Non-formal and lifelong learning play a critical role in self-development and mastering the
knowledge and skills demanded by an ever-changing world. This review examines the ways in which
open and distance learning methods and technologies are being used to provide such non-formal
learning in the developing countries to reduce inequality, provide education for all and ensure
sustainable development. Having considered the main trends and possibilities in these contexts, it
speculates on the possible applications of these methods and technologies in support of the social
and economic development of Russian society.
Journal Volume Number : 12
Editorial: Ethical authorship
At the beginning of each scholarly article, beneath the title, is a list of the authors.
We get so used to writing our name, together with the names of our co-authors that we
seldom give it much thought. In this piece, I want to explain why it is very important to
get it right.
Being listed as the author – or one of the authors – of a published paper is important
for your credibility as a researcher; you are judged by the number and quality of your
publications. They help you to advance in your profession, to secure research funding,
and with invitations to contribute to conferences. But what does being listed as an author
mean?
E&SD Volume 12 Issue 2 contents
This is the English language contents page for E&SD Volume 12 (2) (Issue 51)
Nick Rushby:
Editorial: Ethical authorship 6
Colin Latchem, Daria Khanolainen:
Open and distance lifelong non-formal learning for self-development: current practices and possible applications in Russian contexts 12
Ruslan A. Baryshev:
Analysis of Students’ Demand for Informational Resources during Study and Research Activity 31
Agzam A. Valeev, Irina G. Kondratieva:
On the Issue of Intensification of Teaching a Foreign Language in a Non-linguistic Institution 42
Milausha V. Gabdulkhakova:
Semantic analysis of mental states of students from different ethnocultural groups in situations with a certain and uncertain outcome 52
Inna V. Krotova:
Psychological determinants of achievement of the first stage of academic careers in higher education 62
Marina Yu. Schennikova, Almaz M. Galimov:
Requirements of professional standards as a basis for professional development of students 73
Education & Self Development Retractions and notices 84
Our Authors 117
Notes for authors 129
Using the traditions of the physical development of the Kazakh people in the patriotic education of student teachers
Abstract
The past decade has seen increasing importance in traditional socio-cultural communications. This
has led us to rethink social and cultural reality, and to a qualitative transition in political and social
relations between peoples. In turn there has been a re-examination of the problems of patriotic
education of young people. But this patriotic education is unthinkable without the assimilation of
historical folk traditions. An appeal to the centuries-old traditions of the whole nation – in this
case, the Kazakh – creates a powerful spiritual and patriotic basis which is felt by every individual.
Using ethno-pedagogical and an action-oriented methodology, this research developed methods
and an organization for using the traditions of the human physical development in the Kazakh
folk pedagogy in the patriotic education of student teachers. The authors investigated the nature
and content of patriotism, and the methodological basis of how young people are brought up.
This article discusses the content of the physical development of the patriotic traditions of Kazakh
folk pedagogy and its potential in students’ patriotic education. It identifies and justifies the use of
physical development of traditions of Kazakh folk pedagogy in the patriotic education of student
teachers in the course of their academic and extracurricular activities. These findings allow both for
the patriotic education of the individual as part of a holistic educational process of the university.
Students’ feedback: messages and implications
Abstract
Active learning increases the role of organized and systematic feedback between all the stakeholders
of modern education. Although this factor has been given considerable attention in the literature,
the study of written feedback from students and the subsequent response of the teacher deserves
closer investigation. This research reveals – on the basis of feedback forms analysis – the level of
development of students’ competences of self-regulation, reflection and evaluation. Zimmerman’s
model of self-regulated learning was used as theoretical premises of the paper; qualitative analysis
was employed for data interpretation. The study helped to identify a range of problematic areas in
students’ self-regulatory processes in learning including,
• inconsistencies in the evaluation of performance aspects and the performance in total;
• organisational issues concerning the use of the feedback form;
• underdeveloped reflective skills (difficulty in analysing the educational experience critically and
understanding how to use it in the future performance).
The article discusses ways to address these problems on the part of the teacher. The findings show
the importance of learners’ feedback for the teacher as an indicator of their metacognitive skills
development. Close attention must be paid to students’ responses, their “decoding” and acting upon
them help establish dialogic relations between the participants of the educational process, thus,
increasing the quality of educational experience.
Duolingo e-learning platform as means to intensify foreign language teaching at technical universities
Abstract
The article examines the use of Duolingo foreign languages e-learning platform as a resource to
intensify teaching foreign languages at engineering universities. The reduction of guided training
hours, allocated for the teaching of foreign languages at technical universities, and the uneven level
of students’ language proficiency has created an urgent problem. To solve this problem, we proposed
a program that combined modular learning technology, didactic units consolidation, a point-rating
system, a thesaurus and competence approach. For the compilation of the modular program was
based on the Federal State Educational Standard of Higher Education of the Third Generation
(FSES) for the program “Civil Engineering” (FSES code: 08.03.01). The competencies, formed within
this modular program are also considered. The research indicated that the average level of foreign
language proficiency in the experimental sample significantly increased, while in the control sample,
the resulting change was within the range of statistical error.
Personality correlates of the regulation of mental States of students
Abstract
Representations of an individual’s mental states are dynamic, and possesses both structure and form.
Building a clear image (mental impressions) of the desired mental state allows you to develop an
effective strategy of self-regulation. The study identified possible mechanisms of control of mental
States through their representation in the mind (mental representation) and the relationship with
personal characteristics of the subjects. Various techniques were used including: the five-factor
personality test McCrae – Costa «Magnificent five», the technique of self-identity (Budassi), and
the «The mental state Relief» questionnaire (Prokhorov). The article explores the mechanisms of
regulation of mental conditions, and personal characteristics which determine the specificity of
mental representations of mental States using various indicators of the States (mental processes,
physiological reactions, feelings and behavior). It identifies the structure of relationships formed by
divergent and coherent relationships, and their organization and connectedness. Diverging signs
form the structure of mental representations of negative mental state. It shows that self-esteem is
a major cause of the formation of mental representations of actual and positive mental States. The
results can be used for developing techniques of regulation and self-regulation of mental States.
Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through the lens of TIMSS results
Abstract
The quantitative study focused on comparative analysis of middle school mathematics teachers’
content knowledge in two countries. The sample consisted of lower secondary mathematics teachers
from the US (grades 6-9, N=102) and Russia (grades 5-9, N=97). The instrument was designed
to assess teacher content knowledge based on the cognitive domains of knowing, applying, and
reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra,
Geometry, Data and Chance. The results suggest that there are significant differences in teacher
knowledge between the countries in content as well as in cognitive domains. The study results may
inform the field on priorities placed on lower secondary mathematics teachers’ knowledge in USA
and Russia.
The challenge of Dissernet
Abstract:
In March 2016 the E&SD editorial team started a project to secure inclusion in the
Scopus and WoS databases for Education & Self Development. This has developed into a
programme which also intends to turn the Journal into an international publication for
researchers worldwide wanting to access Russian educational research, and for Russian
scholars wanting an accessible window on educational research in other countries
(Rushby, 2016). Part of this project was to ensure that the Journal conformed to the highest
editorial ethical standards and this meant that we were at least partially prepared for the
impact of the Dissernet report which identified that a number of articles published in the
Journal showed evidence of plagiarism and raised questions of editorial malpractice.
Although these problems occurred before the start of the transformation process, it
became clear that urgent action was needed to repair the reputation of the Journal and
ensure that processes were in place to ensure that such malpractice could not take place
in the future. This editorial describes the action plan, developed by the Editorial Team to
address the problem.
E&SD Volume 12 Issue 1 contents
This is the English language contents page for E&SD Volume 12 (1) (Issue 50)
Nick Rushby.
Editorial: The challenge of Dissernet 6
Mourat Tchoshanov, Maria Cruz Quinones, Kadriya Shakirova, Elena Ibrgimova and Liliana Shakirova.
Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through
the lens of TIMSS results 23
Lira V. Artishcheva.
Personality correlates of the regulation of mental States of students 34
Ruslan N. Abitov.
Duolingo e-learning platform as means to intensify foreign language teaching at technical universities 45
M.L. Kuryan.
Students’ feedback: messages and implications 56
Zyamil G. Nigmatov, Gasangusein I. Ibragimov, Talent D. Bimahanov, Ildar T. Khairullin.
Using the traditions of the physical development of the Kazakh people in the patriotic education
of student teachers 64
Retractions and notices 74
Our Authors 88
Notes for authors 100