Problems and trends in education in Central Asia since 1990: the case of general secondary education in Kyrgyzstan

DeYoung, Alan J.

doi:10.1080/02634930701210575

Cited by 26 publications

(12 citation statements)

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“…During the USSR era, teachers employed top-down, authoritarian teaching methods that did not encourage critical thinking, multiple sources of information or open discussion in classrooms (Burkhalter and Shegebayev, 2012;DeYoung, 2006). Education, to some extent, was seen as similar to propaganda, and teachers' main duties were to breed unique perceptions, manipulate cognitions, nurture understanding and mould behaviour towards a specific ideology and beliefs related to a centrally planned economy (DeYoung, 2006;Zogla, 2006). After the collapse of the USSR, although educational systems went through a period of transition, most teachers continued to adhere to the same philosophies with regard to teaching methods.…”

Section: Introductionmentioning

confidence: 99%

Personality, learning strategies, and academic performance

Moldasheva

Mahmood

2014

Education + Training

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Purpose -The purpose of this paper is to examine the relationships between personality traits, learning strategies and academic performance among undergraduate students in the post-Soviet transition country of Kazakhstan. Design/methodology/approach -The authors used a quantitative survey method to assess individual personality, learning strategies and academic motivations. Statistical software (SPSS) was used to conduct correlations, linear regressions and multiple regressions as a means of testing the hypotheses and making inferences. Findings -The results suggest that students with different personality characteristics have different motivations and priorities in their pursuit of university degrees. However, some of these differences seem to be related to their fields of academic study and biographical backgrounds. Practical implications -The research emphasises the importance of managing individuals by focusing on their individual differences in learning strategies, rather than by relying on the personality stereotypes that existing literature suggests are prevalent. Originality/value -The findings will help educators take appropriate measures in selecting learning strategies that suit the different personality types of students, and will encourage and assist them in improving their academic performance. As this type of research has never been carried out in post-Soviet CIS countries, dissemination of the study's findings will immensely benefit students and educators in the region.

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Section: Introductionmentioning

confidence: 99%

Personality, learning strategies, and academic performance

Moldasheva

Mahmood

2014

Education + Training

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“…Ideas about educational practice that have been developed over generations in «cultures with very different basic values» are not easily imported, nor are they simply and immediately taken up by professional educators who have developed and used their own distinctive repertoire of teaching strategies (Elliott & Tudge 2007: 107) [61]. The process is more akin to «acclimatization,» as proposed changes in educational policies and practices are shaped by changes in the broader national context and interpreted by teachers through current and previous norms and tried, evaluated and adjusted and in some cases abandoned (see for example DeYoung, 2005) [62].…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Work Practices in Kazakhstan: Some Comparative Insights from TIMSS 2011 to Guide Curriculum Implementation

Ruby

McLaughlin²

2017

JES

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This paper looks at the different norms of practice between mathematics teachers in two countries, Kazakhstan and England. These differences pose challenges and opportunities for the implementation of a new secondary curriculum in Kazakhstan; a curriculum that has been shaped by and is grounded in prevailing practice in English educational system. The paper draws on survey data from the 2011 TIMSS exercise and relates it to our observations of classrooms in Kazakhstan over the last 5 years. The analysis draws on various crossnational studies of teachers' work and studies of subject departments. The paper concludes with a discussion of the implications for successful curricula change and how it can be supported by an understanding of prevailing norms of practice. The paper also illustrates the continued value of crossnational comparison of educational practices especially for relatively new nations. It questions the popular notion that global waves of policy solutions have washed, unimpeded and unchanged, across national borders.

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“…Despite the high level of commitment, there was no particular success in the practical implementation of the approach in Kazakhstan for a number of reasons. First, teacher training in the country is greatly based on the old Soviet curriculum that emphasizes more traditional teacher-centered instruction and that is typically delivered by authoritarian teachers trained in the same tradition [Burkhalter, Shegebayev, 2012;Burkhalter, 2013;DeYoung, 2006;Long, Long, 1999]. Second, in-service teacher training in post-Soviet Central Asia is chronically underfunded, provides few regular or equal opportunities for teachers' development, and resembles a patchwork of workshops, seminars, and courses, which update subject knowledge rather than teach skills [DeYoung, 2006].…”

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confidence: 99%

The Effects of Apprenticeship of Observation on Teachers Attitudes towards Active Learning Instruction

Kuzhabekova

Zhaparova

2016

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Abstract. Active learning instruction is promoted by the most recent version of the National Program for the Development of Education in Kazakhstan as it is believed to provide more meaningful learning and deeper understanding compared to traditional instruction. In order to achieve greater utilization of the instructional approach at schools, teachers must be aware of active learning techniques and know how to use them. This paper studies whether 'apprenticeship of observation' during a graduate course using active learning techniques has an impact on novice and experienced teachers' attitudes towards active learning instruction. The study used data from a survey of students taking the course, which was focused on educational issues rather than methodological training. The results of the study confirmed the hypotheses that 'apprenticeship of observation' has an influence on teachers not only during pre-service training, but also at later stages of their careers, when they become involved in professional development or continuing education. This influence was especially obvious for teachers with no or little exposure to professional development. Based on these results the paper also suggests some practical implications. Limitations and biases that could affect results are also mentioned. Keywords: active learning instruction, apprenticeship of observation, professional development of teachers, in-service training of teachers.

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Problems and trends in education in Central Asia since 1990: the case of general secondary education in Kyrgyzstan

Cited by 26 publications

References 0 publications

Personality, learning strategies, and academic performance

Personality, learning strategies, and academic performance

Teachers’ Work Practices in Kazakhstan: Some Comparative Insights from TIMSS 2011 to Guide Curriculum Implementation

The Effects of Apprenticeship of Observation on Teachers Attitudes towards Active Learning Instruction

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