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.
The results of the first large-scale independent study of quality of preschool education in Russia are presented. The possibilities that educational environment of a preschool group provide for children are analysed. Data were obtained in 2016-2017 by expert observation with the instrument "Early Childhood Environment Rating Scale -revised edition" and extra expert questionnaire for "adult-child" ratio evaluation. In addition, a questionnaire for the teachers of preschool groups was used. With its help, factors that influence the quality of educational environment and its dynamics are identified. The results of two sample clusters (leaders of local ratings and randomly selected preschools) are compared for each year and between years. The quality of preschool education has improved from 2016 to 2017 (but still it is on the minimum level), regardless of the participation of preschools of the cluster in the study. However, in preschools, which took part in the second year, the quality has changed for the better more significantly than in "newcomers". Randomly selected preschools showed better quality dynamics than leaders of local ratings. A correlation analysis is made of the dynamics of each preschool participating in the second year and the factors affecting the quality of educational environment. Most factors, such as age of a teacher, his/her experience, professional training program, being familiar with the instrument of evaluation, doesn't have any significant influence. The awareness of teachers about the results of the assessment significantly influences, and the number of workshops where these results were discussed does not matter.
контактное лицо для переписки) Ле-ван Татьяна Николаевна -кандидат педагогических наук, доцент, ведущий научный сотрудник лаборатории развития ребенка Института системных проектов Московского городского педагогического университета. Адрес: 129226, Москва, 2-й Сельскохозяйственный проезд, 4.
The aim of the work was to model the mechanism of the influence of an exogenous resource variable on the predicted indicator of the national development goal, in which one model was selected from an infinite family of hypothetical resource allocation models within a year, reflecting the uncertainty inherent in soft computing. The study of problems based on small sample data in the age of big data is substantiated by the fact that there are a number of longitudinal tasks of longterm research in which, after 5–6 years of testing any methods, it is necessary to obtain data on their effectiveness and predictability in general. At the same time, the data slice occurs strictly at the end of the year as a control and summary measurement. In such cases, special econometric specifications of models are required that take into account the "physics" of relationships. This situation is similar to the situation in mechanics, when small data are compensated by the laws of motion and play the role of initial data in the Cauchy problem for differential equations – when the law itself is known and does not need to be estimated using big data.
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