European Journal of Contemporary Education

726-739

Authors: Mahmood Azizi, Hedviga Tkáčová, Martina Pavlíková, Zita Jenisová

This study attempted to investigate the impact of extensive reading (ER) on the writing ability of Iranian EFL students. The study also took a further step to explore the effect of adding group work activity to the extensive reading program to find its possible positive effect on improving writing ability. The present study had two experimental groups with no control group. Participants were 35 students majoring in English Literature as ER plus GW (group work) group and 30 students majoring in English Language Teaching as ER group both taking the course of reading comprehension(II) in the University of Mazandaran. Participants were first given a reading comprehension test taken from TOEFL from which 24 students were chosen as the participants of this study according to their marks. The ER plus GW group read one graded reader each week at home, discussed the summary or related topic in the groups of five or six. The group members took notes on each other's talk including new vocabulary and language structure. At home, they wrote a summary of the book. ER group, on the other hand, read one book each week and wrote its summary at home without any discussion. Both groups were asked to write about a common topic one before and one at the end of the program as their pre/post test. Their summary examined in terms of four writing aspects including: run-on sentences, vocabulary errors (word choice and word form), and overall accuracy. The results of t-test revealed that adding group work to ER was almost effective in improving overall accuracy, run-on sentences, word choice but not in word form errors.

751-772

Authors: Rezeda M. Garanina

The article reveals the essence of the technology of pedagogical assistance, which has the main identification aspects, features and quality characteristics. The multidimensional technology of pedagogical assistance proposed by the author makes it possible to solve the urgent pedagogical problem of the formation and development of the subject of the educational process, capable of self-organization, self-creation and self-realization in the future profession. For the optimal implementation of the research concept, the corresponding criteria and indicators of the effectiveness of training and education were developed, the corresponding tools for monitoring, identifying and measuring the diagnosed qualities of the subject and the results of the student's activity in the process of objective control. As a result of the research, the main directions of pedagogical influence on the development of cognitive activity, cognitive independence and self-development of a student, the formation of his subjective characteristics, optimization of the formation of subjectivity have been identified and analyzed; summarized the results of the application of multidimensional technology of pedagogical assistance in the educational environment of a medical university. The issues of creating pedagogical conditions for the coordination of subject-subject interaction and cooperation, the development of communication skills, the productive development of the information space, an increase in the subject potential and the formation of the subject position of the future specialist are discussed. The proposed concept is especially relevant in the context of the technological renewal of education, increasing the density of information flows,since theoretical educational material is presented in the form of logical-semantic models of the principles of block display of information, the use of which contributes to the effective assimilation of educational material. The technology proposed by the author is completely diagnosable, the elements of pedagogical technology turned out to be reproducible and, in general, ensure the achievement of the planned research results.

786-806

Authors: Fatemeh Khonamri, Faegheh Ahmadi, Martina Pavlikova, Lucia Petrikovicova

Recent research in SLA indicates that collocations are an indispensable aspect of language learning. Its importance in learners’ writing ability is, therefore, undeniable. Thus, the present study attempted to explore the effect of explicit teaching of collocations on learners' awareness and use of them in their writing. It differed from previous studies in that the main focus was on learning the collocations of the most important nouns. To this end, the present study used a mixed method approach with a pretest-treatment-posttest quasi-experimental design and qualitative analysis of questionnaire to investigate the questions. To collect data, an experimental and a control group were selected on the basis of the results of a proficiency test (PET). The participants were conveniently chosen as samples from a grand total of 58 students. The learners were further randomly assigned to two groups: oneexperimental group and one control group. The participants in the experimental group (N=15) received weekly interventions based on explicit teaching of collocations but the control group (N=15) received no instruction regarding collocations and had their regular procedure. The results of independent and paired sample t-tests (sig< 0.05) indicated that there was a significant difference between the two groups' performances in the achievement collocation test. Thus it can be concluded that teaching English collocations to EFL learners and raising their awareness will enhance their proficiency in writing and improve their collocational competence. The qualitative analysis of the responses to questionnaire also supported a positive impact of the method on students' fluency in writing.

819-826

Authors: Аndrii E. Lebid, Natal'ya A. Shevchenko

The article gives an overview of the basic principles and approaches to the matter of cooperative learning based on the use of interactive forms and methods of education. It is argued that in the conditions of the changing labor market, there will be a demand for such skills, abilities and competencies that are most effectively formed and developed through interactive practices such as leadership, thinking skills, communication, decision making, project work, etc. Interactive education methods are a synthesis of two components, pedagogical and technological. It is justified to combine these two components to achieve the best learning outcomes. On the basis of the analysis of the data obtained as a result of the survey, as well as via its verification using the mathematical statistics methods, a hypothesis was proposed on the difference in the level of expectations, perception and evaluation of interactive forms and methods of education in gender-differentiated groups of engineering students. The results of data analysis showed a more skeptical attitude of the male student audience with regard to both the effectiveness and appropriateness of interactive methods of education. It was found that this part of respondents tends to be more instrumental and pragmatic in choosing the means and methods of learning.

839-853

Authors: Irina A. Mushkina, Ol'ga A. Mikhal'kova, Oksana P. Sadilova, Anna L. Khovyakova

This paper outlines the findings from an integrated diagnostic assessment of manifestations of giftedness in senior preschoolers and their interest in professions. The authors investigated the relationship between manifestations of a certain type of giftedness in children and their interest in a certain group of professions. The assessment of manifestations of giftedness was conducted based on a methodology developed by A.I. Savenkov. This methodology helps assess the presence of traits of the following 10 major types of giftedness: intellectual, creative, academic, pictorial, musical, literary, performing, technical, leadership, and sporting. The study of interest in professions was conducted based on E.A. Klimov’s Differential-Diagnostic Questionnaire, which had been adapted for preschoolers. The study helped draw the following conclusions: (1) based on pedagogue and parent reports, the type of giftedness that is detected most often in senior preschoolers is the pictorial type, followed by sporting giftedness, and then leadership giftedness; (2) parent assessments of manifestations of giftedness in their children tend to be significantly higher than teacher assessments when it comes to pictorial, musical, literary, leadership, and sporting giftedness; (3) the number of preschoolers with multiple manifestations of giftedness (a high level on three or more types) is significantly larger than the number of preschoolers with manifestations of one-to-two types of giftedness; (4) gifted children tend to have a clear-cut interest in a certain group of professions; (5) there is a significant correlation (at the 0.01 level based on the Pearson correlation coefficient) between leadership giftedness (teacher assessments) and interest in professions within the ‘Man – Man’ group, between academic giftedness (teacher assessments) and interest in the ‘Man – Technology’ group of professions, and between creative giftedness (parent assessments) and interest in the ‘Man – Technology’ group of professions. The results could be utilized in implementing efforts to provide pedagogical support for and early vocational guidance to gifted children in kindergartens and institutions of supplementary learning for preschoolers.

866-877

Authors: Carlos Alberto Rojas-Kramer, Elena Moreno-García, Francisco Venegas-Martínez

The study aimed to measure the level of anxiety towards mathematics in high school students and if they differs by gender and institution. For this, the scale designed by Muñoz-Cantero and Mato-Vázquez (2007) was applied to 536 Mexican students from three different institutions in the public sector. This instrument is divided into five factors: anxiety towards the evaluation, towards the temporality, towards the understanding of the problems, towards the numbers and the mathematical operations and towards real life situations. The data matrix was analyzed using the Cronbach's alpha coefficient to validate its consistency, from which a very acceptable value of .932 was obtained.The analysis confirmed that the data matrix is not an identity matrix and presents acceptable correlations between variables, confirming the extraction of five factors that explain 63.38 % of total assimilable variance. In addition, the ANOVA test was calculated with the F statistic and its significance to prove the hypothesis of equality of means. A significant difference of means by gender was found in four of the five factors. Only anxiety towards real-life mathematical situations had no significant difference in means. Otherwise, the academic institution variable show difference between groups only in anxiety towards real-life mathematical situation. The Levene statistic was calculated for both variables to prove the hypothesis of equality of population variances. The gender variable presented equality of population variances in the five factors. The institution variable had not equality in population variances in anxiety towards mathematical problems comprehension and anxiety towards real-life mathematical situation.

886-892

Authors: Miroslav Slizik, Lucia Paskova, Jana Stehlikova, Pavol Bartik

Introduction: The role of emotions in increasing the achievement of athletes is at the forefront of sports psychology whilst it is a key area not only in terms of perception and orientation in their own emotions, but also their management and control to succeed, which motivated us to analyze the relationship of EI as a complex of dispositions to behave emotionally in a competent way and the tendency to deliver high sports achievement. The research group consisted of achievement athletes studying physical and sports education. Material and Methods: The design is in the form of a cross-sectional study. The research group consisted of 183 respondents – university students. To record the level of EI, we used TEIQue-SF/TEIQue-ASF (Slovak translation by: Kaliska, Nabelkova and Salbot, 2015) and to determine the share of individual personality dimensions on a global level of achievement motivation, we used LMI (translation and editing by: Hoskovcová, 2003). From mathematical-statistical methods, we subjected the data to correlation and regression analysis. Results: We found the closest significant correlations in the case of well-being and confidence in success, flexibility, which is also significantly associated with self-control. Sociability is most strongly associated with dominance and emotionality with flexibility and internality. The global level of trait EI is most significantly associated with confidence in success and flexibility. Discussion: Our findings clearly show that adequate processing of one's own emotions contributes to a deepening of concentration on sport achievement as well as to a higher self-confidence reflected in the setting of more adequate and realistic goals.

902-914

Authors: Guldana A. Totikova, Aidarbek A. Yessaliyev, Nurlybai K. Madiyarov, Nurgul Medetbekova

The use of planar and volumetric geometric figures in the form of didactic games and exercises, the participants in the experiment showed a significant improvement in the results of the level of spatial representation compared with the control group. The methodology of the use of didactic games and exercises with geometric figures showed the statistical significance of differences in students in the control and experimental groups and significantly improved the quality of their knowledge and skills. The study proves that didactic games can be used at different stages of learning, starting with an explanation of new material, its consolidation, repetition, control. Didactic games on plane modeling allow you to fully solve the educational tasks of the lesson, activate mental activity, increase the cognitive interest of students. The technique helps to convey difficult material in an accessible form. We believe that in the process of research, the neurophysiological abilities of mental activity increased, holistically perceive objects, operate with a large number of signs, abstract certain properties of objects of the surrounding world, the ability to represent three-dimensional figures, perform actions with them (Madiyarov et al., 2017).

923-934

Authors: Elvira M. Valeeva, Ekaterina G. Milyaeva, Regina V. Penner, Elena G. Sosnovskih

The authors place the problem of a subject-oriented model in educational process of higher education. The transition to subject-oriented methods is due to the transformations of modernity. Objective changes in reality, informatization and technological changes, require from students fundamentally new knowledge and skills, which the classical educational model cannot provide. This research presents the quantitative results of an educational investigation that was conducted with the aim of finding and testing the optimal forms in teaching humanities in university. The investigation was attended with students who studied the course of philosophy in the Academic Year 2018−2019; we used different forms and methods of working with philosophical material: from classical to non-classical (philosophical practice). In the investigation, we used philosophical practice as an alternative method of teaching philosophy. The non-classical nature of philosophical practice is manifested in the fact that attention is switched from the studied material to the subject of study. In those student groups where methods and techniques from philosophical practice were used, we fixed the students' attention not on the abstract philosophical concepts, but on the specifics of the perception of these concepts by the students themselves. In this way, we narrowed the distance between the theoretical level of philosophical knowledge and the real existential experience of modern students. In the process of the investigation, we paid attention to the independent work of students in the educational process. The materials of the investigation can be used as recommendations for the organization of extracurricular work, focused on the formation of soft skills among students (including discussion and philosophical clubsfor the development of critical thinking, logic and other open intellectual creative platforms).

948-962

Authors: Vilma Zydziunaite, Simona Kontrimiene, Tetiana Ponomarenko, Lina Kaminskiene

In research on teacher leadership, teacher workload, teaching time allocation, and teacher self-esteem in teaching and at school are neither studied as challenges or influencing factors nor are they seen as related to leadership at all. In educational research the mentioned factors are mostly studied in relation to teaching effectiveness or quality. The present study is aimed at identifying the relationship between teacher workload, time allocation, self-esteem, and leadership at school. The study involved 418 subjects, primary school, pre-school, and vocational teachers. Results suggest no significant differences among teachers in terms of aggregate study variables by the type of school or teachers’ position at school, yet differences emerged among teachers with different workloads in two composite variables, school activity and school stress as teachers with less than half a day workload are statistically significantly less active at school and experience less stress than full-time teachers; also, there is a significant link between teacher workload and time allocated to a number of activities as well as stress, and the same two determinants of teacher self-esteem both in teaching and at school are the level of activity in school and stress. The other variables important in the formation of teacher self-esteem differ, although both types of self-esteem are interrelated as the level of one is predictive of the level of the other. These findings accentuate that workload, time allocation, and self-esteem are important challenges in teacher leadership. The relationship between teacher workload, time allocation, self-esteem, and leadership needs to be defined and managed at the institutional and individual levels to avoid potentially undesirable effects and counterproductive teaching and learning behaviors.

971-983

Authors: Sergey I. Degtyarev, Vladyslava M. Zavhorodnia, Lyubov G. Polyakova

The government policy of the Ukrainian State, conducted in the field of public education within 1918 year, is reviewed in this article. The first part of the research covers the peculiarity of the work of the Ukrainian Ministry of Public Education, its structure and personnel. The authors paid separate attention to the formation process of the higher education institutions system and the internal organization of their activities. The research is based on a corpus of published normative documents, memoirs of contemporaries of the events described here. The authors concluded that in general the government policy of the Ukrainian State in the area of the public education system development was very successful. The work of the Ministry of Public Education itself was established in very short time. The productivity of the ministry was facilitated by the delegation of legislative initiative given to it. This helped to make many decisions quickly, reacting in time to the emerging needs of the public education sector. The existing universities received state support, and a chain of new educational institutions were created. However, there were several reasons that did not allow to perform the reform of the higher education system in full. First of all, these are military-political and economic reasons.

993-1010

Authors: Artyom Y. Peretyatko, Teymur E. Zulfugarzade

Recent years have witnessed the publication of a variety of scholarly papers highlighting region-specific peculiarities of education in the Russian Empire. However, they tend to focus on statistical information regarding the number of schools, the number of students, etc. Therefore, theoretical and pedagogical views and unique features of the methodological work done by major provincial teachers remain poorly researched. The paper discusses the case study of the Novocherkassk Gymnasium that was the most prominent scientific and educational center in the Don region in the 19th century and that boasted a teaching personnel of renowned local figures. Remarkably, the material on the actual pedagogical process in the gymnasium was already collected before 1917, mainly in the initiative to celebrate the facility’s centenary, and as many appropriate documents lacked, much attention was paid to gathering information from former gymnasium students. As a result, the knowledge of real teaching practices used in the gymnasium is based both on official documents and on oral, often critical, accounts by contemporaries of its teachers, and the group of teachers include persons who played an important role in the Don history. The third part of the paper encompasses the period in the late 1850-1860s, when the Novocherkassk Gymnasium enjoyed a true “golden age”. At the time, the institution had two teachers of national, not regional scale, the future authors of the famous textbooks, A.A. Radonezhskii and A.G. Filonov. S.S. Robush, director of the gymnasium, commanded great respect in Novocherkassk society, wrote pedagogical articles in the capital and local press and worked to publish the Don’s first pedagogical journal. Each of the personalities shared a common pedagogical vision that epitomized a return to the ideas of A.G. Popov and A.G. Oridovsky about the overriding importance of the moral benefits of education, but brought forth the return through a new theoretical and practical lens. Teachers of the new generation ventured to use a conscious approach to the very process of teaching, giving consideration to how and what they taught children, for the first time in Don pedagogical practice. As a result, after it had abandoned attempts to adapt to the needs of the Don Host in the training of officers and officials, the gymnasium successfully brought up specialists in a wide range of subject matter areas and claimed a leading position in the Kharkov educational district for the first time in its history.

490-504

Authors: Bakytzhan Z. Aidarov, Yussubali N. Kamalov, Nazira P. Tangkish

Internationalization and integration of the educational environment raises the issue of university lecturer development of professional mobility in Kazakhstan’s higher education system. The aim of the study is to find an empirical approach to defining the factors for the development of lecturer professional mobility in the modern conditions of functioning of higher education in Kazakhstan. Using the cluster analysis and justification of the efficiency criterion, the researcher conducted a representative sample of 30 local universities. In order to obtain quantitative estimates of their professional mobility level, the researcher surveyed 1109 lecturers from a sample set of Kazakhstan universities. To determine the structure and factors of professional mobility and the role of the resource component in professional mobility, the researcher employed principles component analysis, which was carried out on the basis of the quantitative estimates obtained as a result of the survey. Finally, the influence of pedagogical mobility factors on the efficiency level of the university was studied using regression models made using the method of nonlinear evaluation. The results of the study are of a practical nature. To know the factors of professional mobility is fundamental for educational management as it determines the ratio of resource and process components that underlie the coordination of interests of both the employee and the university, as well as the strategy for the development of lecturers in universities. This, in turn, can significantly increase the efficiency of their activities, as well as ensure the success of integration into the world educational space.

520-528

Authors: Tatyana A. Antopolskaya, Olga Y. Baybakova, Alexander S. Silakov

The article reveals the problem of the development of personal agency of adolescents in a socially enriched environment of additional education. It deals with the theoretical aspects of the problem. Attention is drawn to significant characteristics of personal agency, such as multi-leveledness, reflexivity, motivation, initiative and realization through interaction with others. Special features of adolescence as a sensitive period for the development of personal agency are revealed. The article provides the review of the development of personal agency of adolescents at a socially individual, socially-communicative, socially-interactive and socio-moral levels. It describes methods of studying the development of personal agency of adolescents at a socially individual level, which fix the level of cognitive activity of adolescents and their ability for self-development, allowing to identify five stages of development of personal agency − "observer", "student", "apprentice", "master", "creator". The results of the ascertaining stage of the experimental study of personal agency of adolescents in different educational organizations (secondary school, additional education centre) are presented. They reveal that there are certain discrepancies in the control and experimental groups both in the formation of personal agency and in the level of adolescents' need for self-development as one of the leading indicators of personal agency. The issues of creating pedagogical conditions in the environment of additional education for the development of personal agency of adolescents are discussed. The article also substantiates the necessity of using special technologies to increase the personal agency of adolescents.

546-551

Authors: Milka Elena Escalera-Chávez, Arturo García-Santillán, Violeta S. Molchanova

When a person is ignored for other one in a social context for the focus given to the use of a mobile phone, it is called phubbing. This phenomenon is increasingly recurring in society and students are not exempt from it. For this reason, the aim of this research is to determine if there is a difference in phubbing behavior between male students and female students from the Mid-Zone Multidisciplinary Academic Unit. This study was carried out by surveying 243 Business Administration college students in the Multidisciplinary Academic Unit of the Middle Zone, whose ages range from 17 to 26 years. The test designed by Chotpitayasunondh and Douglas, (2016) was used. From this questionnaire, only those corresponding to demographic characteristics, Phubbing intensity and Phubber intensity, were taken. For the data analysis, a Bayesian analysis was used with Bayes' Theorem as a central point. The main result reported in this work reveals that the difference in Phubbing behavior between men and women is significant. This assertion is given from the data obtained from the Bayesian Factor, which measured the probability that the phenomenon occurred. Therefore, we can say that the result shows a moderate difference in Phubbing behavior between male students and female students. The value obtained from the Bayesian analysis confirms that there is a 4.959 probability of obtaining a higher average in men than in women.

572-583

Authors: Аndrii E. Lebid, Natal'ya A. Shevchenko

This paper outlines some of the key changes to cultivating relevant capabilities, skills, and competencies that are expected of university graduates today. Transformation processes in this area are calling for the creation of a relevant system of workforce education and training, with a focus on optimizing the conditions for combining work and training. This issue could be resolved via a set of activities on developing special models of mutually beneficial relationships between educational institutions, employers, and stakeholders. Such activities will be aimed at ensuring the practical preparation of education seekers for independent professional activity and their social adaptation in work teams, proper regulatory-legal and organizational support, the conduct of testing, the conduct of research, the fine-tuning of such models, and the development of recommendations on the use of such models on a wider scale. The dual model of learning, currently regarded by many as quite successful, combines effective innovative techniques and methodologies, including those founded on the project-based method. Through the example of the experience of several Ukrainian universities, specifically Sumy State University, with respect to the conduct of project-based activity, the authors describe the role of this type of activity in fostering the skills of design thinking with a focus on streamlining the experience of engaging in project-based and research activity. The authors’ calculations using the Pearson correlation coefficient and the F-test helped establish that how many projects will be undertaken does not directly depend on the number of project groups.

592-602

Authors: Alexander Yu. Prosekov, Irina S. Morozova, Elena V. Filatova

The research featured the measures required to plan scientific and research activities that develop research competency in university students. The authors explained the necessity to plan research activities in the way that would allow students to master educational and cognitive techniques and perform practical actions aimed at solving personal and socially significant tasks. The article outlines theoretical background of research work planning at institutions of higher education. The concept of research competency was defined as a combination of motivational, gnoseological, operational, and personal components, developed at such a level that allows one to successfully apply the acquired research skills and knowledge in practical tasks. The authors believe that the development of research competency is the final result of education. Competencey as a new mental formation develops while mastering certain activities during the learning process. The phenomenon includes knowledge, skills, personality traits, and personal qualities. The paper introduces a set of criteria indicators that can be used to assess the level of research competence in students. The article also focuses on interactive methods, social media, and changing the role range of participants. A set of experiments registered some positive changes in the parameters of the components that together make up research competency. The results revealed a higher level of motivation, which indicates that the students are growing more aware of the value of science and research. They also demonstrated a better-developed gnoseological component. This improvement can be explained by the fact that research work activated such cognitive processes as systematization, planning, comparison, and generalization. A higher development level of the operational and personal components was reflected in better quality research reports and scientific publications.

621-633

Authors: Daniela Šusteková, Lýdia Kontrová, Vladislav Biba

The level of students coming to the University of Žilina is very different. There are significant differences in the level of knowledge from secondary schools, in the way of study, in the approach to the responsibilities and, last but not least, in the pursuit of new knowledge. Many students have difficulties integrating fully into the study process and are having problems to master the study of the first year. Therefore, research was conducted to find out what is the big difference between students, which is affecting their achievements. The article describes the results of the research done at the Faculty of Operation and Economics of Transport and Communications of the University of Žilina. There were several research objectives. The first goal was to find out the impact of the type of secondary school on the results of the study at the university from the subjects of Informatics in both semesters. The second objective was to find out how the number of hours in the subject of informatics weekly attended at secondary school affects the grade from Informatics at the faculty. The third goal was to compare study results in both semesters. To obtain the results was used the One-Factor Variance Analysis Method, T-Test for Two-Sample Assuming Unequal Variances, t-Test Paired Two Sample for Means. The research showed that the type of secondary school influences the study results in both semesters. Another interesting fact was that students who had a lot of informatics in secondary school do not achieve better results than those who have much less of Informatics. The results of the 2nd semester show that some of the students have adapted to the situation, improved their learning outcomes and were able to move further to the next years.

645-656

Authors: Ľubomír Žáčok, Milan Bernát, Renáta Bernátová, Ján Pavlovkin

The authors of the scientific study examine the impact of the relationship of theoretical knowledge on practical skills in technical subjects at the lower secondary level of education in the Slovak Republic. After determining the research problem and hypotheses, they bring the processed results in the form of tables and figures. Quantitative results within the pedagogical experiment are supplemented by qualitative analysis. In a scientific study, we characterize a research sample and research methods. We focus on a detailed description of problem tasks that pupils have solved in pedagogical research. Pedagogical research was carried out in four regions in the Slovak Republic. At the end of the scientific study, the authors compare the results ascertained from previously published information in the field of science. We are based on modern approaches in pedagogy, which integrate the issue of assessing pupils psychomotor skills into the field of general education. The current objectives and tasks in subjects developing cognitive knowledge and psychomotor skills of pupils and specifically on the subject of technology, represent a body of knowledge and skill to be learned. In the information society, knowledge is growing in a geometric way, especially in the field of technical sciences. The knowledge that the pupil acquires at school will no longer be sufficient after solving the internship in solving the technical problems he will encounter. Scientific studies address this issue. We examine the influence of theory on the acquisition of practical skills. Both aspects are important in the development of the pupils' personality not only in the technical but also in the modern information society.

666-678

Authors: Sergey I. Degtyarev, Lyubov G. Polyakova, Diana I. Stepanova

In this work, the authors continue to explore the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Based on data from various related publications and archival materials, the authors have analyzed the dynamics of change in the number of honorary supervisors in schools within the Kharkov Educational District at the time. During the period under review, the number of this type of functionaries grew steadily, which attests to the high popularity of the post of honorary supervisor among the nobility. While it did not profit those who held it financially, the post could help raise their social status significantly. It is difficult to establish the educational level of honorary supervisors, as service records did not always reflect this. At the same time, serving as an honorary supervisor involved active engagement in official correspondence with local authorities, the university senior management, etc. This suggests that the overwhelming majority of honorary supervisors in the Russian Empire did have an education. The authors are convinced that further research into the institution of honorary supervisors and practices related to the institution of trusteeship within in the system of public education of the Russian Empire remains a relevant and promising line of research. It can offer valuable insights into the advisability of implementing some of the more effective elements of said practices in the present-day education system.

689-706

Authors: Artyom Yu. Peretyatko, Teymur E. Zulfugarzade

Recent years have witnessed the publication of a variety of scholarly papers highlighting region-specific peculiarities of education in the Russian Empire. However, they tend to focus on statistical information regarding the number of schools, the number of students, etc. Therefore, theoretical and pedagogical views and unique features of the methodological work done by major provincial teachers remain poorly researched. The paper discusses the case study of the Novocherkassk Gymnasium that was the most prominent scientific and educational center in the Don region in the 19th century and that boasted a teaching personnel of renowned local figures. Remarkably, the material on the actual pedagogical process in the gymnasium was already collected before 1917, mainly in the initiative to celebrate the facility’s centenary, and as many appropriate documents lacked, much attention was paid to gathering information from former gymnasium students. As a result, the knowledge of real teaching practices used in the gymnasium is based both on official documents and on informal, often critical, accounts by contemporaries of its teachers, and the group of teachers include persons who played an important role in the Don history. The second part of the paper is dedicated to the evolution of theoretical pedagogical thought and educational methods in the Novocherkassk Gymnasium from 1810 to 1850. The paper demonstrates that the educational process became relatively streamlined only since this period – this happened at the end of 1830 when I.Ya. Zolotarev, the first Don Cossack, who taught at a higher educational institution (Kharkov University), was appointed its director. It was he who introduced for teachers regular reporting on class attendance, topics covered, firmly required teachers to prepare curricula and drove other changes. Parallel to the process, there were shifting theoretical views of Novocherkassk teachers as advocates of practice-oriented and applied education, helpful in building a career, strengthened their position. The Novocherkassk gymnasium was envisioned as a “military” educational institution that served the interests of the Don Host by training officers and administrators. However, the plans were hindered by excessive formalism in teaching, lack of focus on actual cognitive abilities of children and too a scholastic educational process that had no touch with reality. By 1850, a certain development crisis had began looming over the Novocherkassk Gymnasium: the number of people willing to be students at practice-oriented courses gradually went down while the needs of the Don Host were not addressed.

271-289

Authors: Emnijeta Ahmetović, Senad Bećirović, Vildana Dubravac

The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males’ and females’ motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign language classroom anxiety, while it had a significant effect on speaking motivation. Furthermore, the findings indicated that overall intrinsic motivation and intrinsic motivation to experience stimulation were significant predictors of the students’ EFL achievement, whereas communication apprehension as a foreign language classroom anxiety factor was in a negative association with the students’ EFL achievement. The study provides instructors with guidelines on how to make their classrooms an environment conducive to the development of higher levels of speaking motivation and lower levels of anxiety with the aim of improving their students’ performance.

301-312

Authors: Mikhail N. Dudin, Yulia A. Romanova, Alesya N. Anishchenko

The paper focuses on revealing bilingual education features serving the purposes of harmonizing the multi-faith business schools and universities environment, using Russian and international experience. The empirical study was carried out using questionnaire method, polling, and method of involved observation. Russian business schools in 2017, 2018 and 2019, with a total number of 404 students, including 202 students in academic programs implementing bilingual education model in Russian and English, as well as the same number of students in classical monolingual programs in Russian (control banding), formed the empirical base of the study. It was revealed that bilingual education is a complex socio-pedagogical phenomenon and a promising educational model, which focuses not only on shaping and building a wide range of students’ capabilities but also on the unique socio-cultural educational environment functioning aimed at the solution of such problems as: harmonization of students’ interests to overcome intercultural differences; expanded socialization and facilitation of productive activities in terms of intercultural, interfaith education. It was also determined and confirmed empirically that the overall orientation of the bilingual educational model, which forms a productive cross-cultural communication environment, influences the potentially successful overcoming of interfaith differences and harmonization of interests of representatives of different confessions, as well as religious and atheistic practices. Thus, the use of a single neutral language code, free from religious-oriented vocabulary, reduces the tension in communication perception of educational activity subjects, reducing the risk of contradictions and conflicts of inter-confessional character, thus, harmonizing the interests of participants multi-religious educational environment. The results obtained confirm the hypothesis that the use of bilingual education in Russian and English in modern Russian conditions can be considered as a potentially highly effective platform for harmonizing the interests of a multi- faith environment in business schools and universities.

337-349

Authors: Lina Kaminskienė, Vilma Žydžiūnaitė, Vaida Jurgilė, Tetiana Ponomarenko

This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept co-creation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner’s agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners’ empowerment were identified as the consequences of co-creation of learning.

365-377

Authors: Roman S. Nagovitsyn, Aleksander Yu. Osipov, Mikhail D. Kudryavtsev, Konstantin K. Markov

This article reviews the various features of the cognitive dissonance state of the foreign students arising at the beginning of their studies at the Russian University. The aim of the study is to identify the features and level characteristics of the cognitive dissonance of the foreign students and reduce this state on the basis of the author's individual trajectory for the implementation of the extracurricular activities at the Pedagogical University. Study participants: the second-year international students studying in the bachelor’s degree program (n=149) at the Russian University. The results of the study were processed using (X2) by the Statistical Program SPSS Statistics 20. The experimental intervention included the activation of foreign students in the process of extracurricular activities of the university based on the author’s individual trajectory. These students actively participated in social and educational activities that were implemented at the institute. Extracurricular activities at the Pedagogical University were represented by a complex of main areas: the center of student initiatives, the student scientific society, the department of student self-government, the center of leisure and creativity of students, the student sports and fitness club, the department of student teaching teams. Three main indicators of the cognitive dissonance were identified in the study: the level of the socio-psychological maladaptation of the students, neuro-psychiatric instability of the students and the level of their psycho-emotional discomfort. As a result, foreign students who were actively involved in the implementation of extracurricular activities along the author's individual trajectory had a significantly reduced (p<0.01 and p<0.05) state of cognitive dissonance for each indicator from a high to a low level.

394-416

Authors: Francisco J. Pozuelos Estrada, Francisco Javier García-Prieto, Sara Conde-Vélez

The aim of this study is to identify different learning styles in university students in the frame of university teaching carried out through innovative proposals for work and research projects, with inverted classroom dynamics (active and cooperative) and adopting a formative assessment that focuses on both the process and the students’ outcomes. This proposal is complemented by the objective of determining the influence of different learning styles on the preference for the type of performance in university teaching. A hypothetico-deductive methodological design for exploratory and correlational purposes was followed. The sample consisted of total of 640 participants in university degree courses. The data were gathered using a questionnaire that grouped 46 items into five double-response dimensions, determined by the preference or position held by the students regarding the learning strategies, methods and techniques applied; material or resources used to carry out the teaching, as well as the integration of information and communication technologies (ICT); type of supports that were received in the process; instruments to carry out the assessment; and lastly, individual or team academic performance. The outcomes show an x-ray of four models according to the student's learning styles: individual, cooperative, dependent and autonomous. These are identified with four clusters in the sample of students selected for the study, which are associated with practical, conventional, critical and efficient student models. The conclusions explain that there are no pure models, as there are nuances that connect them in real classroom practice, but the level of student preference helps to measure the impact and confirms the improvement in teaching through university work projects.

434-442

Authors: Eduard Sokalskiy, Tamara Chernikova

The present study takes an unconventional look at the challenges of bilingualism. High school students' level of the native Kalmyk language is viewed in connection to creative musical abilities (instrumental, vocal, choreographic) in the field of Kalmyk folk musical art. The vector of research is determined by the revitalization of the native language mostly lost due to J. Stalin's repressions. The research was carried out in three stages. First, the ethnopsychological questionnaire (the features of the «Self-concept» of a high school student's personality) developed by the authors were used together with other psychodiagnostic tools. Then, the subjects' performance was divided into four groups: from comprehensive versatility to latency and absence of creative abilities. At the third stage, an attempt was made to determine the connection between the level of the native Kalmyk language and the level of creative abilities in folk musical art. The statistical calculations were made using the Matt-Whitney non-parametric test. The obtained applied results give reason to view the Kalmyk language as an effective resource for educational, intellectual and ethnocultural development of the younger generation of the Republic of Kalmykia. As a result, the authors have identified a large potential for the development of creative musical abilities in adolescents (one in three showed a low level of the native Kalmyk language). This makes it possible to ultimately utilize the innovative resources of school-based language training using the national musical culture to unlock the creative potential of high school students. The study has identified a stable trend: there is a connection between the level of the native Kalmyk language and the level of a person's creative musical abilities in the field of folk musical art in the context of their ethnocultural identification. Other possible lines of research within the aforementioned area have been named considering the significant dominance of the right hemisphere of the brain, the polylinguistic focus of education, etc. The research strategy and the obtained results can also be used in other regions of the Russian Federation considering the multicultural composition of the population.

450-458

Authors: Sergey I. Degtyarev, Lyubov G. Polyakova

This paper offers an insight into some of the key practices associated with the operation of the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Only a member of the noble estate could be an honorary supervisor. These functionaries were an important part of the empire’s public education system. They oversaw the work of uyezd (district) schools and provided them with financial assistance. Honorary supervisors were not salaried but could be awarded a high title and receive a major state award for their efforts, which could significantly raise their social status. Honorary supervisors had a wide purview over the operation of the schools they oversaw. They took part in resolving facilities issues and attended examinations and monthly teacher meetings. These functionaries could also petition senior management for the remuneration or punishment of particular school functionaries. Conversely, honorary supervisors with a negligent attitude toward their duties could legitimately face dismissal by the university administration.

473-480

Authors: Olga V. Natolochnaya, Lyudmila G. Zimovets, Ruslan M. Allalyev, Vladimir A. Svechnikov

This work examines the system of public education in Stavropol Governorate in the period 1804–1917. The present part of the work covers the development of the region’s public education system in the period 1804–1871. In putting this work together, the authors drew upon both various regulatory documents issued in the Russian Empire in the area of public education, including some of those listed in the Complete Collection of Laws of the Russian Empire, and a set of statistical digests. In terms of methodology, the authors made extensive use of the statistical method. The use of this method helped identify some of the key distinctive characteristics of the making and development of the system of public education in Stavropol Governorate in the period 1804–1871. To achieve their research objectives, the authors also employed a set of general methods of research, including analysis and synthesis, concretization, and summarization. In addition, use was made of the historical-situational method to explore particular historical facts in the context of the era under study in conjunction with various “neighboring” events and facts. The authors’ conclusion is that the period 1804–1871 was a time of the making of the system of public education in Stavropol Governorate. It was a complicated process, as there was a war waged in the Caucasus up to 1864 (the Caucasian War of 1817–1864). Nevertheless, by 1871 the governorate became home to an extensive network of educational institutions, which included secondary (two gymnasia), lower (five uyezd schools and one St. Aleksandra female school), and primary educational institutions (52 primary schools). In addition, a key role in the development of the governorate’s system of primary education was played by the Department of Religious Affairs, which ran 56 primary educational institutions in the region.

19-28

Authors: Nina Zh. Dagbaeva, Sayana N. Darmaeva, Janina S. Samoshkina, Sayana G. Tzybenova

The final results of the research which was held in the Republic of Buryatia, Mongolia and China are represented in the article. Russia is represented by the Republic of Buryatia, one of the multicultural regions of our country, where representatives of more than a hundred native people coexist peacefully with people of other nationalities, mostly from neighboring countries. Globalization also affected this region, which is clearly reflected in the heterogeneity of the student youth of the Republic. The largest groups of foreign students studying at universities in Buryatia are representatives of neighboring regions of China and Mongolia. For such a multicultural and educational region as the Republic of Buryatia, it is very important to form tolerance and develop the skills of competent intercultural dialogue among young people, along with the preservation of the cultural and ethnic component. This article is an analysis of the results of the research for identifying the level of intercultural competence formation of Russian, Chinese and Mongolian students. Arriving in the Republic for the learning with Russian educational programs, foreign students often face difficulties of intercultural interaction, not to mention the language barrier. In this regard, it is important to clarify at the initial stage the difficulties arising in terms of intercultural dialogue among the main participants of the educational process in the universities of our city. The article reveals three of the six main parameters on the basis of which this study was conducted, which, in our opinion, represent most clearly the entire procedure of the study and the results obtained.

43-53

Authors: Ali Kocak

The main idea behind single-sex schooling is to reduce the interaction with the opposite sex for better academic, social and emotional development in a belief that this safe environment will eliminate destruction arrived created from opposite-sex classmates. In fact, single-sex schooling results in a decrease in the likelihood of attending the party and having romantic relationships at adolescence (Cardona, Kaufmann, 2017). But, does this perpetuate better outcomes in the short and long run for participants of this schooling type is an abiding interest in many studies? Debates over the pros and cons of single-sex schooling are widespread and some papers are taking an ideological stand, and holding upon polarizing views (Gordillo, 2017). Gordillo (2017) analyzed some meta-analysis studies and found that these papers did not include valuable research papers with opposing findings which give doubtful conclusions. Most of the existing studies evaluated the academic attainment of single-sex school students and comparative analyses are done to cross-analyze with coeducational students’ achievement. This paper, on another hand, focuses on how single-sex school graduates find it challenging their relationship with the opposite sex in mixed-sex spaces in the post-school period. This study particularly focused upon challenges in relationships with individuals of the opposite sex at university, work-space and with the spouse. The study is taken place at Kazakhstan’s educational foundations which run both single-sex and coeducational schools. Findings reveal graduates of single-sex schools have not faced significant challenges in relationships with the opposite sex at university, work-space, and spouse compared to coeducational school graduates.

67-75

Authors: Romualdas K. Malinauskas, Tomas Saulius

The article aims to answer the question, what is the dynamics of the future physical education (PE) teachers' sociability in the first decades of the 21st century? The study documented the peculiarities of sociability in future PE teachers in 2001. It was conducted in 2018 and aimed to answer the question of whether the changing social environment and educational reform in the last decades have recently been linked to changes in the sociability of future PE teachers. An analysis of sociability was made using the adapted Rogov questionnaire and the Bales System of process categories in the interaction process analysis. The research model was selected by interviewing a sample of 3rd and 4th year students (n = 139) in 2001 and in 2018 (n = 134). The survey data showed that in 2018 status striving of future PE teachers is statistically significantly stronger than in 2001. The research findings revealed that in 2001 during the teaching practice students (future PE teachers) were more committed to solidarity, encouraged others more frequently, were calmer, felt more satisfied, and communicated more easily than in 2018. In 2018 during the teaching practice students survived bigger tension and more frequently showed antagonism than in 2001.

89-101

Authors: Roman S. Nagovitsyn, Aleksander Yu. Osipov, Mikhail D. Kudryavtsev, Valentina S. Bliznevskaya

Today, the formation of the personnel potential of the pedagogical educational system is characterized in terms of “double negative selection” when not the best school graduates go to the pedagogical institute and not the best graduates of the institute go to the educational system. The presented contradiction has determined the goal of the study: to develop a model of the individual trajectory of student training to improve the quality of the graduate of the pedagogical profile based on the development of its substantial and level characteristics and a correlation analysis between the quality of the entrant and the graduate of the pedagogical institute. The experiment was conducted among (n = 328) full-time students who completed their studies at the Pedagogical Institute in 2017−2019. Based on the development of monitoring the quality of formation of a student – a future teacher, it has been proved that a high score of the Unified State Examination by an applicant is not always an indicator of the high quality of a graduate for the educational system in the future. On the basis of the author’s model, the study has substantiated the position that the concept of selection of pedagogical institutes and the quality of professional training of a future teacher should reflect the tendency to move from standardization to individualization of the process at all levels of “enrollee-student-beginner teacher”. In practical terms, the introduction of the author’s model will individualize vocational training and reduce the lack of “quality” teaching staff in the system of general and additional education.

114-125

Authors: Alexander Yu. Prosekov, Irina S. Morozova, Elena V. Filatova

The article considers the problem of graduate quality assessment from the perspective of various participants of the educational sphere. The research features the current state of education. It focuses on the national specifics that affect a particular model of education during its implementation. Modern education is characterized by interaction of several local educational environments and the adoption of innovative features of one national education system by other countries. The authors compared various national education systems and pointed out the following common traits: transformability, modelability, openness, and adaptability. As for the education of the early XXI century, it appeared to include the following characteristics. First, educational institutions satisfy people’s needs for educational services. Second, the informative capacity of classes is increasing. Third, educational institutions are involved in the ranking process. The study features the opinions of employers, students, and professors regarding the quality of training of social specialists in the spheres of education, healthcare, and social protection. The paper describes advantages and disadvantages of various national education models. The authors stress the need for the development and implementation of a Russian national education model and formulate its key guidelines. They assessed the efficiency of the current education model via opinions of employers, students, and professors on the formation of professional competencies in students of Bachelor and Master Programmes. The opinions of the three groups of respondents underwent a comparative analysis. According to the employers, the level of professional training was higher in Masters than in Bachelors. The professors demonstrated a more critical attitude to the level of Bachelors and evaluated it as average. The students appeared more positive in their assessment of Bachelors, but they also evaluated Masters as more skilled than Bachelors. The obtained data can be used to develop technologies that could facilitate the educational process and improve the graduate quality in higher education institutions.

145-159

Authors: Aleksandr V. Shashkov, Marina A. Maznichenko, Lyudmila V. Kravchenko, Milena N. Ivanova

This paper provides the findings from an integrated diagnostic assessment of first-to-fourth-year pedagogics students’ social-perceptive attitudes toward the chosen profession and their personal characteristics linked with those attitudes. The authors have explored students’ understanding of the reasons behind the choice of the profession and some of the key factors for the profession’s attractiveness and unattractiveness and traced the dynamics of the intensity of their professional orientation. The work has investigated the correlation between pedagogics students’ social-perceptive attitudes toward the pedagogical profession and their personal characteristics such as self-efficacy assessments, self-attitude, self-organization, perfectionism, tolerance of uncertainty, and perception of the time perspective. The authors have found that among the key reasons behind students’ choice of the pedagogical profession are their childhood dream to become a pedagogue, the profession’s alignment with their character, and their pursuit of self-actualization goals through it. Their realization of the reasons changes from their childhood dream (first year) to alignment with their character (second year), to pursuit of self-actualization goals (third year), and to opportunity to spend their time usefully and understand better what they want to be (fourth year). That is, many high school graduates are not fully prepared for making a conscious, responsible choice of the pedagogical profession and tend to start conceptualizing the made choice only in their graduation year. Among the key factors for the pedagogical profession’s attractiveness are opportunity to self-improve, opportunity to work with people, and alignment with one’s potential and character. The unattractiveness factors include low pay, emotional and physical strains, and the job’s low social status. The degree of future pedagogues’ professional orientation gradually increases from first to third years and decreases by fourth year. There is a positive correlation between a high level of orientation toward the pedagogical profession and the following personal characteristics of students: a sense of their own self-efficacy; belief in the world's benevolence; realization of responsibility for their own actions in life and their personally significant choices; other-oriented perfectionism; tolerance of uncertainty; positive perception of the past and hedonistic and fatalistic perception of the present; global self-attitude (self-respect, self-affection, and self-interest); high degree of self-organization (goal-orientedness, perseverance, and orientation toward the present). The study’s findings indicate that school students ought to be purposefully prepared for the choice of the pedagogical profession. During the period of college preparation of pedagogues, special attention ought to be devoted to organizing on-the-job and pre-graduation practical training in the graduation year. Classes and practical sessions ought to incorporate training sessions on boosting self-efficacy and self-organization, fostering a positive self-concept and a positive perception of the world, and cultivating the ability to anticipate and relieve emotional tension.

177-188

Authors: Alexandra A. Vorozhbitova, Anna V. Yuryeva, Alexander V. Timofeyev, Olga V. Ignatyeva

The paper characterizes the category of developed Linguistic rhetorical (LR) ideal developed by the authors. The phenomenon is a binding core, the epicenter of the social cultural and educational space (PЕSCЕS) and is a powerful factor for the formation of a professional linguistic personality of a specialist working in any field or having different educational specialization. In the first place it is relevant for a future teacher for whom language skills are especially important. In the course of communication with students of all ages educates new generations instilling the norms and requirements of the LR ideal that is timely for this stage of cultural and historical development of the state and its PЕSCЕS. In the process of the pedagogical research the experimental work was conducted with the first year students of Sochi State University specializing in history and foreign languages within the framework of the optional course “Basics of speech self-improvement”. The testing results of the theoretical model witness the efficiency of the process developed within the framework of Sochi school continuous Linguistic & rhetorical education. This approach is based on the result-oriented complementary organisation of counter-processes of designing an innovative pedagogical process and self-design of a learner as a strong linguistic personality of a dialogic, democratic and polycultural type (general culture foundation of university training within the framework of Federal State Educational Standards) and professional linguistic personality (specialized foundation of a training program.

202-211

Authors: Aleksandr А. Cherkasov, Sergei N. Bratanovskii, Larisa A. Koroleva

This paper examines the public education system in Voronezh Governorate in the period 1703–1917. This part of the collection represents an attempt to reproduce a picture of how the region’s public education system developed between 1703 and 1861. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Voronezh Governorate, reports by the Minister of Public Education, and Memorandum Books for certain educational institutions (e.g., the Voronezh Male Gymnasium). The authors’ conclusion is that, overall, the public education system in Voronezh Governorate developed in complicated conditions. During the 18th century, this process was influenced by both external (e.g., wars) and internal (e.g., lack of funding and teachers’ daily-life difficulties) factors. The lack of consistency in the operation of the governorate’s school system was resolved only after there appeared in the region educational institutions funded by the government. By the beginning of the 1860s, Voronezh Governorate witnessed the creation of an entire network of educational institutions that were subordinate to governmental agencies (the Ministry of Public Education, the Department of Religious Affairs, and the Department of State Property). During that period, the region witnessed the establishment of a gymnasium, a teachers’ seminary, and an ecclesiastical seminary, i.e. educational institutions that were potential providers of a skilled local workforce essential to the development of the public education system.

221-234

Authors: Timur A. Magsumov, Aleksey A. Korolev, Marina A. Ponomareva, Teymur E. Zulfugarzade

This paper examines the system of public education in Kars Oblast in the period 1878–1917. The present part of the work covers the period 1878–1908, which spans the timeframe from the incorporation of the region into the Russian Empire through to the commencement of preparatory activities related to the introduction of compulsory primary education in it. A key source used in this work is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region’s schools run by the Ministry of Public Education. The authors made an extensive use of the statistical method. The authors’ conclusion is that the system of public education in Kars Oblast was characterized by a number of distinctive features. Creating the system of public education from scratch subsequent to the incorporation of the formerly Turkish-controlled areas into the Russian Empire required convincing the locals of the need to have their children attend Russian secular schools. By 1908, the region became home to a network of primary schools, four lower schools, and two secondary educational institutions. Instruction was provided to both sexes, which means education had become more accessible to the local population. While the region’s student body had long been dominated by representatives of Christian denominations, the period 1907–1908 witnessed a sharp increase in the number of students of the Moslem faith too.

248-254

Authors: Olga V. Natolochnaya, Vladimir A. Svechnikov, Lyudmila A. Posokhova, Ruslan M. Allalyev

This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th and early 20th centuries. This part of the work analyzes the system’s development in the period 1908–1917. The authors drew upon a body of archival documentation from the Russian State Historical Archive (Saint Petersburg, Russia), a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from 1880 to 1915, and an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors made use of certain regulatory documents as well. The authors’ conclusion is that by the end of 1914 students in Vilna Governorate accounted for a mere 50 % of the total number of school-age children in the region. The governorate was still far from the introduction of compulsory primary education, as it had a motley ethnic makeup and large numbers of Catholics, Jews, and Dissenters. Of note is the fact that in the last pre-war year the region witnessed a sharp increase in the number of Catholics in attendance at its educational institutions. As early as 1915, in light of the “Great Retreat” of the Russian army, a portion of the educational institutions were evacuated to the empire’s central regions, with the percentage of students, thus, starting to decline.