality Of Education ◽  
School Students ◽  
Educational Work ◽  
Education Management

Community participation in management helps to improve the quality of planning of educational work in order to meet people’s needs better and allows the organization of efficient monitoring of the quality of knowledge and skills of school students by consumers. The purpose of this article is to study current modes of community participation in school education management abroad and to analyze their possible implementation in the Russian environment. Methodologically, the modes of community participation have been studied at all levels of education management: national, regional, and institutional. Different modes of community participation in the educational process management are regarded as an element of an integral system. Based on results of the conducted analysis it has been concluded that, to enhance the management system in general education in Russia, the use of certain foreign practices seems to be reasonable, provided that they are tailored to the Russian system. The methods of involvement of independent experts and organizations in the implementation of certain functions of the State in the field of school education are of interest. Moreover, there can be used various modes of community participation in the quality of education monitoring in schools. The implementation of such practice in the Russian system of school education management will help to enhance the quality of school education.

scholarly journals PROGRAM OF SOCIO-PEDAGOGICAL PREVENTION OF ANXIETY IN ADOLESCENTS IN THE CONDITIONS OF A GENERAL EDUCATIONAL SCHOOL

2021 ◽  
Vol 3 ◽  
pp. 327-336
Author(s):  
Akmaral Magauova ◽  
Galiyabanu Kertayeva ◽  
Zhanel Dukenbayeva
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
General Education ◽  
Comprehensive School ◽  
Educational Process ◽  
Professional Competencies ◽  
Educational Work ◽  
Education School ◽  
Educational Paradigm

This article discusses the problem of substantiating the need for social and pedagogical prevention of anxiety in adolescents in a general education school and the organization of the educational process, which takes into account the peculiarities of anxiety in adolescents. A theoretical analysis of the literature and the study of the experience of educational work in general education schools allow us to conclude that the educational process is not sufficiently focused on the prevention of anxiety among adolescents among the middle level.The aim of the research is to develop and approbate a program of social and pedagogical prevention of anxiety in adolescents in a comprehensive school. The structure of the study is based on the requirements of modern higher education, which is based on the professional competencies of the educational paradigm. The main results of the study allow us to determine the effectiveness of the developed program for the prevention of anxiety in adolescents. Based on the results of the analysis of the theory, the structure and methods of a social-pedagogical program for the prevention of anxiety will be revealed, using the example of the use of the methodology "Personal school of anxiety by J. Taylor" (1953). The question of the research is how to develop a program of social and pedagogical prevention of anxiety in adolescents, which will be systemic, holistic, personal and active in nature and will be effective.

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