Author: James Muckle
Publisher: Springer
ISBN: 1349210773
Category : History
Languages : en
Pages : 223
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Book Description
What Is It Like Inside A Soviet School? James Muckle Spent The Autumn Of 1988 Teaching In MOSCOW And Leningrad Schools, And This book Is About The Pupils And Teachers He Met In The Russian Capital During That Revealing And Sometimes Surprising Experience.
Author: James Y. Muckle
Publisher:
ISBN: 9780333525999
Category : Education
Languages : en
Pages : 205
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Book Description
Author: Ben Eklof
Publisher: Routledge
ISBN: 0429719388
Category : History
Languages : en
Pages : 247
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Book Description
Framed by an introductory essay by Ben Ekiof, the translated documents in this volume are crucial to understanding Russian educational reform efforts. These primary sources, based on previously unpublished statistical data and public opinion surveys, depict current conditions in Russia's schools. Reflecting the approach of the leading historian of education Edward Dneprov-now the powerful minister of education serving under Boris Yeltsin-the documents describe the radical reform philosophy and program first published in Teachers' Gazette in 1988, which now serve as the operative legislation for all secondary schools. The VNIK (Temporary Scientific Research Collective on the Schools) reform movement is a fascinating microcosm of perestroika in terms of goals, mobilization, and the complicated, painful process of implementation. This unique glimpse into Russian education in a period of turmoil will interest all those who follow Russian politics and society.
Author: Ben Eklof
Publisher: Psychology Press
ISBN: 9780714657059
Category : Education
Languages : en
Pages : 378
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Book Description
A collection of essays which examine the reform of the educational system in post Soviet Russia in historical and comparative perspective.
Author: David M Jones
Publisher: Routledge
ISBN: 1315287951
Category : Political Science
Languages : en
Pages : 349
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Book Description
This survey of the changes in education and socialization in the former USSR examines the institutions that are shaping the first post-Soviet generation. Chapters provide reports on such questions as diversification and the development of independent schools, curriculum reform and democratization.
Author: S. Webber
Publisher: Springer
ISBN: 0333983521
Category : Social Science
Languages : en
Pages : 268
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Book Description
The Russian school system should have an important role to play in the process of democratisation and the revival and modernisation of the economy in that country. Is it in a position to respond to this task? In this book an analysis is conducted of the attempts to reform the Russian school system in the 1990s, setting the progress made and problems encountered by the schools against the broader context of political, economical and social flux in Russia as a whole.
Author: David Phillips
Publisher: Symposium Books Ltd
ISBN: 1873927045
Category : Education
Languages : en
Pages : 140
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Book Description
The nine chapters in this book explore educational and economic change in the countries of Eastern Europe and the former Soviet Union. Together they provide both an overview of the developments - in their historical context - and an analysis of aspects of the situation in a number of different countries: the former Soviet Union, Poland, Hungary, Czechoslovakia, Romania (including Transylvania) and the new Germany. The chapters not only demonstrate the immensity of the tasks facing educational development in these countries but also the extraordinary optimism and idealism of those charged with implementing change.
Author: David Johnson
Publisher: Symposium Books Ltd
ISBN: 187392741X
Category : Education
Languages : en
Pages : 178
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Book Description
The chapters in this volume give an account of the process of modernisation and educational reform in Russia, variously considering the cultural and political dilemmas provoked by democratisation, the structural and policy challenges associated with the reform of higher and vocational education, and the deep divisions exposed as socio-cultural activity is brought into alignment with the new discourse of freedom and choice. The volume stimulates an important debate about the methods that inform cross-national and cross-regional work on educational change. This is particularly salient in a study of educational reform in Russia, and begs the question, ‘whose way of thinking, of constructing meaning, and of experiencing the world’ is used to judge the weight and the direction of change? Each chapter shows that a thorough understanding of the nature of change and the direction of reform is only achieved through the ability to decentre - or take on board - the ‘other’ worldview. It argues, therefore, that it is worldview, rather than culture or nation-state, that is the most valid unit of analysis. This book pays tribute to K.D. Ushinsky (1824-70), ‘the Russian pioneer of comparative education’, each chapter in it broadly in agreement with his conclusions that: Public education does not solve the problems of life by itself; it does not lead history; rather, it follows the historical development. It is not the pedagogies or the teachers who create the future, but the people themselves and their great men. Education only follows this road and, in combination with other public (social) factors, helps the individual and the rising generation on its way.
Author: Michelle Schweisfurth
Publisher: Symposium Books Ltd
ISBN: 1873927347
Category : Education
Languages : en
Pages : 140
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Book Description
How have primary school teachers in Russia and South Africa experienced educational reforms and changes in these new democracies? How have their perceptions and experiences been expressed in their classroom practice? This book, based on research conducted in the early years of democracy in these countries, attempts to link the macro world of policy with the micro world of teachers and classrooms. The theme of teachers' responses to policy reform is explored through international literature on the policy-practice interface, and changes to education since the advent of democracy in the two national contexts are examined critically. Finally, using case study methodology, the study brings together individual teachers' perspectives, biographies and practice. The dilemmas they face in the process of change, and how they try to resolve these, reveals the complexity of the new educational agendas that have come with the transition to democracy.
Author: Alan J. De Young
Publisher: IAP
ISBN: 160752533X
Category : Education
Languages : en
Pages : 246
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Book Description
This is a book about four rural secondary schools of the Republic of Kyrgyzstan, a newly independent Central Asian state of the former USSR. Utilizing case study methods, we describe and discuss how teachers, administrators and students are attempting to survive the proclaimed “transition” to democracy and a market economy within their particular schools and communities. We view this work primarily as a cultural study of schools and school life, not a work about the national education system. There is in fact a growing volume of other writings on issues and problems in education in Central Asia, some of which we have ourselves contributed to (see DeYoung, 2004; Reeves, 2004). The focus in this study, however, involves school, individual, and group lives and dynamics in and around the four village schools we studied during 2004 and 2005. Two of the four schools are in Chui Oblast; one in Naryn Oblast, and one in Batken Oblast. One Chui school lies within an economically and demographically stable community by Kyrgyz standards; the other school faces more serious economic and migratory issues. Our Naryn school is located in an isolated livestock-breeding region of Kyrgyzstan high in the Tien Shan mountains near China. Finally, we describe community and school situations in an agricultural community in the south that is characterized by considerable poverty-driven labor migration. Our work involved schools in the small town of Shopokov, and the villages of Tash Dobo, At-Bashy and Ak-Tatyr. These are all actual places on the map of Kyrgyzstan – if your map is detailed enough. In several cases, nearby smaller schools are also discussed as they relate to our primary institutions.
