2024-03-29T14:09:51Zhttp://nur.nu.edu.kz/oai/requestoai:nur.nu.edu.kz:123456789/2122018-01-29T21:01:30Zcom_123456789_100com_123456789_67col_123456789_211
"АЛЖИР" - дің әйгілі есімдері"
АЛЖИР
Қасірет қақпасы
ГУЛАГ
Алаш
2015-06-19T09:46:05Z
2015-06-19T09:46:05Z
2015
Presentation
http://nur.nu.edu.kz/handle/123456789/212
other
oai:nur.nu.edu.kz:123456789/2132018-08-15T03:49:32Zcom_123456789_100com_123456789_67col_123456789_211
Return of Kyz-Jibek to glorify friendship and love
Shamatov, Duishon
Kyz-Jibek
Poem of Kyz-Jibek
KARLAG
Küzöbay Kuranov
Ashimkhan Zhampeisov
Қыз Жібек
Poem of Kyz-Jibek a manuscript of 101 pages hand-written by a Kazakh political prisoner of KARLAG in Karaganda during the Stalin's period.
2015-06-19T09:52:07Z
2015-06-19T09:52:07Z
2015
Presentation
http://nur.nu.edu.kz/handle/123456789/213
other
oai:nur.nu.edu.kz:123456789/2402021-02-05T10:25:48Zcom_123456789_100com_123456789_67col_123456789_925
Opportunities for faculty to influence academic matters at Kazakh National University and Eurasian National University
Sarinzhipov (Саринжипов), Aslan (Аслан)
education
Higher Education Administration
Kazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between market demand and curricula of universities. Qualitative research based on two case studies collected evidence on the opportunities for faculty to influence academic affairs of the two most prominent research universities in Kazakhstan. The study gave a detailed picture of state controls, hierarchical structures and limited role of faculty at the higher education institutions under investigation. The national universities of Kazakhstan were also compared with the University of West Florida, a public research university of similar size which is based on academic freedom, shared governance and faculty authority over academic matters. Conceptual framework for the analysis is based on the theory that university governance differs from other organizations in its involvement of faculty in decision making on academic affairs. The power is shared with faculty because of their recognized knowledge and authority in teaching and research in their particular professional fields. ^ The study identified that the national universities in Kazakhstan are established regulated and run like government organizations with a hierarchical structure. The existing centralized and stricter controlled environment results in frustrated and demotivated faculty who are not able to produce good quality teaching and research. Universities are required to produce similar academic programs and courses and offer a limited number of majors approved by the inter-ministerial committee. Structures of degree programs are set according to State Standards and contain certain share of mandatory courses which are provided by the Ministry. The universities are managed by the rectors who have wide powers especially in hiring and promotion of faculty as well as on other academic matters. ^ The research identified a number of shortcomings and mismatches with international theory and international best practice. If national universities are to develop they have to be allowed to compete and have freedom to innovate. The national universities need the governing boards to be introduced. Increasing faculty participation will be central to promoting key values of higher education such as academic freedom, autonomy and transparency. Empowering faculty will contribute to their greater responsibility and engagement in developing higher education institutions and their core functions of teaching, research and community service.
2015-07-02T05:13:57Z
2015-07-02T05:13:57Z
2013
Thesis of the employee
http://nur.nu.edu.kz/handle/123456789/240
en
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/3352018-08-15T03:50:24Zcom_123456789_100com_123456789_67col_123456789_334
DEVELOPMENT OF STRATEGIC DIRECTIONS FOR EDUCATION REFORMS IN KAZAKHSTAN FOR 2015 – 2020
Sagintayeva, A.
Bridges, David
McLaughlin, Colleen
Mehisto, Peeter
Drummond, Mary Jane
Ayubayeva, Nazipa
Kishkentayeva, Marina
Kulakhmetova, Anel
Sadvakassova, Meruyert
Gasskov, Vladimir
Ganimurat, Nurzhan
Canning, Mary
Finney, Joni
Jones, Dennis
McGuinness, Aims
Harvey, Darcie
Bilyalov, Darkhan
Sagyndykova, Zhanna
education reform in Kazakhstan
educational system
Higher education
education
diagnostic report
The final report on the first phase (2013) of the “Development of the strategic directions for education reform in Kazakh- stan for 2015-2020” project was implemented by the Graduate School of Education at Nazarbayev University on behalf of the Ministry of Education and Science of the Republic of Kazakhstan. The purpose of this research is to conduct a diagnosis of the education system of the Republic of Kazakhstan in order to identify the strengths and weaknesses of the educational system and the subsequent identification of areas for further modernization at each level.
2015-09-14T05:25:23Z
2015-09-14T05:25:23Z
2014
Other
978-601-7417-35-2
http://nur.nu.edu.kz/handle/123456789/335
en
oai:nur.nu.edu.kz:123456789/3362018-08-15T03:49:32Zcom_123456789_100com_123456789_67col_123456789_334
РАЗРАБОТКА СТРАТЕГИЧЕСКИХ НАПРАВЛЕНИЙ РЕФОРМИРОВАНИЯ ОБРАЗОВАНИЯ РЕСПУБЛИКИ КАЗАХСТАН на 2015 – 2020 гг.
Сагинтаева, Аида
Бриджес, Дэвид
МакЛафлин, Коллин
Мехисто, Питер
Драммонд, Мери-Джейн
Аюбаева, Назипа
Кишкентаева, Марина
Кулахметова, Анель
Садвакасова, Меруерт
Гаськов, Владимир
Ганимурат, Нуржан
Кэннинг, Мэри
Фини, Джонни
Джонс, Дэннис
МакГиннес, Эймс
Харви, Дарси
Билялов, Дархан
Сагындыкова, Жанна
диагностика системы образования РК
диагностический отчет
разработка стратегических направлений
образование
дошкольное образование
национальные стандарты
трехъязычное образование
высшее образование и наука
Назарбаев Университет
Итоговый отчет по первому этапу проекта (2013 г.) «Разработка стратегических направлений реформирования образования Республики Казахстан на 2015-2020гг.» был реализован Высшей школой образования Назарбаев Университета по поручению Министерства образования и науки Республики Казахстан. Целью данной научной работы является проведение диагностики системы образования Республики Казахстан с целью выявления сильных и слабых сторон образовательной системы и последующее определение направлений для дальнейшей модернизации на каждом из уровней.
2015-09-14T05:39:58Z
2015-09-14T05:39:58Z
2014
Other
978-601-7417-35-2
http://nur.nu.edu.kz/handle/123456789/336
other
oai:nur.nu.edu.kz:123456789/3372018-08-15T03:49:33Zcom_123456789_100com_123456789_67col_123456789_334
ҚАЗАҚСТАН РЕСПУБЛИКАСЫНДА 2015–2020 жж. БІЛІМ БЕРУДІ РЕФОРМАЛАУДЫҢ СТРАТЕГИЯЛЫҚ БАҒЫТТАРЫН ЖҮЗЕГЕ АСЫРУ
Сағынтаева, Аида
Бриджес, Дэвид
Кэннинг, Мэри
білім беру жүйесін реформалау
ДИАГНОСТИКАЛЫҚ ЕСЕП
Жоғары білім беру мектебі
жоғары білім
«Қазақстан Республикасының 2015-2020 жылдарға арналған білім беру жүйесін реформалаудағы стратегиялық бағыттарды әзірлеу» жобасының бірінші кезең бойынша (2013 ж.) қорытынды есебі Қазақстан Республикасы Білім және ғылым министрлігінің тапсырысы бойынша Назарбаев Университеті Жоғары білім беру мектебімен іске асырылды. Аталмыш ғылыми жұмыстың негізгі мақсаты - білім беру жүйесінің мықты және осал тұстарын анықтау, сонымен қатар кейіннен білім беру саласының барлық деңгейлерін модернизациялау үшін Қазақстан Республикасы білім беру жүйесінің диагностикасын өткізу.
2015-09-14T06:27:37Z
2015-09-14T06:27:37Z
2014
Other
978-601-7417-36-9
http://nur.nu.edu.kz/handle/123456789/337
other
oai:nur.nu.edu.kz:123456789/3402018-08-15T03:49:32Zcom_123456789_100com_123456789_67col_123456789_334
Trading or teaching: dilemmas of everyday life economy in Central Asia
Niyozov, Sarfaroz
Shamatov, Duishon
teaching
rading
Central Asia
corruption
post-Soviet education
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The paper discusses the effects of the collapse of the Soviet Union on teachers'
life and work in Badakhshan and Osh provinces of Tajikistan and Kyrgyzstan.
Challenging some of the assumptions of the Soviet studies about the interaction
between teaching and other sources of moneymaking by teachers, the paper illus
trates continuities and changes in the pre -Soviet, Soviet and post-Soviet times in
terms of role, nature, forms, and ethics of trading and commercial activities in the
life of the teachers in the two countries. The paper draws from the two ethnographic
case studies carried out in Tajikistan and Kyrgyzstan between 1999 and
2005. The drastic actual changes in the status and work of the teachers in post
Soviet Central Asia has presented teachers with tough choices. One of such
choices was whether to become involved in trading and commerce. Teachers'
experience of trading and commercialisation has been contradictory: necessary,
possible, rewarding; yet challenging and often disgusting and contrary to the very
morality of the teaching profession. The teachers' life and work serves as
windows to the larger issues that have both local and global ramifications. The
challenges teachers face in the paper speak to basic issues of human experience:
dignity,j ustice, hope, equity, care and humanity. The paper's major argument is
that while teachers are increasingly gaining from their involvement in trading, it
is the societies that are losing, both by loss of the best teachers and by the
implications of trading and commercial activities on the education systems in
Kyrgyzstan and Tajikistan. The policy makers must make decisions about how
teachers could be provided with conditions that enable them to focus on the major
priority of their work for the benefit of the future generations of Central Asia.
2015-10-13T04:19:46Z
2015-10-13T04:19:46Z
2006
Article
http://nur.nu.edu.kz/handle/123456789/340
en
Global Oriental Ltd
oai:nur.nu.edu.kz:123456789/3412018-08-15T03:49:32Zcom_123456789_100com_123456789_67col_123456789_334
The impact of standardized testing on university entrance issues in Kyrgyzstan
Shamatov, Duishon
European education
Kyrgyz education in the Soviet era
Kyrgyz education
Soviet Union
national scholarship
post-Soviet Kyrgyzstan
national scholarship testing
the impact of standardized testing
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
In Kyrgyzstan, the breakup of the USSR raised many issues related to
equity and fairness in education, one of which is the distribution of public
funds to support scholarship admissions to higher education institutions.
After 1992, public institutions could begin to charge tuition fees, but as
a legacy of the USSR, Kyrgyzstan continues providing “budget-funded
places” (public scholarships) for higher education study. In recent years,
the number of these scholarships has been shrinking, resulting in increased
competition for budget-funded places, and unfortunately, their distribution
has been unfair and discriminatory against students from remote regions
and poorer families. To address these issues, the merit-based National
Scholarship Test (NST) was introduced in 2002 to identify the most deserving
youth, irrespective of where they live and their backgrounds.
Moreover, as a crucial part of the test implementation, quota categories
have been introduced to ensure the proportional representation of youth
from various geographic backgrounds at institutions of higher education.
In the years since its introduction the NST has achieved both successes
and setbacks. Generally considered a huge step forward, the NST has
been able to impact equity in education on a broad scale. However, challenges
still remain.
2015-10-13T05:06:03Z
2015-10-13T05:06:03Z
2012
Article
1056–4934 (print)/1944–7086 (online)
http://nur.nu.edu.kz/handle/123456789/341
en
M.E. Sharpe, Inc
oai:nur.nu.edu.kz:123456789/3422018-08-15T03:49:33Zcom_123456789_100com_123456789_67col_123456789_334
Reconceptualization of teacher education experiences from the context of a multicultural developing country
Ashraf, Dilshad
Khaki, Jan-e-Alam
Shamatov, Duishon
Tajik, Mir Afzal
Vazir, Nilofar
professional development of teachers
reconceptualization of teaching and learning
positive interdependence
Aga Khan University Institute for Educational Development
reflective practice
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Teacher education in developing countries faces great challenges attributable to economic
constraints, including shrinking resources, the low status of teachers—exacerbated
by declining incentives—and an entirely theoretical approach in teacher training
programs. These challenges are further intensified by variations in the trainees’
cultural, regional, and religious backgrounds and by the lack of collaboration between
different education sectors. In this context, the Aga Khan University Institute for Educational
Development (AKU-IED) in Karachi, Pakistan, is attempting to provide
contextually appropriate, effective teacher education programs for Pakistan and other
developing countries. This article draws on the authors’ personal experiences in the
teacher education programs at AKU-IED and on studies that examine the impact of
these programs on participants. Several studies show that teacher education transforms
teachers’ beliefs and practices if accomplished through more effective approaches.
The article discusses how teacher education programs are conceptualized
and implemented in the multicultural context of AKU-IED, where the course participants
come from various developing countries and diverse backgrounds.
2015-10-13T05:43:04Z
2015-10-13T05:43:04Z
2005
Article
http://nur.nu.edu.kz/handle/123456789/342
en
Sage Publications
oai:nur.nu.edu.kz:123456789/13172018-08-15T03:49:54Zcom_123456789_100com_123456789_67col_123456789_926
Did you read my new post?: improving autonomy, English, and engagement through class blogs
Montgomery, Philip
blogs
academic English
English classroom
international foreign language setting
pedagogy
autonomy
engagement
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
This paper explores the potential of using blogs in the Academic English classroom, especially in an international foreign language setting. The main topics covered include 1) the broad shifts in pedagogy toward student autonomy and engagement; 2) the specific improvements to English writing fluency; 3) the hurdles students and instructors face in participating in open, online communication; and 4) the practical steps needed to set up and implement a class blog.
2016-02-26T05:51:29Z
2016-02-26T05:51:29Z
2015-04-23
Article
http://nur.nu.edu.kz/handle/123456789/1317
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Conference, Building Cultural Bridges: Integrating Languages, Linguistics, Literature, Translation, Journalism, Economics and Business into Education.
oai:nur.nu.edu.kz:123456789/13212018-08-15T03:50:25Zcom_123456789_100com_123456789_67col_123456789_334
Challenges of Improving Teachers’ Assessment Practices
Shamatov, Duishon
qualitative approach
paradigm shift
assessment practices
reconceptualization
change
This article reports the outcomes of a qualitative case study
which explored how school teachers develop their assessment while
attending an in-service teacher education programme. Semi-structured
interviews and document analysis were two methods used to explore
the Master of Education students at Aga Khan University Institute for
Educational Development (AKU-IED). These students come from
developing countries in Central Asia, South Asia and East Africa. Prior
to joining AKU-IED, most of these students have had experienced
assessment practices characterized in my study as ‘traditional’, teaching
and learning have been geared towards examinations and tests. The
selective purpose of assessment selects and rejects people, and social
reproduction is maintained by the traditional assessment. Additionally,
traditional assessment has often caused great deal of psychological
discomfort and elements of ‘unproductive competition’ reflecting on
extrinsic reward in schooling. At AKU-IED, the M.Ed. students have a
very intensive transformative learning experience. They are
encouraged to critically examine their existing educational philosophy,
including assessment notions. As a result, many students re-modify
their assessment theories and practices. After the completion of the
M.Ed. program the students are potentially in a position where they are
able to influence assessment practices, to varying degree, when they
return to their home work environments.
2016-02-29T03:20:43Z
2016-02-29T03:20:43Z
2007-06
Article
http://nur.nu.edu.kz/handle/123456789/1321
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Research and Reflections in Education
oai:nur.nu.edu.kz:123456789/13222018-08-15T03:49:54Zcom_123456789_100com_123456789_67col_123456789_334
Beginning teachers’ professional socialization in post-Soviet Kyrgyzstan: The challenges and coping strategies
Shamatov, Duishon
post-Soviet Kyrgyzstan
challenges
coping strategies
professional socialization
classroom
school
community
This qualitative study examines and develops an in-depth understanding of two
beginning teachers’ professional socializations in post-Soviet Kyrgyzstan. The study
is a historical and descriptive account that provides insights into the impact of
socio-political upheaval on the lives of two beginning teachers. The study focuses on
the challenges the teachers faced in their initial stages of work and on how they
addressed these. The teachers’ professional socialization stories are described in
three realms: classroom, school and community. The study examines in greater
detail the professional and relational challenges that the two beginning teachers
faced while interacting with their pupils, administrators, colleagues, pupils’ parents
and education officials.
In addition to the typical challenges of adjusting to school culture, rules and
regulations and classroom management faced by beginning teachers, these
individuals had to deal with additional tribulations that have manifested after and
because of the collapse of the former USSR. These include insufficient resources for
schools, inadequately qualified and inexperienced colleagues, high student drop-out
rates, a constantly changing curriculum, lack of textbooks, low salaries with
frequent delays and deductions.These young teachers, despite their circumstances, emerge as caring and considerate
individuals who adopted a variety of responses, including maintaining their values
and performance, while at the same time attempting to influence others as they
protected themselves from criticisms. The combination of social strategies and
micropolitical tactics proved useful in examining the beginning teachers’ broader
positions and specific tactics of addressing the crucial challenges.
The study offers insights for school administrators, experienced teachers and
education authorities at district, provincial and national levels. It points out the
importance of assisting beginning teachers in improving performance, retention and
long-term personal and professional well-being. The thesis also highlights some of
the major challenges of conducting qualitative studies in the Central Asian context.
Finally, the study also revealed that there is a need to develop educational research capacity in Kyrgyzstan, a situation which must be addressed in order to improve
the educational system.
2016-02-29T03:30:32Z
2016-02-29T03:30:32Z
2006
Book chapter
http://nur.nu.edu.kz/handle/123456789/1322
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Aga Khan University, Institute for Educational Development, Karachi
oai:nur.nu.edu.kz:123456789/13232018-08-15T03:49:52Zcom_123456789_100com_123456789_67col_123456789_926
Hopes and Fears for the Future: Voices of Children from Kyrgyzstan
Joldoshalieva Rahat, Shamatov, Duishon
voices of Children from Kyrgyzstan
environment
crime
violence
poverty and health
national identity
This study identifies children’s hopes and fears for the future and the role of education in Kyrgyzstan. Like other children, they were concerned about the environment, crime, violence, poverty and health but also about the revival of their national identity. Many worried about political and economic instability, hoping the new political regime would bring prosperity. They appeared to be active consumers of media, but their understanding of local and global issues was often superficial and their actions were teacher-directed and sometimes tokenistic.
2016-02-29T03:41:19Z
2016-02-29T03:41:19Z
2007
Article
978-1899764-90-7
http://nur.nu.edu.kz/handle/123456789/1323
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
CiCe
oai:nur.nu.edu.kz:123456789/13242018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_334
Teachers’ Pedagogical Approaches in Kyrgyzstan: Changes and Challenges
Shamatov, Duishon
teachers’ pedagogical approaches in Kyrgyzstan
changes
challenges
This chapter describes pedagogical approaches that are used by teachers in
primary and secondary schools of Kyrgyzstan, and presents the results of a
study, conducted in 2013, which was designed to increase understanding of
pedagogical approaches and thereby contribute to future reforms in national
education policies and educational practices for improved learning.
2016-02-29T04:07:14Z
2016-02-29T04:07:14Z
2012-09
Article
http://nur.nu.edu.kz/handle/123456789/1324
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Geneva, UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States.
oai:nur.nu.edu.kz:123456789/13252018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_334
Researching education and society in Central Asia
Niyozov Sarfaroz, Shamatov, Duishon
researching education
society in Central Asia
post-Soviet
Although researching of and publishing on different aspects of the society in
Central Asia and the post-Soviet world has become a popular activity in the
international context, little attention is paid to the concept, processes, and
conditions of researching in Central Asia itself. Yet, the quality of the research
outcomes, which depend on the above factors, and which constitutes a
foundation for policy and practice decisions, including in education is of
paramount importance. This paper is about themes, concepts, issues and
challenges involved in the process of understanding and carrying out research in
Central Asia. It draws upon the outcomes of a number of experiences, namely:
(a) the presenter’s personal experiences of conducting research in Central Asia,
(b) interviews and informal conversations with a number of scholars involved in
studying education and society in Central Asia, and (c) review of literature on
research. The concepts and processes of researching are connected with
literature on Soviet and post-Soviet research conditions. The paper highlights
implications for the quality of research products, researching capacity, conditions
of researching, and for training local and external researchers to undertake
qualitative inquiry in Central Asia. Writing a paper on the challenges of
educational research in Central Asia is a challenging task for a number of
reasons, the most important of which is the dearth of reliable and valid data due
to the underdeveloped research tradition in Central Asia, the lack of research
facilities, critical scholarship and a lack of confidence in sharing the research
data for identifying solutions to the problems.
2016-02-29T04:31:41Z
2016-02-29T04:31:41Z
2006-02
Article
http://nur.nu.edu.kz/handle/123456789/1325
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Aga Khan University, Institute for Educational Development, Karachi
oai:nur.nu.edu.kz:123456789/13262018-08-15T03:49:52Zcom_123456789_100com_123456789_67col_123456789_334
Teaching and trading: Local voices and global issues from Central Asia
Niyozov Sarfaroz, Shamatov, Duishon
teaching and trading
local voices
global issues from Central Asia
This paper is based on an analysis of data gathered through two qualitative
studies conducted by the authors in Tajikistan and Kyrgyzstan, I accompanied
by our continuous involvement in, and reflections on, the transformation
process in the region, as well as by our review of other studies of education
and society done by international agencies (e.g., Khorog Joint Research
Team, 2001; Kuder, 1996), and individual scholars (Humphrey, 2002; Keshavjee,
1998; Ries, 2002). The paper presents a complex picture of teachers'
life and work in Central Asia. It examines how teachers are seeking various
means for survival and coping with the multiple challenges they face in their
everyday practices, In particular, we discuss the role of trade and trading in
teachers' lives, hoW and why they become traders, what effect it has on their
lives and practices, and what are the implications of this impoverishment and
intensification for education and society in Central Asia.
The collapse of the USSR, one of the most dramatic events of the 20th
century, has hit teachers, who had seemed to be at the top of the social ladder
in the communist system, hardest; it demoted them to the bottom of the social
hierarchy in the new market-oriented post-Soviet landscape. Faced with
enormous economic, social, and psychological hardships of life and work, a
great number of teachers became traders, leaving their teaching jobs partially,
or even completely, in order to make a. living. Thus, for many teachers, trading
has become an important weapon in their struggle for survival. Trading,
in other words, has not only offered a way out for teachers, but has also become
a profession that affects their status, position, values and reasons for
teaching. Their success, as well as the increasing apathy of officials towards
the teachers' plight, has made those who remain in the profession also see
trading: and commercial businesses as a way out of the poverty, while maintaining
their dignity and also continuing the teaching to which, for a variety
of reasons, they remain committed.
2016-02-29T04:43:49Z
2016-02-29T04:43:49Z
2005-05
Article
http://nur.nu.edu.kz/handle/123456789/1326
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Aga Khan University, Institute for Educational Development, Karachi
oai:nur.nu.edu.kz:123456789/13392018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_334
Implementing English as a medium of instruction in Ukrainian University: challenges, adjustments, and opportunities
Goodman, Bridget
medium of instruction
English
Ukraine
language policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
English as a medium of instruction (EMI) programs are an increasing
phenomenon in European universities. This paper takes an ethnographic
approach to understanding the impact of EMI on pedagogy in a private
university in eastern Ukraine. Fieldwork was conducted over the 2010-2011
academic year in 9 English-medium and 3 Russian-medium classes. Data
indicated that EMI education posed staffing challenges, as teachers were either
language experts with low content knowledge or were content experts with
anxiety about their English language skills. In addition, it was at times difficult
to obtain textbooks and other print resources in English. Some teachers found
teaching in a foreign language necessitated adjustments to speaking pace,
discipline, and general classroom
2016-03-02T11:22:28Z
2016-03-02T11:22:28Z
2014
Article
http://nur.nu.edu.kz/handle/123456789/1339
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Pedagogies and Learning. DOI:10.1080/18334105.2014.11082026
oai:nur.nu.edu.kz:123456789/13402018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_211
Strategies to Improve Syllabus Design
Montgomery, Philip
Syllabus design
Learning outcomes
Bologna process
Quality assurance
This presentation addresses the necessary changes to higher education course syllabi brought about by the Bologna Process. It gives an overview of the focus on quality assurance and the main elements of good course design. Its primary goal is to show how courses can be improved through the use of observable, varied learning outcomes which are explicitly aligned with course assessments
2016-03-15T05:49:02Z
2016-03-15T05:49:02Z
2015-10-02
Presentation
Philip Montgomery; 2015; Strategies to Improve Syllabus Design
http://nur.nu.edu.kz/handle/123456789/1340
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
oai:nur.nu.edu.kz:123456789/13412018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_211
Reflective Practice and Interactive Teaching
Montgomery, Philip
Reflective practice
higher education
interactive teaching methods
This presentation highlights the ways in which reflective practice, both by students and faculty can improve learning and achievement. The presentation gives examples of interactive teaching methods that lead to this improved reflection
2016-03-15T05:58:28Z
2016-03-15T05:58:28Z
2015-11-13
Presentation
Philip Montgomery; 2015; Reflective Practice and Interactive Teaching
http://nur.nu.edu.kz/handle/123456789/1341
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
oai:nur.nu.edu.kz:123456789/13852021-02-05T03:34:40Zcom_123456789_100com_123456789_67col_123456789_925
University teachers’ perception of assessment in Kazakhstan
Makhmetova, Zhadyra
university teachers' assessment
educational system
Graduate School of Education
assessment of learning
teachers‟ assessment beliefs and practices
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Assessment is an integral part of teaching and learning. There have been many research
studies worldwide conducted on assessment, and specifically focusing on assessment in
higher education. Many international research studies focus on the importance of teachers'
assessment beliefs and practices. However, this topic has not been researched in
Kazakhstan. The purpose of this qualitative study is to explore teachers‟ assessment beliefs
and practices of assessment approaches in one university in Oral town of Kazakhstan. The
case study design was conducted, and it enabled the researcher to undertake an in-depth
exploration of the topic in one university in Oral. Purposefully selected five university
teachers were interviewed, and teachers‟ syllabuses were reviewed to gather data. The
study thus presents interesting findings about the university teachers‟ assessment beliefs
and practices. The findings contribute to the body of knowledge in this field and also offer
some key practice and policy implications
2016-04-11T05:51:04Z
2016-04-11T05:51:04Z
2014-07
Master's thesis
http://nur.nu.edu.kz/handle/123456789/1385
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/14182018-08-15T03:49:55Zcom_123456789_100com_123456789_67col_123456789_211
Стратегии по улучшению разработки силлабуса
Montgomery (Монгомери), (Philip) Филипп
силлабус
разработка силлабуса
Болонский процесс
2016-04-19T09:50:17Z
2016-04-19T09:50:17Z
2015-10-02
Presentation
Филипп Монгомери; 2015; Стратегии по улучшению разработки силлабуса
http://nur.nu.edu.kz/handle/123456789/1418
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
oai:nur.nu.edu.kz:123456789/16802018-08-15T03:50:26Zcom_123456789_100com_123456789_67col_123456789_334
О перспективах развития высшего образования в РК
Даиров, Талгат
высшее образование РК
профессиональное образование
качество образования
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
"...наличие 125 вузов со всей необходимой инфраструктурой является не проблемой, а нашим конкурентным преимуществом". Одним из итогов развития Казахстана является создание сравнительно развитой инфраструктуры высшего образования. На сегодня в стране существует 125 вузов. Здесь необходимо подчеркнуть, что речь идет именно об инфраструктуре, а не об академической начинке...
2016-07-29T09:56:16Z
2016-07-29T09:56:16Z
2016-01-17
Article
http://nur.nu.edu.kz/handle/123456789/1680
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
oai:nur.nu.edu.kz:123456789/16812018-08-15T03:49:56Zcom_123456789_100com_123456789_67col_123456789_334
О прикладном образовании на примере казахстанского финансового сектора
Даиров, Талгат
профтех
профессиональное образование
высшее образование РК
прикладное образование
"Просчеты в образовательной политике вкупе с низкой финансовой грамотностью населения являются предпосылками социальной нестабильности и, как следствие, проблем в экономике..."
2016-07-29T10:01:32Z
2016-07-29T10:01:32Z
2016-01-17
Article
http://nur.nu.edu.kz/handle/123456789/1681
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
oai:nur.nu.edu.kz:123456789/17282018-08-15T03:50:00Zcom_123456789_100com_123456789_67col_123456789_334
Promoting children's reading in Kyrgyzstan
Shamatov, Duishon
Promoting children's reading
children's reading
children's reading in Kyrgyzstan
Research Subject Categories::HUMANITIES and RELIGION::Aesthetic subjects::Literature
This paper is on family reading for children in Kyrgyzstan a Central Asian former USSR state. Poor reading skills lead to poor learning in all other subjects. This paper presents the research study on the Reading for Children project, which aimed to promote a love for reading and enthusiasm for books from early ages. The study also identifies whether the Reading for Children project has had any impact on language skills of small children...
2016-10-17T06:16:18Z
2016-10-17T06:16:18Z
2015-12
Article
Duishon Shamatov (2015) Promoting children's reading in Kyrgyzstan. TARBIYA: Journal of Education in Muslim Society, 2(2), 105-116 http://journal.uinjkt.ac.id/index.php/tarbiya
http://nur.nu.edu.kz/handle/123456789/1728
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
TARBIYA: Journal of Education in Muslim Society, 2(2), 2015, 105-116 http://journal.uinjkt.ac.id/index.php/tarbiya
oai:nur.nu.edu.kz:123456789/17292021-02-05T04:05:24Zcom_123456789_100com_123456789_67col_123456789_925
Twice Exceptionality: A case study of educational experience of a gifted hyperactive child through the perspective of the child, his teachers and his parent.
Shaimakhanova, Dinara
educational experience
Education
education reforms
education system
gifted hyperactive child
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
twice exceptionality
giftedness
ADHD
inclusive education
Case study
The main focus of this study is to explore the phenomenon of twice exceptionality in one of Kazakhstani mainstream schools. One of the main educational strategies of the development of educational system in Kazakhstan till 2020 is connected with improving inclusive education in Kazakhstani mainstream schools. That is why the phenomenon of twice exceptionality is becoming a hot topic for both practitioners and researchers.
The purpose of the qualitative research is to explore the educational experience of a twice exceptional child identified as GADHD (gifted/ attention deficit hyperactivity disorder) studying in a mainstream school in Kazakhstan within the context of inclusive education.
2016-10-26T03:48:56Z
2016-10-26T03:48:56Z
2016-06
Master's thesis
Shaimakhanova, Dinara (2014) Twice Exceptionality: A case study of educational experience of a gifted hyperactive child through the perspective of the child, his teachers and his parent. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/1729
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/17512020-07-14T04:52:31Zcom_123456789_100com_123456789_67col_123456789_211
Utilizing mobile and smart technology: breaking down the ‘fourth wall’ in research
Boivin, Nettie
CohenMiller, Anna
Utilizing mobile
Utilizing smart technology
leading education
educational research
Traditionally, mobile assisted language learning (MALL) studies have concentrated on classroom practices (Duman, Orhon, & Gedik, 2015). However, with the influx of cheap mobile and smart technology these devices are becoming accessible even in urban centers in developing nations. Therefore, technology and language learning is not just occurring in the classroom but as well as in the home environment. MALL, digital technologies (smartphones, tablets)...
2016-11-01T02:47:36Z
2016-11-01T02:47:36Z
2016-08-22
Presentation
Boivin, Nettie. CohenMiller, Anna. (2016) Utilizing mobile and smart technology: breaking down the ‘fourth wall’ in research. ECER 2016: "Leading Education: The Distinct Contributions of Educational Research and Researchers” | Dublin, Ireland, August 22-26, 2016
http://nur.nu.edu.kz/handle/123456789/1751
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/17602018-08-15T03:50:00Zcom_123456789_100com_123456789_67col_123456789_334
Публикация статей в журналах с импакт-фактором PHD студентов Казахстана: современное состояние, проблемы перспективы развития.
Шаматов, Д.
Исенова, Ф.
публикация статей
импакт фактор
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
2016-11-01T05:30:31Z
2016-11-01T05:30:31Z
2016
Article
http://nur.nu.edu.kz/handle/123456789/1760
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Қазақстанның жоғары мектебі/ Высшая школа Казахстана
oai:nur.nu.edu.kz:123456789/17612018-08-15T03:50:00Zcom_123456789_100com_123456789_67col_123456789_926
“Leading students”: creating a student-run peer reviewed journal
Montgomery, Philip
Peer-reviewed journal
student leadership
multilingual education
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
A reflective study of one higher education institution’s endeavor to create an academic
peer-reviewed journal managed by students for students. The article examines the aims
and challenges of developing student leadership by authoring, peer-reviewing, and editing a scholarly journal, especially in a multi-lingual, multi-cultural country like Kazakhstan, and offers a methodological framework for investigating and improving the development of student leadership in similar multicultural higher education settings.
2016-11-02T05:17:51Z
2016-11-02T05:17:51Z
2016
Article
Montgomery, Philip (2016) “Leading students”: creating a student-run peer reviewed journal. ALATOO ACADEMIC STUDIES. The issue № 4 - 2016 of the International Scientific Journal published proceedings of the 8th International Conference, Building Cultural Bridges: Integrating Languages, Linguistics, Literature, Translation, Journalism into Education and other articles April 28-29, 2016
1694-5263
http://nur.nu.edu.kz/handle/123456789/1761
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
“ALATOO ACADEMIC STUDIES” ЖАРЧЫСЫ. ВЕСТНИК “ALATOO ACADEMIC STUDIES”. ALATOO ACADEMIC STUDIES
oai:nur.nu.edu.kz:123456789/17622023-11-11T14:45:44Zcom_123456789_100com_123456789_67col_123456789_926
Assessment of learning outcomes in academic writing
Montgomery, Philip
Assessment of learning outcomes
learning outcomes
academic writing skills
academic English
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
2016-11-02T05:38:03Z
2016-11-02T05:38:03Z
2016-09-28
Presentation
Montgomery, Philip (2016) Assessment of learning outcomes in academic writing. Pedagogical Measurement: Best Practice and Development Prospects. National Testing Center, Astana.
http://nur.nu.edu.kz/handle/123456789/1762
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/18652018-08-15T03:49:48Zcom_123456789_100com_123456789_67col_123456789_334
Сognitive justice: a road map for equitable inclusive learning environments
Makoelle, Tsediso
cognitive justice
equitable learning
inclusive education
inclusion
indigenous knowledge
The conceptualization of the notion of inclusive education is mostly drawn from western
forms of conceptions, thought and knowledge. Few studies actually prioritize indigenous
forms of knowledge in understanding the concept of inclusion based on local African
livelihoods and lifestyles. This paper therefore argues that cognitive justice which
articulates recognition of alternative indigenous forms of knowledge provides a theoretical basis for enabling dialogue without qualifying standards of western hegemonic discourse of thought and practice.
2016-11-16T09:43:06Z
2016-11-16T09:43:06Z
2014-07
Article
Tsediso, Makoelle (2014) Сognitive justice: a road map for equitable inclusive learning environments. Vol. 2 No. 7 July
http://nur.nu.edu.kz/handle/123456789/1865
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Education and Research. Vol. 2 No. 7 July 2014
oai:nur.nu.edu.kz:123456789/18662018-08-15T03:49:52Zcom_123456789_100com_123456789_67col_123456789_334
Educational change and inclusion: lessons from a collaborative action research
Makoelle, Tsediso
Merwe, MP Van Der
Community of enquiry
education change
collaborative action research
Inclusive practice
teacher collaboration
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
There is a global reform process to change education towards inclusive education. This process is sometimes complicated because the process of developing practices of inclusion often involves a change in teacher beliefs, attitudes and practices.
This paper therefore attempts to draw lessons from collaborative action research and teacher collaboration in implementing change towards inclusive settings in a selected secondary school in the Free State Province of South Africa.
2016-11-16T09:50:45Z
2016-11-16T09:50:45Z
2014-07
Article
Makoelle, Tsediso., MP Van Der Merwe (2014) Educational change and inclusion: lessons from a collaborative action research. Mediterranean Journal of Social Sciences. Vol 5 No 14
http://nur.nu.edu.kz/handle/123456789/1866
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences. Vol 5 No 14
oai:nur.nu.edu.kz:123456789/18672018-08-15T03:50:25Zcom_123456789_100com_123456789_67col_123456789_334
Exploring factors contributing to school improvement in South African secondary schools in the free state province
Makoelle, Tsediso
Curriculum
Leadership
management
School Effectiveness
teaching
Since the advent of the new educational dispensation in 1994, the South African National Department of education has embarked on a process of enhancing the improvement of pass-rates in secondary schools. However, despite these efforts the process has not been very smooth as some schools have not improved or least show signs of the improvement of their performances. This paper therefore explores factors contributing to
school improvement in secondary schools...
2016-11-16T10:04:38Z
2016-11-16T10:04:38Z
2014
Article
Makoelle, Tsediso (2014) Exploring factors contributing to school improvement in South African secondary schools in the free state province. International Journal of Educational Sciences. 7(1): 119-130 (2014)
http://nur.nu.edu.kz/handle/123456789/1867
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18682018-08-15T03:49:58Zcom_123456789_100com_123456789_67col_123456789_334
Exploring Practices Determining School Effectiveness: A Case Study in Selected South African Secondary Schools
Botha, R. J.
Makoelle, Tsediso
practices
School Effectiveness
Secondary Schools
South Africa
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
When parents choose a school for their children to attend, especially a secondary school, they usually look for an effective school’ so that their children can receive what they regard as a good, quality education. In this process, it is most common that parents evaluate or assess the effectiveness of secondary schools on the basis of the school’s academic results or outputs. But what other factors, apart from academic results, constitute school effectiveness?
2016-11-16T10:23:25Z
2016-11-16T10:23:25Z
2012
Article
Botha, R. J., Makoelle, Tsediso (2012) Exploring Practices Determining School Effectiveness: A Case Study in Selected South African Secondary Schools. International Journal of Educational Sciences. 4(2): 79-90
http://nur.nu.edu.kz/handle/123456789/1868
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18692018-08-15T03:50:00Zcom_123456789_100com_123456789_67col_123456789_334
INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) AND INCLUSIVE PEDAGOGY: A SOUTH AFIRCAN PERSPECTIVE
Makoelle, Tsediso
Merwe, M van Der
information and communication technology
inclusive education
inclusion
inclusive pedagogy
teaching and learning
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The world of technology in education has grown rapidly and at an alarming rate. In South Africa, in particular more and more technology has been adopted towards teaching and learning. This came amidst the implementation of inclusive education. This study therefore sought to analyse the role of ICTs and social media in relation to enhancing the pedagogy of inclusion. The study was a qualitative Participatory Action Research.
2016-11-16T10:29:19Z
2016-11-16T10:29:19Z
2014-07
Article
Makoelle, Tsediso. Merwe, M van Der (2014) INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) AND INCLUSIVE PEDAGOGY: A SOUTH AFIRCAN PERSPECTIVE. International Journal of Education and Research. Vol. 2 No. 7 July 2014
http://nur.nu.edu.kz/handle/123456789/1869
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Education and Research. Vol. 2 No. 7 July 2014
oai:nur.nu.edu.kz:123456789/18702018-08-15T03:50:01Zcom_123456789_100com_123456789_67col_123456789_334
Inclusion and Sport: Analysis of Selected South African Township Schools
Makoelle, Tsediso
agency
education
inclusive education
inclusive sport
sport
structure
In 1994, South Africa adopted an inclusive system of education in line with the rest of
the world. The doors of learning were opened to all learners regardless of their background or disability. However, in spite of the changes, the notion of inclusive school sport as enshrined and articulated in White Paper 6 on special needs’ education published by the South African Department of Basic Education in 2001 has not been fully realized in terms of enabling a diverse inclusive sporting environment for all learners. The research on which this article is based therefore attempted to analyze the nature of school sport and suggest mechanisms for making school sport inclusive.
2016-11-16T10:35:12Z
2016-11-16T10:35:12Z
2014
Article
Makoelle, Tsediso (2014) Inclusion and Sport: Analysis of Selected South African Township Schools. Volume 8, Number 2, 2014, 164-180
2201-4624
http://nur.nu.edu.kz/handle/123456789/1870
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Studies in Social Sciences
oai:nur.nu.edu.kz:123456789/18712018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Inclusion in Higher Education: Learning Experiences of Disabled Students at Winchester University
Kioko, Victor K.
Makoelle, Tsediso
Deleuze
disability
Guattari
higher education
inclusion
inclusive education
rhyzo-analytic
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The qualitative study reported on in this article was motivated by the widely held belief that an inclusive approach to teaching and learning is a productive way of enhancing the participation and achievement of all students. In particular, the study was informed by theories of inclusion and the view that disability as a social construct recognizes the challenges that exist within a social setup. In total, four students and three lecturers
participated and the interviews were loosely structured and conversational in order to elicit as much information as possible.
2016-11-16T10:42:05Z
2016-11-16T10:42:05Z
2014-05-28
Article
Kioko, Victor K. Makoelle, Tsediso (2014) Inclusion in Higher Education: Learning Experiences of Disabled Students at Winchester University. International Education Studies. Vol. 7, No. 6; 2014
http://nur.nu.edu.kz/handle/123456789/1871
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Education Studies
oai:nur.nu.edu.kz:123456789/18722018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Inclusion or Exclusion Ramifications of Teenage Pregnancy: A Comparative Analysis of Namibia and South African Schools Pregnancy Policies
Mashishi, N.
Makoelle, Tsediso
inclusive education
inclusion policy
teenage pregnancy
teenager
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Pregnancy of learners for most South African schools has reached alarming proportions. To most governing bodies and teachers, it has becomes difficult to deal with pregnancy of learners. What makes this a conundrum is that teachers don’t know what should be done for the well-being of the pregnant leaner, the baby and the fear that learners and teachers who may have to provide medical help should medical problems arise are not prepared.
2016-11-16T11:08:19Z
2016-11-16T11:08:19Z
2014-07
Article
Mashishi, N., Makoelle, Tsediso (2014) Inclusion or Exclusion Ramifications of Teenage Pregnancy: A Comparative Analysis of Namibia and South African Schools Pregnancy Policies. Mediterranean Journal of Social Sciences. Vol 5 No 14
http://nur.nu.edu.kz/handle/123456789/1872
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences.
oai:nur.nu.edu.kz:123456789/18732018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Changing Teacher Beliefs and Attitudes towards Inclusion in South Africa: Lessons from Collaborative Action Research
Makoelle, Tsediso
educational change
Community of enquiry
inclusive education
Inclusive practice
Inclusive Learning Community
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Worldwide there is a challenge to change teacher beliefs and attitudes towards implementing full inclusive education. This paper therefore reports on a collaborative action research process that sought to change teacher beliefs and conceptions about inclusion. The study was conducted qualitatively and adopted a critical
emancipatory stance. Data were collected during action research stages through collaborative action research meetings, research diaries, participant observations and interviews. The data were then analysed using both group
interpretative and inductive analytical frameworks. The findings indicated, inter alia, that while change through participation is crucial, changing teacher beliefs and attitudes about inclusion requires local context-relevant practices that teachers can relate to.
2016-11-16T11:16:35Z
2016-11-16T11:16:35Z
2014
Article
Makoelle, Tsediso (2014) Changing Teacher Beliefs and Attitudes towards Inclusion in South Africa: Lessons from Collaborative Action Research. The Social Science Journal. 38(2): 125-134
http://nur.nu.edu.kz/handle/123456789/1873
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
The Social Science Journal
oai:nur.nu.edu.kz:123456789/18762018-08-15T03:50:07Zcom_123456789_100com_123456789_67col_123456789_334
Inclusive Education: Are We There? Some Global Challenges, Contradictions and Anomalies
Makoelle, Tsediso
inclusion
inclusive education
inclusive pedagogy
Implementation
Integration
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Since the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, while inclusion sounds good in theory, it has not yet translated into implementable and realisable ideals. The
study on which this analytical paper is based therefore explored challenges, contradictions and anomalies in the implementation of inclusive education globally. Various articles by leading scholars in the field of inclusive education were reviewed. The findings indicate, inter alia, that inclusive education has not yet come into its own
right due to the varied contexts, conceptualisations and interpretations of the notion. It follows that leading scholars and practitioners in the field of inclusion should review the status quo, as well as reconceptualise and redesign the strategies to enhance its pedagogical implementation.
2016-11-18T05:03:48Z
2016-11-18T05:03:48Z
2014
Article
Makoelle, Tsediso (2014) Inclusive Education: Are We There? Some Global Challenges, Contradictions and Anomalies. The Journal of Sociology and Social Anthropology. 5(3): 303-309
http://nur.nu.edu.kz/handle/123456789/1876
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
The Journal of Sociology and Social Anthropology
oai:nur.nu.edu.kz:123456789/18772018-08-15T03:50:07Zcom_123456789_100com_123456789_67col_123456789_334
Multi-Grade Teaching and Inclusion: Selected Cases in the Free State Province of South Africa
Makoelle, Tsediso
Malindi, M. J.
inclusion
inclusive pedagogy
Integration
Mainstreaming
multi-grade teaching
Multi-grade teaching is a commonly used pedagogic strategy in rural schools. However, this form of teaching continues to present challenges to both the teacher and the learner in particular since the advent of inclusive education in South Africa. The policy on inclusive education is silent on how it could be enhanced in a multi-grade class. This paper therefore attempts to analyse and deconstruct the tensions, contradictions and
anomalies within the practice of inclusion as a pedagogic discourse in a multi-grade teaching system. The qualitative study on which this article is based employed a critical emancipatory lens and critical realist analysis as instruments with which to analyse narratives from selected cases at multi-grade schools in the Free State province of South
Africa. The findings of the study indicated that, while the knowledge and skills teachers need to enhance inclusion within a multi-graded system were limited, well-designed teaching practices in a multi-grade class may enhance an inclusive pedagogy and promote inclusive learning.
2016-11-18T05:10:14Z
2016-11-18T05:10:14Z
2014
Article
Makoelle, Tsediso., Malindi, M. J. (2014) Multi-Grade Teaching and Inclusion: Selected Cases in the Free State Province of South Africa. International Journal of Educational Sciences. 7(1): 77-86
http://nur.nu.edu.kz/handle/123456789/1877
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18782018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning
Makoelle, Tsediso
behaviouristic teaching
inclusion
inclusive pedagogy
constructivist teaching
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Since the advent of the philosophy of inclusion and the inception of inclusive education, following a number of international developments such as the signing of the Salamanca Statement in 1994, attempts worldwide to define the elusive concept of inclusive pedagogy have been largely unsuccessful. This qualitative study therefore seeks to highlight the state of current debates around the development of the notion of inclusive pedagogy, its definition, conception and operationalization. A detailed review of the current literature was conducted to synthesise a conceptual framework. Interviews were conducted with six purposefully selected inclusive practitioners in secondary schools in one education district of South Africa. An inductive analytical framework was used to analyse the data. The main findings of the study indicate that there is no universally accepted definition of inclusive pedagogy but that its meaning is contextually, philosophically and operationally determined. The study demonstrates that more research is required to redefine the notion of inclusive pedagogy.
2016-11-18T05:17:17Z
2016-11-18T05:17:17Z
2014-09
Article
Makoelle, Tsediso (2014) Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning. Mediterranean Journal of Social Sciences. Vol 5. No 20.
http://nur.nu.edu.kz/handle/123456789/1878
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences.
oai:nur.nu.edu.kz:123456789/18792018-08-15T03:50:26Zcom_123456789_100com_123456789_67col_123456789_334
Race and Inclusion in South African Education: Analysis of Black-African Learners’ Perceptions in Previously Advantaged White Schools
Makoelle, Tsediso
Black learner
Critical Race Theory
inclusive education
inclusion
race
white learner
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
South Africa has adopted inclusive education system since 2001. The White Paper 6 was the first indication that inclusive education was to be implemented in schools. The implementation of inclusive education coincided with the political changes to
de-racialize the population and bring national unity and cohesion. However South African remains one of the racially and ethnically divided nation in the world. This paper therefore analyses the role of race in relation to inclusive education. Critical
Race Theory (CRT) and Critical Realism (CR) were used as lenses to understand the phenomena of race and inclusion. Interviews were conducted with selected black-African learners who attended school in previously advantaged white South
African Secondary schools. An inductive analytical framework was used to understand the patterns and trends from the interview data. Among the findings is that while there have been policy shift towards inclusive education, exclusionary
tendencies are still prevalent due to racially based attitudes in South African schools.
2016-11-18T05:21:49Z
2016-11-18T05:21:49Z
2014
Article
Makoelle, Tsediso (2014) Race and Inclusion in South African Education: Analysis of Black-African Learners’ Perceptions in Previously Advantaged White Schools. Mediterranean Journal of Social Sciences. Vol 5. No 14
http://nur.nu.edu.kz/handle/123456789/1879
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences.
oai:nur.nu.edu.kz:123456789/18802018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Resilience: A Framework for Inclusive Pedagogy in a South African
Makoelle, Tsediso
Malindi, M.
pedagogy
teaching
Learning
educational Success
inclusion
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The social ecology of resilience perspective sees resilience as the
capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual’s physical and social ecologies to provide resilience resources, and the capacity of individuals, families and communities to negotiate culturally meaningful ways to share health-promoting resources. This means that resilience is a process that involves an individual’s own assets or strengths as well as those found in his or her physical social and ecology.
2016-11-18T05:28:26Z
2016-11-18T05:28:26Z
2015
Article
Makoelle, Tsediso. Malindi, M. (2015) Resilience: A Framework for Inclusive Pedagogy in a South African. Electronic Journal for Inclusive Education. Vol. 3, No. 3
http://nur.nu.edu.kz/handle/123456789/1880
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Electronic Journal for Inclusive Education
oai:nur.nu.edu.kz:123456789/18812018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
School-based Support Teams as Communities of Enquiry: A Case of Developing Inclusive Practices in the Free State Province of South Africa
Makoelle, Tsediso
reflection.
inclusion
case study
collaboration
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
School-Based Support Teams were established by the South African National Department of Education in schools to deal with inclusive education and its implementation at school level. The role of these teams include, among others, organising support and establishing the individualised education programmes for vulnerable and learners perceived to be having barriers to learning.
2016-11-18T05:38:25Z
2016-11-18T05:38:25Z
2014
Article
Makoelle, Tsediso (2014) School-based Support Teams as Communities of Enquiry: A Case of Developing Inclusive Practices in the Free State Province of South Africa. International Journal of Educational Sciences. 7(1): 67-76
http://nur.nu.edu.kz/handle/123456789/1881
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18822018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
School Effectiveness and Inclusion: Cases of Selected Secondary Schools in the Free State, South Africa
Makoelle, Tsediso
effective school
effective leadership
inclusive education
Integration
Learner Attainment
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The promulgation of the White Paper 6 in 2001 has laid the basis for the implementation of inclusive education in South Africa. However, South Africa has both effective schools which are known of quality teaching and learning and also less effective schools with poor teaching and learning. School effectiveness is mostly thought to be at the heart of effective implementation of educational practices including inclusive education.
Therefore this paper examines the relationship between school effectiveness and the extent to which it impacts the practice of inclusion in secondary schools.
2016-11-18T05:44:42Z
2016-11-18T05:44:42Z
2014
Article
Makoelle, Tsediso (2014) School Effectiveness and Inclusion: Cases of Selected Secondary Schools in the Free State, South Africa. International Journal of Educational Sciences. 7(1): 131-140
http://nur.nu.edu.kz/handle/123456789/1882
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18832018-08-15T03:49:45Zcom_123456789_100com_123456789_67col_123456789_334
The State of Inclusive Pedagogy in South Africa: A Literature Review
Makoelle, Tsediso
inclusive teaching
inclusion
barriers to learning
pedagogic practice
behavioral teaching
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The states of inclusive pedagogy in South African schools remain bleak and teachers are in the dark about what constitutes an inclusive pedagogy in the South African context. This is despite policy changes since the advent of the new educational dispensation in 1994. In this review article the researcher presents the background in terms of inclusive education developments, both within historical and policy contexts.
2016-11-18T06:05:36Z
2016-11-18T06:05:36Z
2012
Article
Makoelle, Tsediso (2012) The State of Inclusive Pedagogy in South Africa: A Literature Review. The Journal of Sociology and Social Anthropology. 3(2): 93-102
http://nur.nu.edu.kz/handle/123456789/1883
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
The Journal of Sociology and Social Anthropology
oai:nur.nu.edu.kz:123456789/21312018-08-15T03:50:06Zcom_123456789_100com_123456789_67col_123456789_334
Understanding the transition of public universities to institutional autonomy in Kazakhstan
Sagintayeva, A.
Kurakbayev, Kairat
accountability
institutional autonomy
transition
university leadership
Although institutional autonomy has recently received significant attention from scholars and policy-makers in much of the world, few studies have been made of the universities in transition towards institutional autonomy in post-Soviet countries. Autonomy and its related concept of public accountability are relatively new phenomena in Kazakhstan's higher education system. Learning to be autonomous presents challenges for the universities in transition from state central control to the decentralization of education system. Based on qualitative data analysis, this paper examines university leaders and faculty members' understandings, experiences and perspectives in relation to the transition to autonomy at their institutions. Our findings show that the challenges of the transition to institutional autonomy combine Soviet legacies, current difficulties of central control, entrenched practices of university leadership and legally limited practices of the faculty. We argue that for actual autonomy to take place, the discussed socially and ideologically constructed complexities of the universities in transition need to be dealt with by policy-makers and researchers and, more importantly, university leadership.
2017-01-05T05:27:39Z
2017-01-05T05:27:39Z
2014-10-24
Article
Sagintayeva, A., & Kurakbayev, K. (2014). Understanding the transition of public universities to institutional autonomy in Kazakhstan. European Journal of Higher Education, 5(2), 197-210.
http://nur.nu.edu.kz/handle/123456789/2131
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
European Journal of Higher Education
oai:nur.nu.edu.kz:123456789/21322018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Mapping the emerging field of genome editing
Kuzhabekova, Aliya
Kuzma, Jennifer
bibliometrics
biotechnology
genome editing
governance
targeted genetic modification
Targeted genetic modification (TagMo) technologies are being used for new approaches to genetic engineering often called 'genome editing'. These approaches are in the early stages of development, and basic understandings of what TagMo is, of its likely future, and how it should be governed are still being established. In order to inform these discussions and increase their transparency, we map the scientific landscape of TagMo using advances in tech mining and bibliometrics and in consultation with experts in the field. We assess the sub-topics and disciplines associated with TagMo research, and the actors, institutions, and nations involved, while making observations about the funding of research and the collaborative patterns among actors. The technology assessment approach used in this article has important implications for anticipatory governance of TagMo plant products. It is designed to help scientists, managers, and policy-makers understand trends in TagMo technological development in order to prepare for future governance. © 2013 © 2013 Taylor & Francis.
2017-01-05T05:37:10Z
2017-01-05T05:37:10Z
2014-03
Article
Kuzhabekova, A., & Kuzma, J. (2014). Mapping the emerging field of genome editing. Technology Analysis and Strategic Management, 26(3), 321-352. DOI: 10.1080/09537325.2013.850657
http://nur.nu.edu.kz/handle/123456789/2132
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Technology Analysis and Strategic Management
oai:nur.nu.edu.kz:123456789/21342018-08-15T03:50:09Zcom_123456789_100com_123456789_67col_123456789_334
Multilevel drivers of human immunodeficiency virus/acquired immune deficiency syndrome among black Philadelphians: Exploration using community ethnography and geographic information systems
Brawner, Bridgette M.
Reason, Janaiya L.
Goodman, Bridget
Schensul, Jean J.
Guthrie, Barbara
ethnography
geographic mapping
HIV
public health
Background: Unequal human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) distribution is influenced by certain social and structural contexts that facilitate HIV transmission and concentrate HIV in disease epicenters. Thus, one of the first steps in designing effective community-level HIV/AIDS initiatives is to disentangle the influence of individual, social, and structural factors on HIV risk. Combining ethnographic methodology with geographic information systems mapping can allow for a complex exploration of multilevel factors within communities that facilitate HIV transmission in highly affected areas. Objectives: We present the formative comparative community-based case study findings of an investigation of individual-, social-, and structural-level factors that contribute to the HIV/AIDS epidemic among Black Philadelphians. Methods: Communities were defined using census tracts. The methodology included ethnographic and geographic information systems mapping, observation, informal conversations with residents and business owners, and secondary analyses of census tract-level data in four Philadelphia neighborhoods. Results: Factors such as overcrowding, disadvantage, permeability in community boundaries, and availability and accessibility of health-related resources varied significantly. Furthermore, HIV/AIDS trended with social and structural inequities above and beyond the community's racial composition. Discussion: This study was a first step to disentangle relationships between community-level factors and potential risk for HIV in an HIV epicenter. The findings also highlight stark sociodemographic differences within and across racial groups and further substantiate the need for comprehensive, community-level HIV prevention interventions. These findings from targeted U.S. urban communities have potential applicability for examining the distribution of HIV/AIDS in broader national and international geosocial contexts.
2017-01-05T06:06:43Z
2017-01-05T06:06:43Z
2015-03-25
Article
Brawner, B. M., Reason, J. L., Goodman, B. A., Schensul, J. J., & Guthrie, B. (2015). Multilevel drivers of human immunodeficiency virus/acquired immune deficiency syndrome among black Philadelphians: Exploration using community ethnography and geographic information systems. Nursing Research, 64(2), 100-110. DOI: 10.1097/NNR.0000000000000076
http://nur.nu.edu.kz/handle/123456789/2134
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Nursing Research
oai:nur.nu.edu.kz:123456789/21352018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model
Hernández-Torrano, Daniel
Saranli, Gulsah
gifted education
talent development
cultural adaptation
schoolwide enrichment model
Gifted education and talent development are considered today as key elements for developing human capital and increasing competitiveness within education and the economy. Within this framework, a growing number of countries have begun to invest large amounts of resources to discover and nurture their most able students. As boundaries and differences between cultures become less pronounced in a global world, educational models to guide gifted education and talent development are also becoming more widely applicable. In this context, the Schoolwide Enrichment Model (SEM) stands as a flexible model that enables schools in different regions of the world to provide individuals with opportunities to identify their potentials and to help them reach their highest levels of competence. This paper provides an overview of the SEM and the broad range of regions in which the model is currently implemented, as well as an examination of the reasons for its widespread acceptance among educators around the world. In addition, this paper includes an interview with Dr Joseph Renzulli, inventor of SEM, in which several issues related to the cultural adaptation of the SEM are discussed. Finally, the paper presents an introduction to the SEM International Network, a newly developed project created to connect SEM users around the world and to facilitate the sharing and accessing of ideas and resources for talent development.
2017-01-05T06:25:29Z
2017-01-05T06:25:29Z
2015
Article
Hernández-Torrano, D., & Saranli, G. (2015). A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model. Gifted Education International, 31(3), 257. DOI: 10.1177/0261429414526335
http://nur.nu.edu.kz/handle/123456789/2135
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Gifted Education International
oai:nur.nu.edu.kz:123456789/21362018-08-15T03:50:01Zcom_123456789_100com_123456789_67col_123456789_334
Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan
Hernández-Torrano, Daniel
Tursunbayeva, Xeniya
ethnicity
gender
gifted
Kazakhstan
socioeconomic status
teacher referral
The purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles describing a typical gifted student with particular demographics and requested to indicate how strongly they believed the student should or should not be recommended for gifted services. Results evidenced that gender, ethnicity, and SES did not influence the Kazakhstani teachers’ referrals. The implications of teacher nominations in students’ identification for gifted programs and the discussion on the role of gifted education as perceived by school teachers in Kazakhstan and elsewhere are provided.
2017-01-05T06:33:05Z
2017-01-05T06:33:05Z
2015-11-07
Article
Hernández-Torrano, D., & Tursunbayeva, X. (2015). Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan. High Ability Studies, 1-13. DOI: 10.1080/13598139.2015.1108187
http://nur.nu.edu.kz/handle/123456789/2136
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
High Ability Studies
oai:nur.nu.edu.kz:123456789/21372018-08-15T03:50:09Zcom_123456789_100com_123456789_67col_123456789_334
The new scalar politics of evaluation: An emerging governance role for evaluation
Rutkowski, David
Sparks, J.
complex multilateralism
evaluation standards
global governance
impact evaluation
international development
soft power
In this article we analyze how roles for evaluation are described and argued for in key texts produced and/or promoted by three influential international networks: the High Level Forum on Aid Effectiveness; the Organisation for Economic Cooperation and Development Assistance Committee’s Network on Development Evaluation; and the Network of Networks for Impact Evaluation. We contend that these complex multilateral networks are working supranationally through soft power to promote: common standards of evaluation practice; a dominant model of evaluation (impact evaluation); and new evaluation roles, relationships and practices for the field of development. Moreover, we argue that this emerging complex multilateral agenda for evaluation may position evaluation and evaluators within a global governance strategy allowing greater influence to international development organizations. We conclude with a discussion of the implications of the analysis for evaluators working in the field of international development.
2017-01-05T06:49:24Z
2017-01-05T06:49:24Z
2014-10-12
Article
Rutkowski, D., & Sparks, J. (2014). The new scalar politics of evaluation: An emerging governance role for evaluation. Evaluation, 20(4), 492-508. DOI: 10.1177/1356389014550561
http://nur.nu.edu.kz/handle/123456789/2137
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Evaluation
oai:nur.nu.edu.kz:123456789/21382018-08-15T03:50:26Zcom_123456789_100com_123456789_67col_123456789_334
Soft power and cultural diplomacy: emerging education hubs in Asia
Lee, Jack T.
education
power
diplomacy
Several education hubs have emerged in Asia and the Middle East in recent years with a specific focus on cross-border higher education. Through considerable efforts in policy planning and generous funding, these hubs aim to transform a country or city into an eminent destination for education, research, and training. The inherent design of these hubs raises many questions about higher education’s contribution to international relations as large numbers of local and foreign actors congregate. Specifically, some education hubs are leveraging cultural heritage and colonial legacy as an instrument of soft power by emphasising shared cultural identities and values. By engaging in cultural diplomacy, education hubs seek to exert influence on the international stage. However, assumptions about shared identities and values as well as the prevailing political climate of the local society present serious challenges for policy implementation. Alternatively, an education hub can also engage with international actors based on an enduring faith in the venture of science to propel the knowledge economy – another kind of norm that underpins soft power. This paper compares Malaysia, Singapore, and Hong Kong as education hubs that engage in soft power and cultural diplomacy.
2017-01-05T08:03:36Z
2017-01-05T08:03:36Z
2015-07-03
Article
Lee, J. T. (2015). Soft power and cultural diplomacy: emerging education hubs in Asia. Comparative Education, 51(3), 353-374. DOI: 10.1080/03050068.2015.1037551
http://nur.nu.edu.kz/handle/123456789/2138
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Comparative Education
oai:nur.nu.edu.kz:123456789/21392018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
The regional dimension of education hubs: Leading and brokering geopolitics
Lee, Jack T.
cross-border education
education hub
geopolitics
internationalization
regional
soft power
Several education hubs have emerged in the last decade in Asia and the Middle East. These ambitious policy initiatives share a common interest in cross-border higher education even though diverse rationales underpin their development. While some claim to be an international education hub, others claim to be a regional education hub or simultaneously international and regional. Considerable rhetoric and assumptions of uniformity exist in the discourse of education hub development. This paper clarifies the regional dimension of education hubs in terms of concepts, rationales, and strategies of regional engagement. Policymakers pursue different definitions of region as they leverage higher education to gain geopolitical influence in targeted spheres. Furthermore, the distinction between the role of a regional leader and regional broker presents different opportunities for an education hub. The paper compares the development of three key education hubs in Asia: Malaysia, Singapore, and Hong Kong.
2017-01-05T08:11:51Z
2017-01-05T08:11:51Z
2015-03-01
Article
Lee, J. T. (2015). The regional dimension of education hubs: Leading and brokering geopolitics. Higher Education Policy, 28(1), 69-89. DOI: 10.1057/hep.2014.32
http://nur.nu.edu.kz/handle/123456789/2139
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Higher Education Policy
oai:nur.nu.edu.kz:123456789/21402018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Promoting Human Capital Development: A Typology of International Scholarship Programs in Higher Education
Perna, Laura W.
Orosz, Kata
Gopaul, Bryan
Jumakulov, Zakir
Ashirbekov, Adil
Kishkentayeva, Marina
cluster analysis
foreign education
human capital
policy
student mobility
taxonomy
This article sheds light on the availability and characteristics of international scholarship programs that are sponsored by national and federal governments worldwide and that are intended to promote student mobility. Utilizing descriptive and cluster analyses, the article produces a framework for organizing the population of these programs. The analyses take into account both the central characteristics of programs and economic and political characteristics of the nations sponsoring the program. The typology produced in this analysis may be used by policy makers and researchers to facilitate cross-national comparisons of program design, implementation, and outcomes. © 2014 AERA.
2017-01-05T08:20:16Z
2017-01-05T08:20:16Z
2014-03
Article
Perna, L. W., Orosz, K., Gopaul, B., Jumakulov, Z., Ashirbekov, A., & Kishkentayeva, M. (2014). Promoting Human Capital Development: A Typology of International Scholarship Programs in Higher Education. Educational Researcher, 43(2), 63-73. DOI: 10.3102/0013189X14521863
http://nur.nu.edu.kz/handle/123456789/2140
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Educational Researcher
oai:nur.nu.edu.kz:123456789/21412018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Understanding the programmatic and contextual forces that influence participation in a government-sponsored international student-mobility program
Perna, Laura W.
Orosz, Kata
Jumakulov, Zakir
Kishkentayeva, Marina
Ashirbekov, Adil
human capital
international student mobility
national context
public policy
Although prior research establishes the forces that “push” and “pull” students to participate in foreign study, the transferability of findings from earlier studies is limited by the absence of theoretical grounding. In addition, relatively little is known about how a government-sponsored student mobility program promotes foreign study in a nation with a transitioning economy. Using case study methods, this study explores the characteristics of students who participate in such a program and identifies the programmatic characteristics and contextual forces that promote and limit participation. The findings shed light on the appropriate theoretical perspectives for understanding student participation in a government-sponsored mobility program and illustrate the need to consider how aspects of the national cultural, economic, and political context influence participation. The findings also raise several questions about how an international student mobility program should be structured to encourage participation and maximize benefits to individuals and society within a particular national context.
2017-01-05T08:27:48Z
2017-01-05T08:27:48Z
2015-02-01
Article
Perna, L. W., Orosz, K., Jumakulov, Z., Kishkentayeva, M., & Ashirbekov, A. (2015). Understanding the programmatic and contextual forces that influence participation in a government-sponsored international student-mobility program. Higher Education, 69(2), 173-188. DOI: 10.1007/s10734-014-9767-4
http://nur.nu.edu.kz/handle/123456789/2141
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Higher Education
oai:nur.nu.edu.kz:123456789/21422018-08-15T03:50:06Zcom_123456789_100com_123456789_67col_123456789_334
Understanding the human capital benefits of a government-funded international scholarship program: An exploration of Kazakhstan's Bolashak program
Perna, Laura W.
Orosz, Kata
Jumakulov, Zakir
educational benefits
higher education
human capital
international education
public policy
This study utilizes qualitative research methods to explore the human capital benefits of one government-sponsored international scholarship program - Kazakhstan's Bolashak Scholars Program - and how program characteristics and other forces promote and limit these benefits. The findings raise a number of questions for policymakers, administrators, and researchers about how a government-sponsored international scholarship program should be structured so as to maximize human capital development for individuals and the sponsoring nation.
2017-01-05T08:42:10Z
2017-01-05T08:42:10Z
2015-01-01
Article
Perna, L. W., Orosz, K., & Jumakulov, Z. (2015). Understanding the human capital benefits of a government-funded international scholarship program: An exploration of Kazakhstan's Bolashak program. International Journal of Educational Development, 40, 85-97. DOI: 10.1016/j.ijedudev.2014.12.003
http://nur.nu.edu.kz/handle/123456789/2142
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Development
oai:nur.nu.edu.kz:123456789/21432018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Learning autonomy: higher education reform in Kazakhstan
Hartley, Matthew
Gopaul, Bryan
Sagintayeva, A.
Apergenova, Renata
autonomy
governance
higher education reform
Kazakhstan
Higher education is a key economic and social priority in the global arena. Many countries have sought to advance reforms aimed at increasing access, promoting greater educational quality, and ensuring financial responsibility and sustainability. Often, strategies for achieving these aims are informed by experiences elsewhere. However, transporting education policy reforms can be problematic. Kazakhstan, a signatory of the Bologna Process, offers an example of a country seeking to improve student access and success and promote greater fiscal efficiency to advance the overall quality of its higher education system (Merrill in Int High Educ 59:26–28, 2010). A key strategy for achieving these goals is through reforms in university governance. In Central Asia, policy makers advance education reforms in order to accomplish several goals, including meeting “the new demands of ethnic nationalism, a globally competitive economy, and a labour market freed from administrative control” (Anderson and Heyneman 2005, p. 361). In Kazakhstan, policy makers have concluded that a system predicated on decentralized control with greater institutional autonomy (and accountability), along the lines of the US system, offers a promising strategy for improving the overall quality of its higher education system. This research collected on-site data on Kazakhstani higher education and presents the most recent data since efforts from OECD and World Bank in 2006 [OECD in Higher education in Kazakhstan (reviews of National Policies for Education). OECD, Paris 2007]. This research utilized semi-structured interviews with senior higher education administrators (53), members of the Ministry of Education and Science (6), a representative from the government (1), and experts from the World Bank (2) for a total of 62 participants. The results of the study show that academic leaders in Kazakhstan want greater autonomy. However, there is no clear consensus about what level of fiscal and academic autonomy is desirable and whether all institutions are prepared to manage themselves without Ministerial oversight. The roles of key constituents in academic governance have also not yet been clearly defined.
2017-01-05T08:51:14Z
2017-01-05T08:51:14Z
2015-10-22
Article
Hartley, M., Gopaul, B., Sagintayeva, A., & Apergenova, R. (2015). Learning autonomy: higher education reform in Kazakhstan. Higher Education. DOI: 10.1007/s10734-015-9953-z
http://nur.nu.edu.kz/handle/123456789/2143
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Higher Education
oai:nur.nu.edu.kz:123456789/21442018-08-15T03:50:06Zcom_123456789_100com_123456789_67col_123456789_334
Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality and Self-Concept
Ferrando, Mercedes
Prieto, María Dolores
Almeida, Leandro S.
Ferrándiz, Carmen
Bermejo, Rosario
López-Pina, José Antonio
Hernández-Torrano, Daniel
Sáinz, Marta
Carmen Fernández, Maria
adolescence
academic performance
trait emotional intelligence
This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire—Adolescents Short Form (TEIQue-ASF); (b) Children’s Personality Questionnaire (CPQ; Form A, Part A); (c) IQ test TIDI-2; (d) Adaptation Questionnaire (CAI-1); and (e) academic performance. A positive and significant correlation coefficient between trait EI measured by the TEIQue-ASF and general academic performance was found. The TEIQue-ASF showed incremental validity to predict general academic performance, after controlling for intelligence, personality, and self-concept characteristics.
2017-01-05T09:05:42Z
2017-01-05T09:05:42Z
2011
Article
Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., ... Fernández, M. C. (2011). Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality and Self-Concept. Journal of Psychoeducational Assessment, 29(2), 150. DOI: 10.1177/0734282910374707
http://nur.nu.edu.kz/handle/123456789/2144
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Psychoeducational Assessment
oai:nur.nu.edu.kz:123456789/21452018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Multiliteracies of Transnational and Immigrant Pre-teens: Meditating Intercultural Meaning
Boivin, Nettie
immigrant teens
intercultural capital
intercultural meaning
multiliteracy
Nepalese immigrants
pre-adolescences
With the increase in cultural and economic globalization and technological advancements, the very nature of communication has become more fluid. As a result, communication practices move past defining socio-cultural identity to become intercultural capital from which a more constructive bi-cultural identity can emerge. This study compares immigrant and transnational migrant multiliteracies at the transitional age of pre-adolescence, comparing both global and socio-cultural types. The study utilised ethnographic collective case study observation of three Nepalese families in the United Kingdom. The year-long study comparatively investigated; what types of multiliteracies do immigrant and transnational pre-teens participate in? And do these multiliteracies better enable constructive identity through intercultural capital? The research utilised 150 hours of ethnographic observation, meta-historical narratives and semi-structured interviews with three case study families who were transnational Gorkha and immigrant Nepalese in the U.K. Moreover, the study newly categorized three types of multiliteracies relevant to both transnational and immigrant pre-teens: those that are transnational, global cultural and peripheral ritualised multiliteracies. Findings from this article revealed that while pre-adolescences transnationals participated in transnational cultural and globalized multiliteracies, immigrant pre-teens partook predominately in globalized multiliteracies.
2017-01-05T09:22:54Z
2017-01-05T09:22:54Z
2016-09-01
Article
Boivin, N. (2016). Multiliteracies of Transnational and Immigrant Pre-teens: Meditating Intercultural Meaning. Journal of Intercultural Communication Research, 1-17. DOI: 10.1080/17475759.2016.1226932
http://nur.nu.edu.kz/handle/123456789/2145
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Intercultural Communication Research
oai:nur.nu.edu.kz:123456789/21462018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
‘Soviet’ in teachers’ memories and professional beliefs in Kazakhstan: points for reflection for reformers, international consultants and practitioners
Fimyar, Olena
Kurakbayev, Kairat
education reform
Kazakhstan
soviet education
soviet legacies
This paper is a part of a three-year study, ‘Internationalisation and reform of secondary schooling in Kazakhstan’, jointly conducted by an international team of UK- and Kazakhstan-based researchers in 2012–2014. The study was conceived as a mechanism to support education reform in the country. This was achieved through reconstructing the education policy narrative of the last two decades and understanding the effects of the newly established Nazarbayev Intellectual Schools and the Centres of Excellence in-service professional development programme on the larger system. While the focus of the study was on Kazakhstan’s educational present, the references to the previous system of education, which was often referred to as Soviet, traditional, but also successful, fundamental and the best in the world, were numerous. These continuous references to the past prompted the authors of this paper to address the questions: What memories and practices of Soviet education are still dominant in the field of education in Kazakhstan? How do these beliefs continue to shape educational debate in the country? In support of its argument, the paper draws on the literature on Soviet schooling and contemporary education reform, interview data with national and international teachers in Kazakhstan, and field observations. The resultant narrative, which brings together the analysis of educational change and changes in teachers’ beliefs, may appeal to many involved in the construction of the contemporary reform agenda.
2017-01-05T10:21:00Z
2017-01-05T10:21:00Z
2016-01-02
Article
Fimyar, O., & Kurakbayev, K. (2016). ‘Soviet’ in teachers’ memories and professional beliefs in Kazakhstan: points for reflection for reformers, international consultants and practitioners. International Journal of Qualitative Studies in Education, 29(1), 86-103. DOI: 10.1080/09518398.2015.1017850
http://nur.nu.edu.kz/handle/123456789/2146
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Qualitative Studies in Education
oai:nur.nu.edu.kz:123456789/21472018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Higher Education Internationalization: Insights from Kazakhstan
Jumakulov, Zakir
Ashirbekov, Adil
higher education
international education
educational quality
universities
student mobility
faculty mobility
Kazakhstan
This paper sheds light on the approaches, forms, goals and influencing factors of internationalization of higher education in Kazakhstan. Kazakhstan’s education system is regulated centrally by the Ministry of Education and Science, thus most internationalization initiatives are set by the Ministry. The Ministry sees the role of internationalization of higher education in advancing Kazakhstan’s education system, increasing the attractiveness of higher education, and developing a multicultural society. The government promotes higher education internationalization by: sponsoring degree and non-degree student and faculty mobility programs; signing intergovernmental agreements on educational exchange; incentivizing the internationalization of curriculum by setting accreditation regulations; creating an international university; and signing the Bologna Process which requires universities to make deeper structural reforms. These governmental initiatives were the main drivers for Kazakhstani universities to internationalize. Although most universities adopted strategies on internationalization, their approaches could be characterized as an activity approach rather than a comprehensive approach to internationalization.
2017-01-05T10:28:40Z
2017-01-05T10:28:40Z
2016-03-01
Article
Jumakulov, Z., & Ashirbekov, A. (2016). Higher Education Internationalization: Insights from Kazakhstan. Hungarian Journal of Educational Research, 6(1), 38-58. DOI: DOI:10.14413/HERJ.2016.01.03
http://nur.nu.edu.kz/handle/123456789/2147
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Hungarian Journal of Educational Research
oai:nur.nu.edu.kz:123456789/23612018-08-15T03:50:10Zcom_123456789_100com_123456789_67col_123456789_211
Kazakhstan Higher Education Leadership Professional Development Program: A Preliminary Study
Kerimkulova, Sulushash
CohenMiller, Anna
Shamatov, Duishon
Kazakhstan higher education
Higher education leadership
Professional development program
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Background of Kazakhstan; Professional Development Program for Higher Education Leaders; Statement of the Problem; Research Questions; Theoretical Framework; Research design and data collection instruments.
2017-03-17T03:34:19Z
2017-03-17T03:34:19Z
2017-03-05
Presentation
Sulushash Kerimkulova, Anna CohenMiller, Duishon Shamatov (2017) Kazakhstan Higher Education Leadership Professional Development Program:A Preliminary Study. Graduate School of Education, Nazarbayev University.
http://nur.nu.edu.kz/handle/123456789/2361
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
CIES 2017 Conference Atlanta USA, 5-‐9 March 2017. Graduate School of Education, Nazarbayev University.
oai:nur.nu.edu.kz:123456789/23622018-08-15T03:50:09Zcom_123456789_100com_123456789_67col_123456789_211
School Psychology in context: Perception, challenges, and students’ wellbeing in mainstream Kazakhstani secondary schools
Faucher, Carole
Torrano, Daniel
Tynybayeva, Madina
CohenMiller, A. S.
Kurakbayev, Kairat
school psychology
Kazakhstani secondary schools
school psychology in context
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The paper presented here is part of a collaborative research project between researchers at Nazarbayev University and Cambridge University that began in 2015 and was funded by the British Council in the Institutional Links Newton-Al-Farabi program. In very general terms, the project aims to examine how schools (teachers, principals, students, parents, school psychologists) define and conceptualize wellbeing in general but also through the academic year, with special attention to vulnerable populations, for instance, students living in Rural settings or deprived regions, and those under extreme academic stress, such as students in specialized schools for gifted children.
2017-03-27T06:03:04Z
2017-03-27T06:03:04Z
2017
Presentation
Faucher, Carole; Torrano, Daniel;Tynybayeva, Madina; CohenMiller, A. S.; Kurakbayev, Kairat. (2017) School Psychology in context: Perception, challenges, and students’ wellbeing in mainstream Kazakhstani secondary schools. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/2362
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/23722020-07-14T04:52:35Zcom_123456789_100com_123456789_67col_123456789_211
Inclusive Teaching in South Africa
Makoelle, Tsediso Michael
Inclusive Teaching in South Africa, inclusion in the classroom,Inclusive Education.
The book assembles small scale qualitative studies predominantly conducted through participatory action research with teachers in schools.
The ideas expressed in studies captures the essence of teachers in relation to challenges they face and the successes they have registered in the implementation of inclusion.
The book contributes significantly on aspects of:
Pre-service teacher needs in preparation for a pedagogy that is inclusive; issues of in-service teacher development of inclusive curriculum and contexual aspects influencing the effective operationalisation of inclusion in the classroom.
2017-05-02T06:12:05Z
2017-05-02T06:12:05Z
2017-04-05
Presentation
Tsediso Michael Makoelle (2017) Inclusive Teaching in South Africa, Graduate School of Education, Nazarbayev University
http://nur.nu.edu.kz/handle/123456789/2372
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/23732018-08-15T03:49:51Zcom_123456789_100com_123456789_67col_123456789_211
Контекстуальный перевод с презентации книги: «Инклюзивная педагогика в Южной Африке»
Макоэлль, Тседисо Майкл
Абдыкаимов, Зият (переводчик)
Инклюзивная педагогика в южной Африке, инклюзивная педагогика в школе, инклюзивное образование.
книга основана на данных множества небольших качественных практикоориентированных исследований, проводившихся совместно с учителями школ. В данных исследованиях выявляются проблемы и приводятся успешные примеры имплементации инклюзии в школах, подчеркивается ключевая роль учителей в этом процессе. Книга значительно обогащает научные представления о проблемах подготовки будущих учителей к работе в инклюзивной среде, вопросах методологической разработки содержания образования в условиях инклюзии,
контекстуальных аспектах, влияющих на эффективность и операционализацию инклюзивной педагогики в школе.
2017-05-02T09:14:08Z
2017-05-02T09:14:08Z
2017-04-05
Presentation
Тседисо Майкл Макоэлль, Абдыкаимов Зият (переводчик), (2017), Контекстуальный перевод с презентации книги: «Инклюзивная педагогика в южной Африке», Высшая школа образования Назарбаев Университета
http://nur.nu.edu.kz/handle/123456789/2373
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Высшая Школа Образования, Назарбаев Университет.
oai:nur.nu.edu.kz:123456789/24302018-08-15T03:49:50Zcom_123456789_100com_123456789_67col_123456789_926
Developing research competence through a student-run peer-review journal at higher education institutions of Kazakhstan
Montgomery, D. P.
CohenMiller, A. S.
Kozhabayeva, K. R.
Orynbassarova, D. M.
research competence
higher education
student publication
organizational socialization
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
This paper seeks to better understand the general institutional characteristics and the specific participatory activities that help students in higher education develop research competence. This paper presents the first part of an ongoing mixed methods study which uses a quantitative survey of authors (N=30), peer reviewers (N=35) and editors (N=10), followed by qualitative interviews (N=9) of selected representatives from each role, in order to identify and evaluate the ways in which participation in a student-run peer-reviewed journal contributed to developing research competence. In this part, we discuss the state of scholarly research in Kazakhstan, and provide a definition of research competence, and present the methodology employed in this study. The second part of the study will identify strengths of the student-run project, opportunities for improvement, and considerations for application in similar contexts to improve research competence. In this way, it makes a concrete step toward understanding how to improve scholarly research in Kazakhstan.
2017-06-29T08:53:13Z
2017-06-29T08:53:13Z
2017-05-19
Conference Paper
Montgomery, D. P., CohenMiller, A. S., Kozhabayeva, K. R., Orynbassarova, D. M. (2017) Developing research competence through a student-run peer-review journal at higher education institutions of Kazakhstan. KAZGUU University. Nazarbayev University. The 2nd International Research Conference on Academic Integrityis a peer-reviewed conference.
http://nur.nu.edu.kz/handle/123456789/2430
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
KAZGUU University. Nazarbayev University. The 2ndInternational Research Conferenceon Academic Integrityis a peerreviewed conference.
oai:nur.nu.edu.kz:123456789/25542021-02-05T05:33:55Zcom_123456789_100com_123456789_67col_123456789_925
Teacher perceptions of project-based learning in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan
Intykbekov, Aidyn
project-based learning
benefits
challenges
teachers
students
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Project-based learning (PBL) is a student-centered teaching approach that organizes learning around projects. It increases students’ motivation to learn and prepares them for the 21st century demands through developing real-world experience. Many scholars have investigated teacher perceptions regarding PBL, its benefits and challenges; however, no similar research was conducted in Kazakhstan and it remains unclear how Kazakhstani teachers understand PBL. This study attempts to fill in the existing gap of knowledge and practice in Kazakhstan.
The purpose of this study is to explore secondary school teachers’ perceptions about project-based learning, its benefits and challenges.
It is a qualitative case study. The sample consists of 4 teachers (male) who teach Chemistry, Computer Science, English language, and Physics in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan. Semi-structured interviews were conducted with participants. The collected data was coded and analyzed using thematic analysis.
The study revealed that the participant teachers perceive PBL as a beneficial teaching approach that has the potential to increase student engagement and help them understand more deeply the subject content through self-learning and learning by doing. The advantages of using PBL discussed by the participants were improved teacher-student and student-student relationships, skill development and real-world practice. The study also identified the challenges the participant teachers have to cope with such as: lack of time, lack of knowledge, and group work problems.
The results of this research show that teachers understand PBL from both positive and negative perspectives through its perceived benefits and implementation challenges. It is considered that findings of this study would improve students’ motivations and equip teachers with necessary skills to successfully implement PBL.
Метод проектов является подходом к обучению через проекты, которые направлены на учащегося. Этот подход повышает интерес учащихся к обучению и с помощью реальной практики реализует их подготовку к требованиям 21 века.
Было проведено много исследований о восприятии этого метода учителями, но представления Казахстанских учителей об этом методе, его положительных и отрицательных сторонах не были изучены. Остается неясным как воспринимают этот метод Казахстанские учителя. С целью восполнения пробелов в знаниях и практике Казахстана, была необходимость провести соответствующее исследование.
Цель моей работы – изучить представления Казахстанских учителей о методе проектов, его положительных и отрицательных сторонах.
Я использовал качественное тематическое исследование. Выборка состоит из 4 учителей (мужского пола), преподающих физику, химию, информатику, и английский язык в одном из Казахско-Турецких Лицеев в северной части Казахстана. Мной было использовано частично структурированное интервью. Собранные данные были закодированы и анализированы с помощью тематического анализа.
Данные указывают на то, что учителя представляют метод проектов в положительном свете, делая акцент на потенциал этого метода повышать интерес учащихся к обучению и способствовать более глубокому пониманию учебного материала с помощью самообучения и обучения через практику. Были перечислены положительные стороны метода, такие как улучшение взаимоотношений между учащимися, между учителем и учащимися, а также развитие навыков и всемирный опыт. Учителя указали также такие отрицательные стороны этого подхода, как нехватка времени и знаний о методе, и проблемы групповой работы.
Результаты выявили, что учителя воспринимают метод проектов, как в положительном, так и в отрицательном свете, выделяя многочисленные вышеперечисленные преимущества и недостатки этого метода. Важно отметить то, что результаты этой работы могут быть полезными для повышения интереса учащихся к обучению и снабжения учителей необходимыми навыками для успешного использования метода проектов.
2017-08-28T04:08:21Z
2017-08-28T04:08:21Z
2017-06
Master's thesis
Intykbekov, Aidyn. (2017) Teacher perceptions of project-based learning in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2554
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25562021-02-05T05:33:55Zcom_123456789_100com_123456789_67col_123456789_925
Factors Influencing Grade 11 Students’ Decision to Study World History as a Subject at Specialized School of Astana
Tolegenova, Aizhan
secondary school
influence
World History subject
subject choice
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
In Kazakhstan, as students enter Grade 11, they have to choose their major subjects for further studies, because their admission to university and future career depends on the subjects they choose. This is not an easy decision for students to make as they usually grapple with more than one choice of subjects and their decisions are influenced by many factors.
This study explores the factors influencing grade 11 students’ decision to study World History as their major subject at a specialized school in Kazakhstan. The school follows International Baccalaureate (IB) curriculum. The purpose of the study was to study how teachers and students perceive World History subject; what factors motivate students to choose World History; and what factors discourage students to study World History. Using qualitative research methods, data for the study was collected by semi structured one-on-one interviews with students who chose World History subject, teachers who teach World History, parents of 11 grade students and a member from the school leadership. Focus group interview was also conducted with teachers from different subject areas.
The finding of the study revealed a number of factors influencing students’ choices of World History subject. These include students’ own personal interests in knowing about the world, their career choice and aspirations, effect of information technology, and scholarship opportunities. The study makes a number of recommendations that might be useful for the school (and other schools) in organizing career counselling programs, parents, and policy makers.
В Республике Казахстан учащимся 11 классов необходимо выбрать основной предмет для изучения, что позволит им по окончании продолжить обучение с целью получения соответствующей профессии. Это нелегкое решение для одиннадцатиклассников, поскольку они испытывают затруднение именно в выборе одного предмета. Кроме того, на их решение могут повлиять различные факторы.
В данном исследовании рассматриваются факторы, которые влияют на решение учащихся 11 класса изучать «Всемирную историю» в качестве основного предмета в специализированной школе Казахстана, которая следует учебному плану Международного бакалавриата (МБ). Цель исследования - изучение того, как учителя и ученики воспринимают предмет «Всемирная История»; какие факторы мотивируют учащихся выбирать именно этот предмет и препятствуют в выборе «Всемирная история» через использование качественного метода исследования. Кроме того, данные для исследования были собраны полуструктурированным интервью «один на один» со студентами, выбравшими предмет «Всемирная история», преподавателями, которые его преподают, родителями 11-ти классов и администрацией школы. Фокус - групповое интервью также проводилось с преподавателями из разных предметных групп.
Результаты исследования выявили ряд факторов, влияющих на выбор студентов для изучения предмета «Всемирная история»: личные интересы учеников в познании основных событий в мире, карьерный рост, влияние информационных технологий и возможность иметь стипендию. В исследовании содержится ряд рекомендаций, которые могут быть полезными для представителей правительственных структур, школы (и других школ) при проведении ориентационной работы с учащимися и родителями
2017-08-28T04:26:42Z
2017-08-28T04:26:42Z
2017-06
Master's thesis
Tolegenova, Aizhan. (2017) Factors Influencing Grade 11 Students’ Decision to Study World History as a Subject at Specialized School of Astana. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2556
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25552021-02-05T05:33:56Zcom_123456789_100com_123456789_67col_123456789_925
Challenges of implementing formative assessment at Nazarbayev Intellectual School
Akhmedina, Assel
classroom assessment
challenges, reform
assessment policy
teachers
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Formative assessment is world trend in educational assessment. There have been various studies aimed at exploring its impact and effectiveness in teaching and learning all around the globe. However, this assessment instrument is quite recent for Kazakhstani educational context. The purpose of this study was to discover NIS teachers’ experiences and professional stories regarding formative assessment so as to identify key difficulties and challenges they face in implementing it. It was also focused on identifying teachers’ attitudes towards formative assessment and ways of increasing its effectiveness in school. The study was conducted in one of Nazarbayev Intellectual Schools which has been using formative assessment as a main instrument for measuring students’ achievements in learning. Qualitative research design was used to provide deep exploration of the phenomenon. The participants were experienced and non-experienced teachers of different subjects which allowed to look at classroom assessment from various perspectives.
The study revealed that teachers’ main challenges are related to insufficient knowledge and experience in formative assessment. Moreover, students’ attitudes and roles in assessment were found to be an important factor that may create obstacles for teachers. Consequently, professional development courses and teachers’ collaborative work were suggested for improving the current situation.
Formative assessment was proved to be a powerful tool for increasing student achievement in learning. However, the study shows that its success is highly dependent on teachers’ professionalism. Therefore, the findings of the research allow both policymakers and school administration to see the issues that have to be addressed in order to create favorable conditions for effective classroom assessment in Kazakhstani education.
Формативное оценивание является одним из мировых трендов в оценивании учебных достижений учащихся. На сегодняшний день во всем мире проведено большое количество исследований, направленных на изучение эффективности и влияния данного инструмента оценивания на обучение и преподавание. Однако, для Казахстанского среднего образования формативное оценивание является относительно новым методом. Данное исследование направлено на изучение опыта учителей Назарбаев интеллектуальной школы с целью выявления наиболее трудных аспектов в реализации формативного оценивания на практике. Также целью исследования было изучить мнения учителей относительно эффективности данного метода оценивания и предложить пути его улучшения в контексте школы. Исследование было проведено в одной из Назарбаев интеллектуальных школ, в которой формативное оценивание является основным инструментом для измерения достижений учащихся в обучении. Метод качественного исследования был применен с целью более глубокого изучения профессионального опыта учителей. Участниками исследования являлись учителя различных предметов с большим и маленьким педагогическим стажем, что позволило взглянуть на проблему с разных сторон.
Результаты исследования показали, что основные трудности в применении формативного оценивания связаны с недостатком профессиональных знаний и опыта. Более того отношение учеников и их роль в оценивании также является важным фактором, влияющим на успешность применения формативного оценивания. Следовательно, в качестве основных путей решения проблем и трудностей, связанных с реализацией формативного оценивания было предложено проведение курсов профессионального развития и совместная работа учителей.
Формативное оценивание – мощный инструмент, способный значительно улучшить знания и умения учащихся. Данное исследование показало, что успешность применения формативного оценивания очень сильно зависит от профессионализма учителей. В связи с этим, для администрации школы как и для других лидеров национального образования очень важно знать с какими трудностями сталкиваются учителя для оказания профессиональной поддержки, которая в свою очередь создаст благоприятные условия для эффективной реализации данной образовательной реформы.
2017-08-28T04:26:27Z
2017-08-28T04:26:27Z
2017-06
Master's thesis
Akhmedina, Assel. (2017) Challenges of implementing formative assessment at Nazarbayev Intellectual School. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2555
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25572021-02-05T05:33:57Zcom_123456789_100com_123456789_67col_123456789_925
STEM and Social Sciences Students’ Language-Oriented Academic Challenges in English Medium of Instruction (EMI) Programs: The Case of An International University in Kazakhstan
Karabay, Akmaral
social sciences students
Language-Oriented Academic Challenges
English Medium of Instruction
international university
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
STEM subjects
English Medium of Instruction (EMI), that is teaching subjects in English, is becoming a
new phenomenon across Kazakhstani Higher Education. However, students have the
language challenges when studying in English since it is not their first language. Therefore,
the study has investigated STEM (i.e. Science Technology Engineering and Mathematics)
and Social sciences students‟ perceptions on choosing EMI and language challenges in
EMI academic environment in an international university whose practices can be translated
to other state universities newly implementing EMI. The research questions that guided
study are as follows: What are STEM and Social sciences students‟ and teaching
administrative staff perceptions of EMI and how do they describe and address the students‟
language challenges in academic contexts in EMI programs? The study is drawn upon
qualitative case study research design employing interviews with 3 teaching-administrative
staff members from 3 departments (2 STEM and 1 social sciences school), 1 university
administrator as well as 1 focus group and 7 in-depth interviews with students. The data
indicate that STEM and social sciences students have different level of language
challenges. However, what was similar across the majors is that their challenges were
mostly oriented on writing and speaking. Professors showed their awareness about the
language challenges of students, although their understanding differed a bit in some details
such as the nature of listening challenges caused by professors‟ language deficiency. In
contrast, support provided by university and professors reportedly addresses students‟
academic difficulties during their studies. Yet, unlike social sciences, in STEM areas
students are less likely to get their language improved by the end of their studies. Overall, the study suggest professors to interact with students more to learn and address students‟
language challenges. As EMI cannot guarantee students‟ English improvement, students
may enhance the language by creating English environment around themselves.
Английский язык обучения (EMI), то есть обучение предметов на английском языке,
стало новым феноменом в Казахстанском высшем образовании. Тем не менее, у
учащихся возникают трудности в ходе обучения на английском языке, так как
английския язык не является их родным языком. В этой связи, в данном
исследовании изучены восприятия и причины выбора обучения на английском языке
студентов СТЕМ (то есть наук, технологии, инженерии и математики) и социальных
наук, а также их языковые проблемы в академической среде международного
университета, практики которого могут быть переведены в другие государственные
университеты, внедряющие обучение на английском языке. Вопросы, которыми
руководилось исследование, состоят в следующем: Что представляют собой
восприятия студентов STEM и социальных наук, а также преподавательского-
административного персонала университета об обучении на английском языке, а
также какие языковые проблемы возникают и студентов в академическом контексте
программ с английским языком обучения и как эти сложности решаются? Данная
работа основано на качественном методе исследования, в котором использовалось
интервью с 3 преподавателями-администраторами из двух факультетов STEM и
одного факультета социальных наук, 1 администратором университета, а также 1
фокус-группа и 6 интервью со студентами. Данные исследования показывают, что
студенты STEM и социальных наук имеют разный уровень языковых проблем.
Однако одинаковым является то, что их проблемы в основном ориентированы на
письмо и устную речь. Профессора продемонстрировали свою осведомленность о языковых проблемах студентов, хотя их понимания немного отличались в некоторых
деталях, например, в таких, как характер проблем с аудированием, вызванных
языковой недостаточностью преподавателей. Поддержка, предоставляемая
университетами и преподавателями, отвечает нуждам студентов, чтобы справляться
трудностями академического языка. Тем не менее, в отличие от студентов
социальных наук, в СТЕМ областях студенты, очевидно, имеют меньше шансов
улучшить свой язык по окончанию университета. Исследование рекомендует
преподавателям более тесно взаимодействовать со студентами, чтобы они, то есть
преподаватели, могли узнать и предоставить поддержку в решении языковых
проблем студентов. Поскольку обучение на английском языке не может
гарантировать улучшение английского языка, студенты сами могут улучшить язык,
создав вокруг себя английскую среду.
2017-08-28T04:37:09Z
2017-08-28T04:37:09Z
2017
Master's thesis
Karabay, Akmaral. (2017) STEM and Social Sciences Students’ Language-Oriented Academic Challenges in English Medium of Instruction (EMI) Programs: The Case of An International University in Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2557
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25582021-02-05T05:33:57Zcom_123456789_100com_123456789_67col_123456789_925
A case study of the language ideology within Armenian families in Kazakhstan
Turgaleyeva, Akmaral
language ideology
Armenian families
ethnic identity construction
language practices
multilingual speech community
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
This thesis is a case study which investigates the language ideology, language practices and ethnic identity construction among Armenians who were either deported during the Soviet regime or immigrated for other reasons to Kazakhstan. Armenians are a multilingual speech community in Kazakhstan where the process of the language shifts from the heritage language, Armenian, to the national and dominant languages, Kazakh and Russian are not completed yet. The thesis investigates the connection between two fields of research; language ideology and ethnic identity construction. The thesis presents a case study analysis of two Armenian families using a two level conceptual framework (macro, and micro). The observation, which was non-participatory, occurred in home contexts during a ten days period. During these observation sessions, semi-structured interviews regarding the maintenance of the mother tongue, attitudes and beliefs towards language use and the social, multiliteracy and ethnic practices were conducted. The findings indicate the connection between the macro and the micro level, where the macro is an official language policy, economic and social factors and individual families’ language perceptions, and the micro is language practices at a home. The complexity of Kazakhstani language situation and the rapid social, political and economic changes that are taking place in the community make this study particularly valuable in raising awareness of language challenges in immigrant families.
Данная работа выполнена в рамках кейс-стади, в котором исследуется языковая идеология, языковая практика и построение этнической идентичности среди армян, депортированных советским режимом и иммигрировавших в Казахстан. Армяне - это полиязычное сообщество в Казахстане, для которого процесс перехода с родного армянского языка на государственный казахский или доминирующий русский еще не завершен. В диссертации исследуется связь между двумя областями: языковой идеологией и этнической идентичностью. Кейс, опираясь на теоретическую концепцию, состоящую из двух уровней: макро и микро, проводился на основе исследования двух армянских семей. В качестве основного метода исследования использовалось внешнее наблюдение, которое происходило в домашних условиях исследуемых семей в течение десяти дней. Во время наблюдений также проводились частично структурированные интервью, касающиеся поддержания родного языка, выявления отношения и убеждений к использованию языков и изучению социальных, мультикультурных и этнических практик. Полученные данные указывают на связь между макро- и микро- уровнями, где макроуровень - это официальная языковая политика, экономические и социальные факторы, а также мнение интервьюируемых о языках, а микроуровень - это языковая практика, используемая в рамках семьи. Социальные, политические и экономические изменения в обществе, а также языковые реформы, проводимые в Казахстане, делают это исследование особенно ценным для повышения осведомленности о языковых проблемах семей иммигрантов.
2017-08-28T04:46:46Z
2017-08-28T04:46:46Z
2017-06
Master's thesis
Turgaleyeva, Akmaral. (2017) A case study of the language ideology within Armenian families in Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2558
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25602021-02-05T05:33:58Zcom_123456789_100com_123456789_67col_123456789_925
Kazakh Family Engagement in Early Language and Literacy Learning: A Case Study in Urban Kazakhstan
Amantay, Assem
language learning
early literacy learning
Urban Kazakhstan
home literacy practices
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
In the post-Soviet Kazakhstan, literacy appears to be perceived by urban Kazakh families and communities as a product not a process and continues to be referred to as a set of skills of reading and writing to be taught primarily at schools rather than as a social practice to be exposed at home. This qualitative case study examines home literacy practices of one Kazakh family from Central Kazakhstan and the family members’ perspectives on their child’s emergent literacy practices. This study is guided by the following two research questions: How do families perceive their child’s emergent literacy and language practices? Do family members engage in family literacy practices, and if so, what types of home literacy practices do they participate in for supporting the child’s literacy and language learning? Drawing on the theories of literacy as a social practice, multimodality, and family literacy, this study employed semi-structured interviews, diary writing, and non-participant observation for data collection. Findings revealed that the urban Kazakh family members appear to identify and conceptualize literacy mostly as traditional and formal ones. Furthermore, the father did not consider some emergent literacy practices to make a contribution to the child’s literacy development. Finally, the opportunities the family members provided, recognition they showed, modelling they did, and interaction they participated in demonstrated the sociocultural and multimodal diversity of their home literacy practices.
В постсоветском Казахстане городские казахские семьи и сообщества склоняются к
мнению, что грамотность это продукт, а не процесс. Они продолжают относиться к
понятию literacy (грамота, грамотность) скорее как к набору навыков чтения и письма, обучаемому в первую очередь в школах, нежели как к социальной практике,
также обучаемой дома. Целью данного качественного исследования является изучение повседневной деятельности по подготовке к обучению грамоте и развитию
речи ребенка в домашних условиях одной казахской семьи из центральной части
Казахстана, а также рассмотрение понимания и восприятия членами семьи этой
повседневной деятельности. Данная работа ставит два ключевых вопроса: Как семьи понимают повседневную деятельность по подготовке к обучению грамоте и
развитию речи детей в дошкольном возрасте? Вовлечены ли члены семьи в данный
процесс обучения (развития); и, если вовлечены, как именно они поддерживают
ребенка в домашних условиях? Ссылаясь на теорию грамотности как к общественной практики (literacy as a social practice), концепции мультимодальности
и участия семьи в обучение ребенка грамоте (family literacy), данное исследование
выполнено с использованием таких инструментов сбора данных как полуструктурированное интервью, заполнение дневника и невключенное наблюдение. Результаты исследования показывают, что члены городской казахской
семьи склонны определять и концептуализировать практики развития речи и
грамотность ребенка как традиционное и формальное явление. Кроме того, отец в
данной семье не рассматривал некоторые свои повседневные практики как способствующие развитию и обучению. В результате исследования, также было
выявлено разнообразие общественно-культурной и мультимодальной повседневной
деятельности в домашних условиях, которую члены семьи осуществляли через
стратегии семейного вовлечения: предоставление возможностей, признание,
общение и позиционирование.
2017-08-28T05:01:17Z
2017-08-28T05:01:17Z
2017-06
Master's thesis
Amantay, Assem. (2017) Kazakh Family Engagement in Early Language and Literacy Learning: A Case Study in Urban Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2560
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25592021-02-05T05:41:45Zcom_123456789_100com_123456789_67col_123456789_925
The Impact of Social Networking Sites on English Language Learning
Zadorozhnyy, Artem
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Social Networking Sites
English Language Learning
English-medium
This study aims to investigate if there is a connection between the development of the English language learning and influence of Social Networks on it. In addition, it will assess, what are the purposes of Social Networking Sites (SNS) usage, by students in an English-medium university in Kazakhstani context. Finally, it analyzes students’ beliefs on how SNS help facilitate their English language learning. The research problem of this paper is in the fact that educators do not have sufficient knowledge of new approaches and techniques to enhance the process of foreign languages acquisition. The rationale for the research is to fill the gap regarding the impact of digital literacy and SNS on English language learning. In order to solve the problem the researcher utilized mixed method research design. 76 students took part in an online anonymous survey. Further, nine students participated in a post-interview. The findings showed that students are fully integrated into online world and they consider SNS as a source to facilitate English language learning. Moreover, students demonstrated that their main online purposes are socialization, SNS activities for personal interests and education and academic purposes. The present study helps to understand that learning itself should be transferred from educational environment to SNS environment, and especially in the context of Kazakhstan, which is trying to become a more globalized educational digital country. The findings could be useful for policy makers and higher education officials. In addition, this study shows that with a massive usage of SNS by students these days, SNS could become a platform for language learning outside the classroom and beyond the educational practices. Thus, the policy makers could understand how teachers could be more efficient in utilizing digital technologies.
Данная диссертация направлена на исследование связи между развитием навыков английского языка и влиянием социальных сетей на них. Кроме того, эта работа позволит оценить основные цели использования социальных сетей (SNS) учащимися англоязычного университета в контексте Казахстана. В данной работе будут проанализированы мнения студентов относительно того, как социальные сети могут быть полезны в обучении английскому языку. Задача данного исследования заключается в том, что преподаватели не обладают достаточным количеством знаний о новых подходах и методах для улучшения процесса обучения иностранным языкам. Обоснованием для исследования является восполнение пробела в отношении влияния цифровой грамотности и воздействия социальных сетей на изучение английского языка. Для решения проблемы исследователь использовал смешанный метод исследования. 76 студентов приняли участие в анонимном онлайн опросе, а также девять студентов участвовали в последующем личном интервью. Результаты исследования показали, что студенты полностью интегрированы в онлайн-мир, и считают социальные сети подходящей платформой для изучения английского языка. Кроме того, студенты продемонстрировали, что их главными целями в социальных сетях являются социализация, деятельность направленная на удовлетворение личных интересов, а также использование социальных сетей для образования и академических целей. Настоящее исследование помогает понять, что обучение может быть перенесено из образовательной среды в среду социальных сетей, особенно в контексте Казахстана, который стремится стать более глобализованной и цифровой страной. Выводы данного исследования могут быть полезны для лиц, разрабатывающих политические документы и сотрудников сферы высшего образования. Кроме того, данная работа показывает, что повсеместное использование социальных сетей студентами может помочь в трансформации этих платформ. Социальные сети могут стать платформами для изучения иностранных языков за пределами образовательной среды и образовательных практик. Таким образом, данная работа также позволить понять, как учителя могут стать более эффективными в использовании цифровых технологий.
2017-08-28T05:00:51Z
2017-08-28T05:00:51Z
2017-06
Master's thesis
Zadorozhnyy, Artem. (2017) The Impact of Social Networking Sites on English Language Learning. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2559
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25612021-02-05T05:41:46Zcom_123456789_100com_123456789_67col_123456789_925
Implementation of the Integrated Curriculum in Kazakhstani Secondary Schools: Challenges and Opportunities in pilot schools at School Level
Ibraimova, Assemgul
integrated curriculum
secondary schools
pilot school
Kazakhstani Educational system
modern secondary education
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
After the collapse of the Soviet Union, Kazakhstani Educational system faced some challenges because the curriculum that was used during the early independence period could provide students with the skills and knowledge that are applicable in the new century. In 2012 report, the Organization for Economic Co-operation and Development (OECD) noticed that the learning process in Kazakhstani secondary schools is highly ineffective in terms of enabling students to gain and practice higher-order thinking skills. Thus, Kazakhstani government made an attempt to solve the following systematic problems in modern secondary education: (1) integrity and systematic vision of scientific and objective worldview is lost as well as the speedy progress of scientific information volume has led to a growth in the number of subjects; (2) knowledge has lost its importance and driving force for the development of thinking because of the necessity to acquire a huge amount of new information on a daily basis; (3) teaching focuses on transferring reproductive information techniques, such as “know-can-apply” technique; (4) students are assessed based on the information memorized without its deep understanding and an ability to apply it in practice; and (5) reproductive forms of learning do not allow students to develop their personal qualities and abilities (Abdildina, 2016, p. 17). As a result, several steps were made in order to improve educational system in Kazakhstan. First, Kazakhstani government has created the network of Nazarbayev Intellectual Schools with its own integrated curriculum. Then, pilot schools were assigned to test effectiveness of the integrated curriculum in practice. This study aimed to advance an insight into the experience of implementation of the integrated curriculum in Kazakhstani pilot schools, the challenges that teachers and school administration faced and the opportunities that the program provided the schools. It employed a qualitative research design, in particular a unique case study. Three methods were used to answer the overarching research question: one-to-one interviews, document analysis and lesson observations. Specifically, a sample of seven teachers, the school principal and two vice-principals was interviewed to identify the teachers and school administrations’ understanding of the purposes for curriculum integration, to distinguish the challenges that they faced and to shed light on the opportunities that they received in the process of the integrated curriculum implementation. The results of this study provided information on the nature of the pilot school’s staff experiences of the integrated curriculum implementation as well as recommendations and suggestions for further improvement of the existing experience of implementation when the integrated curriculum is wildly put in all Kazakhstani secondary schools.
После распада Советского Союза, система образования Казахстана столкнулась с некоторыми проблемами, так как учебная программа, которая использовалась в этот период, не могла предоставить учащимся навыки и знания, которые применимы в новом столетии. Организация экономического сотрудничества и развития (ОЭСР) отметила, что процесс обучения в казахстанских средних школах крайне неэффективен в плане предоставления учащимся возможности приобретать и практиковать навыки мышления более высокого порядка (ОЭСР, 2012 год). Таким образом, правительство Казахстана предприняло попытку решить следующие систематические проблемы в современном среднем образовании: (1) потеряна целостность и систематическое видение научного и объективного мировоззрения, а также быстрый рост объема научной информации привел к росту числа предметов; (2) знания утратили свое значение и движущую силу для развития мышления из-за необходимости ежедневно получать огромное количество новой информации; (3) преподавание фокусируется на передаче методов репродуктивной информации, таких как техника «знать-уметь-применять»; (4) учащиеся оцениваются на основе информации, запоминаемой без ее глубокого понимания и способности применять ее на практике; и (5) репродуктивные формы обучения не позволяют учащимся развивать свои личные качества и способности (Абдильдина, 2016, с. 17).
В результате было сделано несколько шагов для улучшения системы образования в Казахстане. Во-первых, казахстанское правительство создало сеть Назарбаев Интеллектуальных школ с собственной интегрированной учебной программой. Затем пилотные школы были назначены для проверки эффективности интегрированного учебного плана на практике. Это исследование было направлено на ознакомление с опытом внедрения интегрированной образовательной программы в пилотных школах Казахстана, проблемами, с которыми сталкиваются учителя и администрация школы, и возможностями, предоставляемыми программой школам. В данном исследовании был использован качественный метод исследования, в частности уникальный кейс-стади. Три метода были использованы для ответа на главный исследовательский вопрос: индивидуальные интервью, анализ документов и наблюдения за уроками. В частности, была опрошена выборка из семи учителей, директора школы и двух заместителей директора, чтобы определить понимание учителями и школьной администрацией целей интеграции учебных программ, выделить проблемы, с которыми они сталкиваются, и пролить свет на возможности, которые они получили в процессе внедрения интегрированной учебной программы. Результаты этого исследования предоставили информацию о характере опыта пилотной школы в области внедрения интегрированной образовательной программы, а также о рекомендациях и предложениях по дальнейшему совершенствованию существующего опыта внедрения, когда интегрированная образовательная программа будет широко внедряться во все казахстанские средние школы.
2017-08-28T05:08:10Z
2017-08-28T05:08:10Z
2017-06
Master's thesis
Ibraimova, Assemgul. (2017) Implementation of the Integrated Curriculum in Kazakhstani Secondary Schools: Challenges and Opportunities in pilot schools at School Level. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2561
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25622021-02-05T05:41:46Zcom_123456789_100com_123456789_67col_123456789_925
The Influences of Career Counseling Programs on Career Decisions of High School Students at Two Publicly-Funded Special Schools in Kazakhstan
Rysbergen, Assima
career decisions
career counsellor
school career counselling Kazakhstan
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Kazakhstani state mainstream schools do not offer career counselling programs (CCP) to help high school students make informed choices and decisions for their careers. However, publicly-funded special schools (PFSS) started in 2009 have introduced CCP as part of their curricula. Due to the fact that CCP has been implemented in PFSSs quite recently, there is a lack of research on how such program helps students make informed career decisions.
This study adopted qualitative research design to explore how the CCP offered at two PFSSs in Kazakhstan influences career choices of high school students. In this study one-on-one and focus group semi-structured interviews and document analysis were used as primary data-gathering tool to address the central research question “How does the Career Counseling Program at two publicly-funded special schools in Kazakhstan help high school students make their career decisions?” Participants selected through purposeful sampling with maximum variation included current students, graduates, career counsellors, parents, and people from the leadership team. The study has come up with a number of findings about the implementation, benefits and challenges of the CCP. In addition, the findings point out a number of ways in which the CCP helps students make informed decisions about their future careers.
The potential barriers and challenges to establishing and effectively delivering CCP within the PFSSs include shortage of career counseling staff, lack of capital and human resources, and over expectations from the CCP by students and others. Thus, the study may contribute to the existing literature by exploring how the CCP functions in the Kazakhstani context and how students benefit from it. The recommendations made in the study may also be useful for the schools, policy makers, and practitioners for further improvement of the CCP in PFSSs and possible expansion of the program to the mainstream schools in Kazakhstan.
Казахстанские государственные общеобразовательные школы не предлагают программы по профориентации, целью которой является помогать учащимся средних школ сделать осознанный выбор будущей профессии. Однако, специализированные школы, финансируемые из государственного бюджета, открывшиеся в 2009 году, внедрили программу по профориентации (далее ПП) в рамках учебной программы школы. В связи с тем, что ПП была внедрена в специализированных школах недавно, недостаточно информации о том, насколько эфективна данная программа в помощи учащимся принимать обоснованные решения касательно будущей профессии.
В этом исследовании был использован качественный исследовательский метод для изучения того, как ПП, предлагаемая в двух специализированных школах в Казахстане, влияет на выбор профессий старшеклассников. Также были использованы индивидуальные и групповые полуструктурированные интервью и анализ документов в качестве основного инструмента сбора данных, направленных на основной вопрос исследования «Как программа по профориентации в двух специализированных школах Казахстана помогает старшеклассникам при выборе профессии?»
Участники, отобранные с помощью целенаправленной выборки с максимальными вариациями, состояли из нынешних студентов, выпускников, профориентаторов, родителей и людей из руководства. В исследовании были представлены результаты о реализации, преимуществах и проблемах ПП. Кроме того, результаты указывают на ряд аспектов, помогающих учащимся принимать обоснованные решения касательно своей будущей профессии. Потенциальные барьеры и проблемы для создания и эффективного обеспечения ПП в рамках специализированных школ включают в себя нехватку профориентаторов, человеческих и капитальных ресурсов и высокие ожидания от программы со стороны студентов и других лиц. Таким образом, исследование может способствовать пополнению существующей литературы путем изучения того, как ПП функционирует в казахстанском контексте и как студенты получают от нее пользу. Рекомендации, сделанные в исследовании, также могут быть полезны для школ и практикующих политиков для дальнейшего совершенствования ПП в специализированных школах и возможного расширения программы в общеобразовательных школах Казахстана.
2017-08-28T05:16:40Z
2017-08-28T05:16:40Z
2017-06
Master's thesis
Rysbergen, Assima. (2017) The Influences of Career Counseling Programs on Career Decisions of High School Students at Two Publicly-Funded Special Schools in Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2562
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25722021-02-05T05:41:47Zcom_123456789_100com_123456789_67col_123456789_925
Teacher Perceptions toward Assessment at one of the Public Schools in Akmola region, Kazakhstan
Abdrakhmanova, Botagoz
formative assessment
case study
Akmola region
teacher learning
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The assessment system of Kazakhstani schools is shifting from a “norm- referenced” approach of comparing students’ results against the achievements of other students, to a formative assessment belief model. This formative assessment allows tracking students’ progress and, and provides feedback to students. However, teachers may experience challenges, due to teacher beliefs and lack of teacher professional development and therefore, may conduct assessment procedure only for allocating students with grades. Hence, it is pivotal to explore teachers’ understandings toward formative assessment.
The purpose of this study is to explore teachers' perceptions regarding formative assessment at one of the schools in Akmola region, Kazakhstan. This study employed a qualitative case study design. Due to the proximity and accessibility of the site convenient sampling strategy was used to select the site. Maximal variation within purposeful sampling was undertaken to select 8 participants within two groups: 4 experienced teachers, who received courses on assessment and have more than 3 years of teaching experience and 4 novice teachers, who did not receive courses in assessment. The participants include males, and females, the participants were teachers of different subjects. The diversity of research participants enabled to bring different teaching experiences and perspectives in this study. The data were collected through eight semi- structured interviews, lesson observations and document analysis. The study found out the following four major factors affecting teachers’ perceptions: lack of teacher practical knowledge; inconsistent professional development; contradictions of teacher practices and teacher understandings; low students’ motivation. There is a discussion of recommendations and conclusion, which may assist in further implementation of the new model of classroom assessment.
Система оценивания учебных достижений учащихся школ Казахстана переходит от традиционного «отметочного» оценивания к модели формативного оценивания. В процессе внедрения новой модели оценивания учителя могут испытывать сложности в плане пересмотра своего опыта оценивания учащихся на уроке, и отсутствия курсов. Оценивание учащихся на уроке может проводиться только с целью определения уровня знаний ученика.
Целью данного исследования является изучение понимания формативного оценивания учителями одной из школ Акмолинской области, Казахстан. В данной работе использовался качественный метод исследования, кейс стади. Для выбора объекта исследования была использована подходящая стратегия выборочного метода. Целенаправленный отбор с максимальной вариацией был использован для определения участников исследования. В исследовании приняли участие 2 группы учителей: 4 учителя, которые прошли курсы по оцениванию, , и 4- учителя, которые не обучались на курсах по оцениванию. Разнообразие участников исследования позволило привнести разный опыт и мнения учителей. Данные были собраны в результате восьми полу структурированных интервью, наблюдения уроков и анализа документов. В исследовании были выявлены четыре фактора, влияющие на понимание учителями формативного оценивания: недостаточность практических знаний учителя; отсутствие системы курсов профессионального развития; противоречия педагогической практики и понимания учителей; низкая мотивация учащихся. Данная работа включает в себя рекомендации и выводы, которые могут быть полезны в дальнейшем внедрении новой модели оценивания учащихся. Ключевые слова: оценивание, кейс стадии, Акмолинская область, курсы.
2017-08-28T08:24:52Z
2017-08-28T08:24:52Z
2017-06
Master's thesis
Abdrakhmanova, Botagozю (2017) Teacher Perceptions toward Assessment at one of the Public Schools in Akmola region, Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2572
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25702021-02-05T05:41:48Zcom_123456789_100com_123456789_67col_123456789_925
Uzbek Minorities’ Experiences in Majority Higher Education Institutions
Abdurakhimova, Dilnoza
Uzbek minorities
higher education institutions
academic integration
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Kazakhstani higher education is quite diverse; there are representatives of 85 nations who are currently studying at higher education institutions. One of the representatives of these language minority groups are Uzbek students, who are taught in their native language in primary and secondary levels, learning majority languages as a subject at schools. However, the graduates of Uzbek medium schools have to continue their post-secondary education in the majority language medium HEIs, because there are no Uzbek medium programs in Kazakhstani HEIs. As a result, students who used to learn the content in Uzbek at secondary level, switch to Kazakh or Russian, which are the mediums of instruction in post-secondary level. The purpose of this study was to explore Uzbek language minority students’ experiences in majority universities. The study sought to answer the following research question: “What are the Uzbek speaking minority students’ experiences of social and academic integration in Kazakh and Russian medium programs in Kazakhstani HEIs?” The study used the qualitative phenomenological approach and the data was collected using semi-structured in-depth interviews. Seven students from Kazakh and Russian medium programs participated in the study. The study revealed that students’ social integration was relatively easier than academic integration. The challenges faced during the integration period were mostly language-oriented. Students’ language of instruction choice, either Kazakh or Russian, affected their preparation and integration. Moreover, the study pinpointed the importance of social support from teachers and administrative staff, which positively affected to students’ persistence and motivation to study. The study findings suggest that university administrations should increase the level of social and academic support and raise teachers’ awareness of approaching minority students. Also, school-counselors are recommended to guide applicants when choosing a language of the test and language of instruction in HEIs.
Студенты высших учебных заведений Казахстана - представители 85 этнических и языковых групп. Одним из представителей этих групп являются представители узбекского этноса, которые обучаются на родном языке в начальной и средней школе, и изучают казахский и русский языки в качестве школьного предмета. Тем не менее, выпускники средних узбекских школ продолжают свое высшее образование на казахском и русском языках, так как Казахстанские ВУЗы не предоставляют программы с узбекским языком обучения. В результате, учащиеся, которые раньше обучались на узбекском языке, переходят на казахский или русский язык. Целью этого исследования было изучение опыта интеграции студентов из узбекских школ в ВУЗах Казахстана. Исследование отвечает на следующий исследовательский вопрос: «Каков опыт социальной и академической интеграции узбекских студентов в ВУЗах казахским и русским языками обучения?» В исследовании использовался качественный феноменологический метод, и сбор данных был осуществлен с помошью использования углубленных интервью. Семь студентов из казахских и русских программ приняли участие в исследовании. Исследование показало, что социальная интеграция студентов проходила относительно легче чем академическая интеграция. Проблемы, с которыми столкнулись студенты в период интеграции, касались в основном умения использования русского и казахского языков. Выбор языка тестирования и обучения повлиял на их подготовку к поступлению в университеты и интеграцию в университетскую среду. Кроме того, исследование выявило важность социальной поддержки со стороны учителей и администрации университета в настойчивости и мотивации студентов к учебе. Результаты исследования предполагают, что администрации университетов следует повысить уровень социальной и академической поддержки и повысить осведомленность учителей в отношении учащихся из числа языковых меньшинств. Кроме того, школьным консультантам рекомендуется предоставлять помощь и поддержку абитуриентам при выборе языка тестирования и далее языка обучения в ВУЗе.
2017-08-28T08:24:27Z
2017-08-28T08:24:27Z
2017-06
Master's thesis
Abdurakhimova, Dilnoza. (2017) Uzbek Minorities’ Experiences in Majority Higher Education Institutions. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2570
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25692021-02-05T05:41:49Zcom_123456789_100com_123456789_67col_123456789_925
The Relationship between Students’ Social Competence, Emotional Intelligence and their Academic Achievement at Nazarbayev Intellectual School of Aktobe
Shaikhina, Dina
Nazarbayev Intellectual Schools
social competence
emotional intelligence
academic achievement
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
In the modern world the tendency to increase students’ academic achievement can be easily observed and Kazakhstan is not an exception. After getting independence in 1991 the country strives for entering the world arena in all the spheres including education. In Nazarbayev Intellectual Schools high academic achievement is one of the priorities for students. To reach this aim students and teachers are provided with all the necessary facilities, new technologies and gadgets, and are expected to develop academically and professionally. Students spend the whole day at school, even devoting their time after school to additional lessons, while teachers should conduct research and participate in conferences in addition to their teaching. All these efforts are aimed at increasing students’ academic achievement and ensuring high position of Kazakhstan in the world educational rankings. However, not all the aims regarding academic success have been reached, leading to concerns about the key factors which influence students’ academic achievement. To investigate the problem quantitative correlational design study was employed. All the data was collected in one educational organization which is Nazarbayev Intellectual School of Aktobe. A sample of 152 participants was selected by using non-probabilistic purposive maximum variation sampling procedures. Strengths and Difficulties Questionnaire (SDQ) and Trait Emotional Intelligence Questionnaire (TEIQue) were used to collect data. For data analysis, descriptive and inferential statistics, as well as hierarchical regressions were conducted in the Statistical Package for the Social Sciences (SPSS). The results provided information on the level of students’ social competence and emotional intelligence. The study also focused on how high, average, and lower performing NIS students compare in terms of social competence and emotional intelligence. The influence of gender, age and medium of instruction on the relationship between academic achievement and students’ social competence and emotional intelligence was studied as well.
В современном мире наблюдается тенденция повышать академическую успеваемость учащихся, и Казахстан в этом случае не исключение. После обретения независимости в 1991 году страна стремится к вступлению на мировую арену во всех сферах, включая образование. В Назарбаев Интеллектуальных школах высокая академическая успеваемость является одним из приоритетов для учащихся. Для достижения данной цели учащимся и учителям предоставляется все необходимое оборудование, новые технологии и приспособления; также требуется, чтобы они постоянно развивались академически и профессионально. Учащиеся весь день проводят в школе, посвящая время после уроков дополнительным занятиям, в то время как учителя помимо преподавания проводят исследования и участвуют в конференциях. Все эти усилия направлены на повышение академической успеваемости учащихся и обеспечению Казахстану высокой позиции в мировых рейтингах. Однако не все цели касательно академического успеха были достигнуты, что привело к особому интересу к ключевым факторам, влияющим на академическую успеваемость. Для исследования данной проблемы был использован количественный корреляционный подход. Все данные были собраны в одной образовательной организации – Назарбаев Интеллектуальной школе г. Актобе. С помощью детерминированной целевой выборки с максимальной вариацией были отобраны 152 участника исследования. Для сбора данных были использованы опросник «Сильные стороны и трудности» и опросник «Эмоциональный Интеллект». Для анализа данных в пакете для статистических данных (SPSS) были проведены анализы описательной и дедуктивной статистики, а также иерархическое моделирование регрессий. Результаты показали уровень социальной компетенции и эмоционального интеллекта учащихся. Исследование также фокусировалось на сравнении уровня социальной компетенции и эмоционального интеллекта учащихся с высокой, средней и более низкой успеваемостью. Влияние пола, возраста и языка обучения на взаимоотношения между академической успеваемостью, социальной компетенцией и эмоциональным интеллектом учащихся также было изучено.
2017-08-28T08:24:04Z
2017-08-28T08:24:04Z
2017-06
Master's thesis
Shaikhina, Dina. (2017) The Relationship between Students’ Social Competence, Emotional Intelligence and their Academic Achievement at Nazarbayev Intellectual School of Aktobe. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2569
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25682021-02-05T05:41:49Zcom_123456789_100com_123456789_67col_123456789_925
Nature and Factors Influencing High School Students and Parents’ Demands for Private Supplementary Tutoring in Kazakhstan
Pussurmanova, Gulzada
high school students
supplementary tutoring
private tutoring
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The primary purpose of this research study is to explore the nature and demands of
private supplementary tutoring at a selective school in Aktobe. Basing the arguments on
literature review and qualitative research design, this work aims to identify the nature of
private supplementary tutoring and the demands that drive high-school students and their
parents to engage in private tutoring. Within the qualitative research study the following research question was addressed in order to fulfill the purpose of the study: What is the nature and factors that influence high school students and their parents for taking Private Supplementary Tutoring at a selective school in Aktobe, Kazakhstan? A qualitative semi-structured interview approach was used in the study to address the research question. The sample of the study included nine participants, five of whom were high school students and four parents, who were engaged in private supplementary tutoring as consumers. The maximal variation sampling technique was used to help select participants. The study revealed that the phenomenon of private supplementary tutoring is
widely recognized in the research site. It also revealed that high stakes examinations,
future career choice, teachers’ lack of time, high family expectations, and interaction with
peers are the main factors that influence students and parents to refer to private tutoring.
The main implication for further research is to conduct a quantitative research
which will fulfill the gaps of this study and give more reliable results through conducting a
survey among private tutoring users of this particular school.
Основной целью этого исследования является изучение природы и факторов
частного дополнительного обучения (репетиторство) в определенной школе в городе
Актобе. Основываясь на аргументах по обзору литературы и на качественных
исследований, эта работа направлена на выявление характера частного дополнительного обучения и требований, которые побуждают учеников старших
классов и их родителей заниматься частным обучением. В рамках качественного исследования был рассмотрен следующий исследовательский вопрос: Какова природа и факторы, которые влияют на учащихся
старших классов и их родителей на получение частного дополнительного обучения в
выборочной школе в городе Актобе, Казахстан? Для того чтобы выявить ответ на вопрос исследования был использован качественный метод полуструктурированного интервью. В выборку вошли девять участников, из которых пять - студенты, и четыре - родители, которые вовлечены в частное дополнительное обучение в качестве потребителей. Для отбора участников была использована методика максимальной вариации выборки. Исследование показало, что различные экзамены, выбор будущей профессии, нехватка времени учителей, большие семейные надежды и взаимодействие со сверстниками являются основными факторами, которые влияют
на учащихся и родителей, в их вовлеченности в частное репетиторство. Основной рекомендацией в дальнейшем исследований является проведение количественных исследований, которые позволят восполнить недоработки данного исследования и собрать более надежные результаты путем проведения опроса среди пользователей репетиторства в этой школе.
2017-08-28T08:23:52Z
2017-08-28T08:23:52Z
2017-06
Master's thesis
Pussurmanova, Gulzada. (2017) Nature and Factors Influencing High School Students and Parents’ Demands for Private Supplementary Tutoring in Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2568
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25672021-02-05T05:41:51Zcom_123456789_100com_123456789_67col_123456789_925
Heritage Language and Culture Maintenance: A Study of Armenian Ethnic Cultural Center
Kozhabayeva, Kamila
heritage language
culture maintenance
ethnic minorities
multilingual countries
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Situated in Central Asia, Kazakhstan is an ethnically diverse post-Soviet country, where more than 463 ethnic community schools, called ethnic cultural centers, operate under supervision and protection of government. Armenians are one of the smaller ethnic minority groups in Kazakhstan, accounting for only 33000 persons, who managed to successfully maintain ethnic culture and language (Karapetyan, 2015). As majority of existing literature on heritage language and culture maintenance focuses on immigrants in mono-/multilingual countries where the majority language is widely spoken, this qualitative case study reveals the situation of forced migrants who live in multilingual context with the majority language, Kazakh, being revitalized. The study answered the research questions about socio-cultural practices of the Armenian ethnic center, challenges that the center administration and attendees face, and how the center participants perceive the center and why they continue attending it. Qualitative face-to-face interviews and non-participant observation of the event hosted by the center show that practising language and culture during the bonding gatherings within the ethnic community plays essential role in maintaining heritage language and culture in multilingual context. Although the center currently experiences lack of participant engagement, especially youth participants, absence of teachers of Armenian, problems with office and center facilities and lack of center resources, participants and administration reported the positive effect of the center’s work. Thus, attending the center helped participants gain the sense of ethnic community, maintain and, for some of them, learn Armenian language and culture, and gain the sense of acceptance and appreciation in Kazakhstan. These findings emphasize the importance of Kazakhstani ethnic cultural centers in developing and supporting ethnic diversity and highlight the ways in which government and center administration can improve the work of the centers.
Казахстан – это многонациональное, постсоветское государство, расположенное в Средней Азии, где функционирует более 463 домов культуры различных этнических групп. Они именуются этнокультурными центрами, и находятся под поддержкой и защитой правительства. Армяне - одна из самых малочисленных этнических групп Казахстана, которая составляет около 33000 человек. Тем не менее им успешно удалось сохранить культуру и язык культурного наследия (Карапетян, 2015). Большинство существующей литературы по сохранению культуры и языка культурного наследия ориентируется на изучение иммигрантов в моно-/полиязычных странах, где свободно говорят на официальном языке. Однако, данное квалитативное исследование по методу кейс стади освещает ситуацию вынужденных переселенцев, которые сейчас живут в многоязычном контексте, где языком большинства, казахский, находится в процессе восстановления. Исследование ответило на поставленные вопросы о социокультурных методах, применяемых в армянском этническом центре, выявило трудности, с которыми сталкиваются администрация и члены центра, показало, что члены центра думают о центре и почему они продолжают посещать его. Индивидуальные интервью и наблюдение мероприятия, организованного центром, показали, что практика языком и культуры во время сближающих мероприятий в этническом сообществе играет существенную роль в сохранении культуры и языка культурного наследия в многоязычном контексте. Армянский центр в настоящее время испытывает трудности, связанные с недостаточным уровнем активности участников центра, особенно молодежи, отсутствием учителей армянского языка, проблемами с офисом и удобствами, и недостатком ресурсов центра. Несмотря на это, члены центра и администрации сообщили о положительном эффекте работы центра. Таким образом, посещение и участие в мероприятиях центра помогло участникам исследования приобрести чувство этнического сообщества, сохранить, а для некоторых из них – выучить, армянский язык и культуру, и приобрести чувство принятия и уважения в Казахстане. Эти результаты подчеркивают важность казахстанских этнокультурных центров в развитии и поддержке этнического разнообразия и указывают на то, как правительство и администрация центра могут улучшить работу центров.
2017-08-28T08:23:38Z
2017-08-28T08:23:38Z
2017-06
Master's thesis
Kozhabayeva, Kamila. (2017) Heritage Language and Culture Maintenance: A Study of Armenian Ethnic Cultural Center. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2567
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25662021-02-05T05:41:52Zcom_123456789_100com_123456789_67col_123456789_925
Motivation of Students in Russian Medium Groups to Learn Kazakh in CLIL Approach
Abdimanapova, Laila
student motivation
Russian medium groups
language learning
Content and Language Integrated Learning
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Motivation is one of the key factors that triggers efforts for learning language. Recently, many countries have started to implement the Content and Language Integrated Learning programs (CLIL). Coyle (2013, 2014) describes it as using target language for learning academic subjects in such a way that generates students’ motivation for learning and applying language in the future. In Kazakhstan, Nazarbayev Intellectual Schools (NIS) also use the CLIL approach for teaching History of Kazakhstan, Geography and Basic of Law in Kazakh (Mehisto, 2015). However, the motivational impact of this approach for learning Kazakh has not been investigated yet. This study aimed at exploring Russophone students’ motivation to learn Kazakh by learning some subjects in Kazakh with CLIL approach. It used the embedded mixed method approach. Data was collected from the NIS students who live and study in one of the Russian dominated urban areas in the North Kazakhstan region. It used survey method to measure students’ integrative, instrumental and integrative motivations (Dornyei, 2009). 83 secondary school Russian medium group students participated in the survey. Also, three focus group interviews were conducted to understand how CLIL drives motivation of students. The descriptive statistics show the higher level of integrative (M=37.20; SD=8.50) and instrumental motivations (M=39.13; SD=6.97) than intrinsic motivation (M=18.7; SD=15.48). T-test also confirmed these statistical differences. Spearman rho showed strong correlation between the CLIL impact and those three types of motivations. The content analysis of students’ discussion indicates the seven factors that can promote students integrative, instrumental, and intrinsic motivation. Overall, CLIL seems to promote students integrative motivation and long-term instrumental motivation and provide the short term-instrumental motivations. Their intrinsic motivation can change dynamically due to their experiences in CLIL.
Мотивация является одним из факторов, который возбуждает усилия при изучении языка. В последнее временя, многие страны стали внедрять CLIL программы (предметно-языковое интегрированное обучение), как подход, который Койл (2013,2014) описывала, использование языка при изучении учебных предметов, таким образом, который создает мотивацию для учащихся к обучению и применению языка в будущем. В Казахстане, в Назарбаев Интеллектуальных Школах (НИШ) также используют CLIL подход для преподавания истории Казахстана, географии и основа правы на казахском языке (Мехисто,2015). Но, мотивационное влияние этого подхода к изучению казахского языка еще не было исследовано, особенно мотивация CLIL учащихся к изучению казахского языка ранее не рассматривалась. Целью этого исследования является раскрыть мотивации русскоязычных учащихся к изучению казахского языка при изучении некоторых предметов на казахском языке с использованием подхода CLIL. Встроенный смешанный метод был использован при исследовании. Данные были получены от учащихся НИШ, которые живут и учатся в одном из русскоговорящих городов Северного Казахстана. Опрос использовался для измерения интегративной, инструментальной и внутренней мотивации (Дорнией, 2009) учащихся. В опросе приняли участие 83 учащихся русских групп средней общеобразовательной школы. Кроме того, в исследовании было проведено три фокус-груп интервью, с целью выяснить, как CLIL стимулирует мотивацию учащихся. Описательная статистика показывает более высокий уровень интегративной (M = 37.20, SD = 8.50) и инструментальной мотивации (M = 39.13, SD = 6.97), чем уровень внутренней мотивации (M = 18.7; SD = 15.48). Т-тест также подтвердил эти статистические различия. Спиерман ро показал сильную корреляцию между воздействием CLIL и этими тремя типами мотиваций. Анализ содержания дискуссии студентов показывает, что семь факторов, которые могут способствовать интеграции учащихся, инструментальной и внутренней мотивации. В целом, CLIL, по-видимому, стимулирует интегративную мотивацию студентов и долгосрочную инструментальную мотивацию, и обеспечивает краткосрочные инструментальные мотивации; И их внутренняя мотивация динамично может, изменяется из-за их опыта в CLIL.
2017-08-28T08:23:26Z
2017-08-28T08:23:26Z
2017-06
Master's thesis
Abdimanapova, Laila. (2017) Motivation of Students in Russian Medium Groups to Learn Kazakh in CLIL Approach. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2566
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25652021-02-05T05:41:54Zcom_123456789_100com_123456789_67col_123456789_925
Challenges Teaching in Kazakh as L2
Gumarova, Lora
language policy
trilingual policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
One of the most recent strategic developments of the country is language policy based on the cultural project “Trinity of Languages”. In education it is implemented as trilingual policy. The main focus of this qualitative master thesis is to explore geography teachers’ perceptions about challenges in teaching geography in Kazakh as L2 at Russian-medium groups (RMGs). This study can be a valuable contribution to language-in-education policy research and practices in Kazakhstani trilingual context at micro and macro levels of trilingual policy and planning.
The research purpose is to explore teachers’ perceptions about facing challenges in teaching geography in Kazakh as L2 to RMGs, what practices they use to address the challenges in their classroom practices, and how teachers’ perceive the role of pupils’ environment in learning content in Kazakh as L2. Interviews, classroom observations and syllabi analyses were used to explore perceptions about L2 challenges of purposefully selected four teachers (two teachers in each selected NIS) from two parts of Kazakhstan (western and northern). The empirical findings showed unevenly developed Kazakh L2 proficiency, low academic vocabulary proficiency and learners’ environment perceived as major challenges. Based on the language-in education framework within community policy perspective NIS is significant L2 and L3 even L1 enhancement platform whereas home language environment seemed as challenge and benefits under certain circumstances. The least important issue is pronunciation in L2 in CLIL lessons. There is one challenge related to syllabi, as it was revealed both Kazakh and Russian medium classes use one syllabus with similar aims, outcomes, and materials. Teachers did not consider it as a problem. Locations of schools as a challenge were not proved. This study helps local policy experts understand teaching challenges in Kazakh as L2 based on the study framework.
Одним из последних стратегических направлений развития страны является языковая политика, основанная на культурном проекте «Триединство языков». В образовании этот проект реализуется как политика трёхъязычия. Главная цель этой магистерской диссертации, основанной на качественном анализе, является изучение восприятия трудностей в преподавании географии на казахском языке, как на втором языке (Я2), в русскоязычном классе. Это исследование может стать ценным вкладом в политику исследования и практику казахстанского языкового образования в контексте трехъязычия. В работе анализируется восприятие учителями проблем, возникающих при обучении географии на казахском языке, как на втором языке, в русскоязычном классе; вместе с тем какие методы используют учителя - предметники для решения проблем в своей практике. Также анализируется как учителя воспринимают ученическую среду и её роль в изучении предметов на казахском языке как Я2. В ходе исследования, для сбора информации, были проведены полуформальные индивидуальные интервью, наблюдение уроков; был проанализирован утвержденный предметный план для изучения восприятия проблем Я2. Мною были целенаправленно выбраны четыре учителя НИШ двух регионов Казахстана (западной и северной части). Эмпирические данные выявили неравномерность развитий второго языка, низкий академический уровень владения лексикой, а ученическая среда русскоязычных классов воспринимается как серьезная проблема. Политика образования, как основа этого исследования, включает несколько политик сообщества НИШ и является основной средой или сообществом, где успешно развиваются Я2, Я3, а также Я1. Однако, другая (домашняя) языковая среда может быть рассмотрена и как проблема и как выгода в развитии Я2 в зависимости от определенных обстоятельств. Наименее важной проблемой является произношение в Я2 на уроках CLIL. В ходе сбора информации для данной работы было выявлено, что в параллелях, и с обучением на казахском языке и с обучением на русском языке, используется одна программа с одинаковыми целями, ожидаемыми результатами и материалами, что учителями географии не рассматривается как проблема. Географическое положение НИШ как проблема не была подтверждена. Предложенное исследование поможет местным экспертам образования понять трудности преподавания на казахском языке как на втором языке.
2017-08-28T08:23:08Z
2017-08-28T08:23:08Z
2017-06
Master's thesis
Gumarova, Lora. (2017) Challenges Teaching in Kazakh as L2. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2565
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25642021-02-05T05:50:14Zcom_123456789_100com_123456789_67col_123456789_925
Teachers’ and Students’ Perceptions on the Role of the First Language in Foreign Language and Science Classes at Bilim Innovation Lyceum
Abdrakhmanova, Madina
foreign language
science classes
students' perceptions
language learning
trilingual policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
One major theoretical issue that has dominated the field of education for many years concerns the role of the mother tongue in teaching foreign languages. Existing theories on the use of L1 in foreign language classes hold opposing views regarding the use of the first language. Taking into consideration recent trend of teaching science subjects in the foreign language, this debate concerns schools in Kazakhstan that are launched for Trilingual Policy, especially Bilim Innovation Lyceum. The purpose of the study is to examine the role of the students’ native language in a foreign language class and scientific class that is taught in a foreign language through exploring what teachers and students think about using the native language in the class and what kind of practices they use. A qualitative case study design is implemented in this study. Semi-structured Interviews were conducted with 4 teachers and 10 students of 7th-9th grade at Bilim Innovation Lyceum in the Northern region of the Kazakhstan Republic. English, Turkish and Math classes were observed. The findings of the study indicate that although teachers prefer monolingual policy in teaching languages but not the scientific content, they still use L1 for pedagogical purposes that serve to make meaning of the content, to manage the classroom and for informal communication. As for the role of the languages in the classrooms, the Russian language seem to be more superior than Kazakh language, although many multilingual students’ native language is Kazakh. The study shows a need for the use of L1 in foreign language and science classes in BIL classrooms as it used for pedagogical purposes.
Один из основных теоретических вопросов, которые в течение многих лет доминируют в области образования, касается роли родного языка в преподавании иностранных языков. Существующие теории использования функционально первого (основного) языка при изучении иностранного языка придерживаются противоположных взглядов относительно использования первого языка. Принимая во внимание недавнюю тенденцию преподавания научных дисциплин на иностранном языке, этот вопрос касается школ, обучаемых в рамках Трехъязычного Образования, в том числе Лицея «Білім-инновация». Целью исследования является изучение роли первого языка учащихся при изучении иностранного языка и точных наук на иностранном языке, путем исследования того, что учителя и ученики думают об использовании родного языка в классе, и какие практики они используют. В этом исследовании применен качественный анализ ситуации. Проводились полуструктурированные интервью с 4 преподавателями и 10 студентами 7-9 классов Лицея «Білім-инновация» в Северном регионе Республики Казахстан. А также проводились наблюдения английского, турецкого языков и математики. Результаты исследования показывают, что, несмотря на то, что учителя предпочитают монолингвальную политику в преподавании языков не научного контента, они по-прежнему используют первый (родной/основной) язык учащихся для педагогических целей, которые служат для передавания смысла содержания, управления классом и неформального общения. Что касается роли языков в классах, то русский язык, судя по всему, превосходит казахский, который является родным языком многих мультилингвальных учащихся. Исследование показало необходимость использования первого языка при изучении иностранных языков и точных наук в Лицее «Білім- инновация», поскольку он используется в педагогических целях.
2017-08-28T08:22:57Z
2017-08-28T08:22:57Z
2017-06
Master's thesis
Abdrakhmanova, Madina. (2017) Teachers’ and Students’ Perceptions on the Role of the First Language in Foreign Language and Science Classes at Bilim Innovation Lyceum. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2564
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25632021-02-05T05:50:15Zcom_123456789_100com_123456789_67col_123456789_925
The Effect of Demographic, Family and School-Related Variables on Academic Performance and Educational Expectations of High School Students in Kazakhstan
Zdorovets, Mariya
Kazakhstani high school
family background
parental involvement
school environment
peer support
academic achievement
educational expectations
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The purpose of this study is to examine the effect of demographic factors, family
and school contexts on Kazakhstani high school students' academic achievement and their further expectations. The study is designed to address the following questions. The first question is aimed at finding out how gender, ethnicity, family background, parental
involvement, school environment, and peer support influence Kazakhstani high school
students’ academic achievement. The second question is aimed at finding out how gender, ethnicity, family background, parental involvement, school environment, and peer support influence students’ educational expectations. To conduct this study, a quantitative crosssectional correlational research design is implemented. For the first research question there are the following findings. First, gender is a great predictor of academic achievement. Female students demonstrate better performance in comparison with male students. Second, ethnicity does not have an effect on academic achievement. Third, family SES has no effect on child’s performance. Fourth, parental involvement does not have an effect on academic achievement. Fifth, among school-related factors only school environment is a significant predictor of academic achievement. For the second research question there are the following findings. First, students’ expectations differ by gender. Females have the
higher expectations in comparison with males. Second, ethnicity has an effect on expectations. Kazakh students and students from other ethnical groups demonstrate the
higher expectations than Russian students do. Third, family income level has a negative
effect on expectations. The lower the income level is, the higher expectations students have. Fourth, there is an influence of parental education on educational expectations. However, only father’s education is the strongest predictor of students’ expectations. Fifth, parental involvement positively relates to educational expectations. Sixth, among schoolrelated factors only school environment is a significant predictor of students' expectations.
2017-08-28T08:22:44Z
2017-08-28T08:22:44Z
2017-06
Master's thesis
Zdorovets, Mariya. (2017) The Effect of Demographic, Family and School-Related Variables on Academic Performance and Educational Expectations of High School Students in Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2563
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25712021-02-05T05:50:16Zcom_123456789_100com_123456789_67col_123456789_925
Teachers’ perceptions, attitudes and concerns about the implementation of the International Baccalaureate program in one IB school in Astana
Mukazhanova, Nazerke
learner profile
curriculum
Kazakhstani teachers
international baccalaureate
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The International Baccalaureate (IB) curriculum is the program that “offers a design for curriculum and instruction that is more challenging than traditional models, but which can produce deeper intellectual and emotional engagement in learning” (Erickson, 2012, p. 3). One component of the IB curriculum includes the “Learner Profile,” which provides clear and definite explanation of outcomes which is expected from students in terms of learning and is considered to be a core of the IB program and it encourages the development of higher order thinking skills among students. However, there are issues of implementing and assessing the IB program, particularly Learner Profile in the classroom by Kazakhstani IB teachers.
The purpose of this study is to explore Kazakhstani teachers` understanding, attitudes and beliefs regarding the new IB program, and in particular the Learner Profile in order to better understand their concerns and challenges.
The research question guiding this study is: What are Kazakhstani IB teachers’ understandings of the IB program and Learner Attributes?
The researcher employed qualitative case study design in order to address the research question. One-on-one semi-structured interview, classroom observation, and document analysis were used for data collection. All the responses and filed notes were interpreted and written in the findings and discussion chapters.
Учебная программа Международный Бакалавриат (МБ) - это программа, которая «предлагает дизайн учебных программ и инструкций, которые являются более сложными, чем традиционные модели образования. Более того, данная программа способствует более глубокому интеллектуальному и эмоциональному взаимодействию в обучении» (Erickson, 2012, стр. 3). Одним из компонентов учебной программы МБ является «Профиль ученика», в котором дается четкое объяснение конечных результатов, ожидаемых от учащихся с точки зрения обучения. Профиль ученика МБ считается ядром программы МБ, который направлен на развитие высших мыслительных навыков учащихся.
Целью данного исследования является изучение понимания, взглядов и убеждений казахстанских учителей школ МБ о преподавании новой международной программы, в частности компонента программы «Профиль ученика», чтобы лучше понять трудности и проблемы, возникающие в ходе реализации и внедрения данной учебной программы.
Исследовательский вопрос, определяющий данное исследование: каково понимание казахстанских учителей школ МБ о программе МБ и его атрибутах ученика?
Качественное исследование было использовано для того, чтобы ответить на поставленный исследовательский вопрос. Для сбора инофрмации и данных использовалось индивидуальное полуструктурированное интервью, наблюдение в классе и анализ документов. Все ответы и примечания были интерпретированы и изложены в следующих главах: выводы и обсуждение.
2017-08-28T08:24:40Z
2017-08-28T08:24:40Z
2017-06
Master's thesis
Mukazhanova, Nazerke. (2017) Teachers’ perceptions, attitudes and concerns about the implementation of the International Baccalaureate program in one IB school in Astana. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2571
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25732021-02-05T05:50:17Zcom_123456789_100com_123456789_67col_123456789_925
Language Policy, Ideology and Practice: Parents Views on the Trilingual Policy
Ayazbayeva, Nazira
language policy
language ideology
language practices
trilingual policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
At present, Kazakhstan is at the initial stage of implementing nationwide the new language policy that is designed to reform education system from being taught in one of the two languages used as medium of instruction to use of three different languages to teach certain subjects. Such language-in-education policies have great impact on the society, thus not only teachers and students but the whole nation are its implementers. All members of a society, especially multilingual one like Kazakhstan, have a complex mixture of beliefs about languages that form their language ideologies. These ideologies are constantly negotiated, affirmed or changed and base the criteria according to which people evaluate all languages and language policies like the trilingual policy in Kazakhstan. This study aims to explore view on the new policy of parents that chose to start Kazakh-medium schools in 2016 by finding out their language ideologies and practices. Parents’ reasons for their choice of the language of instruction and their home language use can reveal their prevalent language ideologies that are not always articulated and conscious. However, opinions of parents belonging to the majority group about new language policies are rarely asked and heard. This concept driven qualitative study employed surveys used to select and recruit participants and ten one-to-one semi- structured interviews. The result of the study show that parents’ choice of MOI and their reported everyday language practices reflected their multiple language ideologies. All of these language ideologies echo the language ideologies of the past policies and played great role on informing their views on the trilingual policy. It is argued that a deeper understanding of parents’ complex language ideologies can inform actions that will help endorse new policy.
В настоящее время Казахстан пребывает в начальной стадии внедрения новой языковой политики, направленной на преобразование системы образования на просторах всей страны. Данная реформа подразумевает переход от преподавания всех предметов на одном языке, казахском или русском, к преподаванию определенных предметов на трех различных языках. Такая языковая политика в образовании оказывает огромное влияние на общество, таким образом, не только учителя и ученики, но и все граждане страны осуществляют ее внедрение. Все члены общества, особенно такого многоязычного как Казахстан, имеют различные убеждения, об языках, которые формируют языковые идеологии людей, которые постоянно оспариваются, подтверждаются или изменяются. Они основывают критерии оценки языков и языковых политик, подобных политике трехъязычия в Казахстане. Данное исследование стремится исследовать взгляды родителей первоклассников, которые решили обучать своих детей в классах с казахским языком обучения с 2016 года, на новую языковую политику, узнав их языковые идеологии и практику. Для того, чтобы ответит на вопросы концепт-образованного квалитативного исследования было проведено десяти индивидуальных полу-структурированных интервью с участниками, привлеченными и отобранными с помощью опроса. Причины, повлиявшие на родительский выбор языка обучения, и их языковые практики, соблюдаемые дома, могут показать доминирующие языковые идеологии семей. Эти идеологии не всегда могут быть признанными и осознанными. Однако мнения родителей, принадлежащих к группе этнического большинства, о новой языковой политике часто остается без внимания, а их языковые идеологии не исследуются. Результаты исследования выявили, что родительский выбор относительно языка обучения своих детей и языковые практики, применимые в семье, отражают их множественные сложносоставные языковые идеологии. Все эти языковые идеологии основываются на главных языковых идеологиях прошлых лет и играют большую роль в формировании их представлений о политике трехъязычия. Более глубокое понимание сложных языковых идеологий, которых придерживаются родители, может продиктовать действия, необходимые для утверждения новой языковой политики.
2017-08-28T08:31:08Z
2017-08-28T08:31:08Z
2017-06
Master's thesis
Ayazbayeva, Nazira. (2017) Language Policy, Ideology and Practice: Parents Views on the Trilingual Policy. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2573
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25742021-02-05T05:50:18Zcom_123456789_100com_123456789_67col_123456789_925
Investigation into process and factors influencing high school students’ career
Bidanov, Olzhas
career guidance
career choice
high school students
factors
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Education-job mismatch is one of key problems for education system, labour market and economy as a whole in Kazakhstan. Analytics in educational field state that only 12% of fresh university graduates are employed according to their university degree in Kazakhstan. It is important to understand the reasons behind ineffective career decisions by students. The education system in Kazakhstan requires that students make career decisions upon graduation from high schools. Therefore this study explores the process of career decision making and the factors that influence high school students’ career choices, and the hardships and uncertainties that the students face in making decisions about their careers. Using qualitative research methods, in-depth interviews were conducted with 18 high school students and 4 freshman university students. The qualitative method coupled with career decision-making theory has resulted in a study that gives a voice to the key participants in the career decision making process, the students themselves. The findings highlight four major factors that prevent students from making effective career decisions. First, high school students are not matured enough, nor are they prepared for taking informed decisions about their careers. Second, in-state dominated tertiary education system requires students to make career decisions too early. Third, higher education state grant allocation system shifts students’ focus from choosing the subjects / future career they really like to choosing a subject for which they can easily win a grant / scholarship. Last, collectivist culture and parental expectations further aggravate the problem of winning grants for students. This study makes a number of recommendations for education policymakers, practitioners, parents and students. It may also fill the gap of absence of literature on career decision making problems in Kazakhstani context.
Несоответствие профессии по образованию и по трудоустройству является одной из ключевых проблем для системы образования, рынка труда и экономики в целом в Казахстане. Аналитики в сфере образования утверждают, что всего 12% новых выпускников университетов работают по степени своего университетского образования в Казахстане. Важно понимать причины неэффективности решений касательно профессии. Система образования в Казахстане требует, чтобы учащиеся принимали решения о профессии после окончания старшей школы. Поэтому в этом исследовании рассматривается процесс принятия решений о профессии и факторы, влияющие на выбор профессии старшеклассников, а также трудности и неопределенности, с которыми сталкиваются учащиеся при принятии решений о своей карьере. Используя качественные методы исследования, были проведены углубленные интервью с 18 школьниками и 4 студентами-первокурсниками. Качественный метод в сочетании с теорией принятия решений о профессии дали возможность услышать голос ключевых участников процесса принятия решений о профессии, самих учеников. Было выявлено четыре основных фактора, которые мешают учащимся принимать эффективные решения о карьере. Во-первых, ученики средней школы недостаточно взрослые, и не готовы принимать обоснованные решения о своей профессии. Во-вторых, система высшего образования требует от студентов принятия решений о профессии слишком рано. В-третьих, система распределения грантов высшего образования смещает ориентацию студентов с выбора предметов / будущей карьеры, которые они действительно предпочитают, на профессии, по которым они могут легко выиграть грант / стипендию. Наконец, коллективистская культура и родительские ожидания еще больше усугубляют проблему получения грантов студентам. Это исследование дает ряд рекомендаций законодателям, практикам, родителям и студентам. Исследование может также заполнить пробел в отсутствии литературы по проблемам принятия решений о профессии в контексте Казахстана.
2017-08-28T09:56:24Z
2017-08-28T09:56:24Z
2017-06
Master's thesis
Bidanov, Olzhas. (2017) Investigation into process and factors influencing high school students’ career. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2574
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25752021-02-05T05:50:19Zcom_123456789_100com_123456789_67col_123456789_925
Managing Implementation of English Medium of Instruction in Higher Education in Kazakhstan: Practices and Challenges
Prilipko, Arina
English Medium of Instruction
higher education institutions
trilingual policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The implementation of Strategy 2050 in Kazakhstan amplified the importance of English as a medium of instruction (EMI) in education within the frame of trilingual policy (TLP). In achieving this goal some higher educational institutions in Kazakhstan started to introduce EMI into their curriculum. Thus, it is important to explore how it is being implemented. This study aimed at exploring how English as a medium of instruction in higher education is managed within the frame of trilingual policy implementation in Kazakhstan. More precisely, research aimed at addressing perceptions of university administrators and faculty towards TLP and EMI, management practices in EMI implementation and challenges that accompany implantation of this process. The study employed qualitative case study design with face-to-face in-depth interviews with three administrators and seven faculty members selected by means of maximal variation sampling in one state university and document analysis as another document to elicit insights into the practices and challenges EMI implementation. The study revealed that participants perceive TLP and EMI positively considering it as beneficial for social cohesion, modernization of current education and better competitiveness of graduates. Various practices in managing EMI implementation were revealed with workload reduction and possibility for professional development courses as examples of good practices and student admission process and organizational problems in EMI program as instances of poor management practices. Some external factors such as top-down management approach on the side of Ministry of Education and Science and lack of resources for EMI execution were identified as challenges hindering successful EMI implementation. The findings imply the need for establishing better collaboration between policy makers and universities to address immediate problems of universities for successful EMI management as well as the necessity for providing faculty with better facilities and proper organization of EMI groups on the side of university administration.
Реализация Стратегии 2050 в Казахстане усилила значение английского как языка обучения в образовании в рамках трехъязычной политики. Для достижения этой цели некоторые высшие учебные заведения в Казахстане начали внедрять английский как язык обучения в свою учебную программу. Таким образом, важно изучить, как осуществляется внедрение английского как языка обучения. Данное исследование посвящено изучению того, как управляется внедрение английского как языка обучения в высшем образовании в рамках реализации политики трехъязычия в Казахстане. Исследование направленно на рассмотрение отношения администраторов и преподавателей университетов к политики трехъязычия и к английскому как языку обучения, далее рассматриваются методы управления, затем следует выявление проблем, сопровождающих управление. В исследовании использовался квалитативный метод кейс-стади с использованием индивидуальных детальных интервью с тремя администраторами и семью преподавателями, отобранными методом максимальной выборки, и анализом документов в качестве другого исследовательского инструмента в одном государственном университете, для того чтобы получить представление о практиках и сложностях в реализации внедрения английского как языка обучения. Исследование показало, что участники воспринимают политику трехъязычия и внедрение английского как языка обучения положительно, считая их необходимыми для социальной сплоченности, модернизации образования и лучшей конкурентоспособности выпускников. Были продемонстрированы различные методы управления внедрением английского как языка обучения. Так, сокращение рабочей нагрузки и возможность посещения курсов повышения квалификации были названы положительными примерами методов управления. В то время как слабый процесс отбора студентов и большие группы в программе с английским в качестве языка обучения рассматривались как примеры недочетов в методах управления. Некоторые внешние факторы, такие как нисходящее управление со стороны министерства образования и нехватка ресурсов для успешного внедрения английского как языка обучения, были определены как сложности, препятствующие успешной реализации программы. Выводы предполагают необходимость налаживания более тесного сотрудничества между министерством образования и университетами для решения неотложных проблем для успешного управления английского как языка обучения. В свою очередь администраторам необходимо предоставление преподавателям более лучших условий для работы и надлежащей организации групп с английским в качестве языка обучения.
2017-08-28T09:57:14Z
2017-08-28T09:57:14Z
2017-06
Master's thesis
Prilipko, Arina. (2017) Managing Implementation of English Medium of Instruction in Higher Education in Kazakhstan: Practices and Challenges. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2575
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25762021-02-05T05:50:19Zcom_123456789_100com_123456789_67col_123456789_925
Students’ Attitudes and Perceptions of Content and Language Integrated Learning in a Secondary School
Syzdykbayeva, Rizagul
students' perceptions
Content and Language Integrated Learning
secondary schools
STEM subjects
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Following trilingual education that is being implemented in a number of piloting schools since 2007, science, technology, engineering and mathematics (STEM) subjects are taught in English by employing CLIL approach. However, CLIL approach is still in its infancy in Kazakhstani context, and little is known about stakeholders’ perceptions which can be valuable for the understanding of its current state and for its successful implementation. Therefore, the present study aimed at exploring the students’ attitudes and perceptions of CLIL approach in one of the 110 schools with trilingual education. The study sought answers to the following research questions regarding their attitudes, perceptions, perceived benefits and challenges of CLIL approach, and identifying similarities and/or differences in the perceptions of students based on the year of their study in CLIL. The study used mixed- methods approach with case study design and semi-structured interviews and questionnaires as data collection instruments. Convenience sampling strategy was employed for selection of 7 students who participated in face-to-face one-on-one interviews, and 69 students in paper-based questionnaire. The study revealed that students are mainly positive about CLIL approach and report CLIL as being beneficial to the development of English skills, preparation for better career and further education. A range of challenges revealed especially in the 2nd so called transitional year of study, when students move from studying terminology to studying the subject in English, such as insufficient level of English, psychological barriers, and the need for extra effort imply that teachers should provide extra support to students, both linguistic and psychological. Overall, these findings enhance our understanding of current
state of CLIL approach and may help policy makers and practitioners to make more informed decisions for more efficient use of CLIL approach for trilingual education implementation.
Следуя трехъязычному образованию, которое внедряется в определенных школах с 2007 года, предметы естественно- математического цикла преподаются на английском языке по методике предметно-языкового интегрированного обучения (CLIL). Однако в казахстанском контексте эта методика находится на стадии становления и мало известно, как стейкхолдеры воспринимают эту методику, эти знания в свою очередь были бы полезными для выяснения текущего состояние и улучшения ее реализаций. Поэтому данное исследование изучило отношение и восприятие к CLIL-у учащихся одной из 110 школ с трехъязычным образованием, отвечая на вопросы касающихся отношения и восприятия к CLIL-у, преимущества и трудности CLIL-а, и выявления сходств и различий в восприятиях между учениками разных классов. Исследование использовало смешанный метод с кейс стади с полуструктурированном интервью с анкетированием как инструменты сбора данных. Удобная выборка была использована при выборе 7 учеников для интервью и 69 для анкетирования. Согласно данным исследования, ученики по большому счету позитивно относятся к CLIL-у, называя такие преимущества как улучшение уровня владения английским языком, хорошая подготовка к будущей карьере и дальнейшей учебе. А также были выявлены ряд сложностей, особенно на второй так называемой транзиторный год, когда происходит переход от изучения английской терминологии к изучению предмета на английском языке, такие как недостаточный уровень владения английским языком, психологические барьеры, и необходимость в больших усилиях. Эти данные указывают на то, что учителю нужно обеспечить дополнительную поддержку ученику: языковую и психологическую. Результаты данного исследования углубляют наше понимание о состоянии внедрения CLIL и могут послужить для принятия решений для более эффективного использования методики CLIL для внедрения трехъязычного образования.
2017-08-28T09:58:17Z
2017-08-28T09:58:17Z
2017-06
Master's thesis
Syzdykbayeva, Rizagul. (2017) Students’ Attitudes and Perceptions of Content and Language Integrated Learning in a Secondary School. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2576
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25772021-02-05T05:50:20Zcom_123456789_100com_123456789_67col_123456789_925
University students’ perceptions of and experiences with code-switching in a programme with English-medium instruction
Ospanova, Sholpan
higher education institutions
students' perceptions
code-switching
English Medium of Instruction
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Kazakhstan is striving to reform its higher education in order to educate its students so that they contribute to making the country competitive in the world arena. Therefore, Kazakhstan is maintaining the trilingual policy that along with Kazakh and Russian develops the English language. As a consequence, English is introduced as a medium of instruction in piloting higher education institutions of Kazakhstan. English-learning environment leads to the occurrence of the phenomenon of code-switching, when people alternate between two or more languages during the act of conversation. Given the students in Kazakhstan are predominantly fluent in Kazakh and Russian, the study attempts to provide the insight into the students’ perceptions of and experiences with code-switching within the English-medium instruction programme. The research questions that guide this study are: 1. How do students perceive code-switching? 2. How do students experience code-switching? 3. How similar or different are students’ perceptions of and experiences with code-switching in relation to their L1? Qualitative interview-based approach explored the research questions. By means of purposeful heterogeneous sampling strategy the 3rd year students majoring in translation studies were selected as participants for this research. The findings revealed that despite the varied experiences of code-switching in class, still perceptions are found to be negative and hindering the English language proficiency development. Such perceptions are mostly connected with unawareness of instructional benefits of code-switching found out by the previous research. This unawareness leads to prohibition of code-switching by the instructors of the Kazakh cohort as compared to the Russian cohort. This implies the necessity of conducting explanatory works on the benefits of code-switching for instructional purposes with the teachers. Once the teachers understand how beneficial code-switching can be, this will improve the process of implementing English-medium instruction at universities of Kazakhstan.
Казахстан нацелен реформировать высшее образование с целью обучить студентов так, чтобы они внесли вклад в становлении страны, являющейся конкурентоспособной на мировой арене. Таким образом, Казахстан придерживается политики трехьязычия, которая предполагает развитие английского языка наряду с казахским и русским языками. Как следствие, английский язык становится языком обучения во многих высших учебных заведениях Казахстана. Известно, что англоязычная среда является причиной появления переключения языковых кодов во время разговора. Учитывая то, что студенты Казахстана преимущественно владеют казахским и русским языками, данное исследование направлено на изучение того, как студенты воспринимают и практикуют на занятиях переключение языковых кодов в рамках программы с английским языком обучения. Вопросами, направляющими данное исследование, являются следующие: 1. Как студенты воспринимают переключение языковых кодов? 2. Как студенты практикуют на занятиях переключение языковых кодов? 3. Какие сходства и различия между тем, как студенты казахской и русской групп воспринимают и практикуют переключение языковых кодов? Данные вопросы были исследованы посредством количественного анализа, основанного на интервью. Для участия в данном исследовании студенты 3 курса специальности «Переводческое дело» одного из национальных университетов Казахстана были отобраны с помощью стратегии неоднородной выборки. Результаты исследования показали, что, несмотря на то, что студенты практикуют переключение языковых кодов на занятиях, общее восприятие данного переключения является негативным и препятствующим развитию навыков английского языка. Такое восприятие главным образом связано с незнанием образовательных преимуществ переключения языковых кодов, как показали предыдущие исследования. Незнание преимуществ ведет к запрету переключения языковых кодов преподавателями казахской группы в сравнении с русской группой. Из указанного следует, что необходимо проводить разъяснительные работы с преподавателями по поводу образовательных преимуществ переключения языковых кодов. Если преподаватели поймут, что переключение благотворно влияет на учебный процесс, это поможет улучшить процесс реализации программ с английским языком обучения в университетах Казахстана.
2017-08-28T09:59:01Z
2017-08-28T09:59:01Z
2017-06
Master's thesis
Ospanova, Sholpan. (2017) University students’ perceptions of and experiences with code-switching in a programme with English-medium instruction. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2577
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25782021-02-05T05:50:21Zcom_123456789_100com_123456789_67col_123456789_925
High school teachers experience in implementing critical reading: A case of a Nazarbayev Intellectual school, Kazakhstan
Yutsevichutene, Svetlana
critical reading
teachers’ experience
professional challenges
methods of teaching
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Teaching critical reading is one of the concerns in secondary schools of Kazakhstan. Taking into account that reading is one of the main skills to get relevant and credible information means that critical reading skills are significant to be successful in future career. Teachers are expected by the government and society to develop young generation’s critical reading skills.
This study presents the aspects in implementing critical reading at one of the Nazarbayev Intellectual schools. The purpose of the study is to explore teachers’ experience in critical reading approach using qualitative interviews, lesson observation and document analysis available in that school. The main research question are focused to find the answers to study teachers’ understanding of critical reading, identify their professional challenges and describe their methods in teaching critical reading.
The relevant literature was reviewed to create the framework of the study. The findings of the study exposed that the teachers have different opinions and experiences with critical reading. However, there were expected and unexpected findings, which are significant for giving direction and recommendations for teachers, school administrators, teacher training institutions and policy makers to address critical reading issue.
Преподавание критического чтения один из вопросов, требующих рассмотрения в практике общеобразовательных школ Казахстана. Принимая во внимание тот факт, что чтение это один из важных языковых навыков для получения релевантной и достоверной информации, означает, что навыки критического чтения существенно влияют на успешность будущей карьеры. Правительство и общество ожидают, что именно учителя будут развивать данные навыки у подрастающего поколения.
Это исследование представляет аспекты внедрения критического чтения в одной из Назарбаев Интеллектуальных школ. Цель исследования: изучить опыт учителей данной школы, в области внедрения критического чтения используя интервью с участниками, посещение уроков и анализ документации. Основные вопросы исследования сфокусированы на том, чтобы определить степень понимания учителями термина «критическое чтение», определить их профессиональные затруднения и описать методы преподавания в данном подходе.
Относящаяся к данному исследованию литература определяет область исследования. Основные результаты исследования показывают разную степень понимания учителями данного вопроса и их различный опыт внедрения критического чтения. Как бы то ни было, в данном исследовании представлены аспекты, определяющие направление дальнейшей работы по внедрению критического чтения и рекомендации для учителей, администрации школ, институтов повышения квалификации и отделов управления образованием.
2017-08-28T09:59:24Z
2017-08-28T09:59:24Z
2017-06
Master's thesis
Yutsevichutene, Svetlana. (2017). High school teachers experience in implementing critical reading: A case of a Nazarbayev Intellectual school, Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2578
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25792021-02-05T05:50:21Zcom_123456789_100com_123456789_67col_123456789_925
Learners’ Language Use in Communication in a Multilingual Learning Environment
Belova, Xeniya
multilingual speech community
trilingual policy
higher education institutions
language communication practices
multilingual learning environment
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Following the trilingual policy implementation strategies, some higher education institutions in Kazakhstan have been actively introducing multilingual programs based on learning through Kazakh, Russian and English languages. These programs can transform university students from being mono- and bilingual speakers to multilingual ones, which, in its turn, can change their language communication practices. Therefore, the purpose of this study was to explore how students’ language communication occurs in a multilingual learning environment (MLE). In particular, the research aimed at revealing students’ understanding and perceptions of MLE and at determining their language communication practices in this environment. The study employed qualitative interview-based research approach, where eight university students studying in multilingual programs in one university in Astana were selected by means of purposeful and snowball sampling strategies as research participants. The findings of the study demonstrated that though the majority of the students have proper understanding of MLE viewing it as studying and communicating in several languages, they perceive not quite adequately as an environment for developing the English language only. This implies the importance of more explanatory work among students studying in multilingual programs. The findings also identified that studying in MLE was beneficial for enriching students’ language communication experiences from using only separate multilingualism to including code-switching, translanguaging and receptive multilingualism into their communication practices. Thus, the results of the study imply the necessity of using opportunities of MLE for promoting the development of learners’ language communication skills and practices.
Следуя стратегиям реализации политики трехъязычия, некоторые высшие учебные заведения в Казахстане активно внедряют полиязычные программы, подразумевающие обучение на казахском, русском и английском языках. Эти программы приводят к тому, что студенты – монолингвы и билингвы постепенно становятся полилингвами, и, как результат, особенности использования языков в их общении могут измениться. Таким образом, цель этой работы состояла в изучении того, как языковое общение студентов происходит в полиязычной среде обучения. В частности, исследование было нацелено на выявление понимания студентами и восприятия ими полиязычной образовательной среды, а также на определение их языковых коммуникационных практик в этой среде. Исследование проводилось с использованием качественного подхода на основе интервью. В качестве участников исследования, при помощи методов специального отбора и «снежного кома», были отобраны 8 студентов, обучающихся на полиязычных программах в одном из университетов Астаны. Результаты исследования показали, что, хотя большинство студентов имеют правильное понимание полиязычной среды обучения, рассматривая ее как обучение и общение на нескольких языках, они воспринимают ее не совсем адекватно как среду для развития только английского языка. Это говорит о важности проведения более интенсивной разъяснительной работы среди студентов, обучающихся на полиязычных программах. Результаты также показали, что обучение в полиязычной среде было полезным для обогащения опыта языкового общения студентов, которые, помимо раздельного полиязычия, также включают переключение языковых кодов, трансязыковое общение и рецептивное полиязычие в свои коммуникационные практики. Таким образом, результаты исследования предполагают необходимость использования возможностей полиязычной среды обучения для развития навыков языкового общения студентов.
2017-08-28T09:59:44Z
2017-08-28T09:59:44Z
2017-06
Master's thesis
Belova, Xeniya. (2017) Learners’ Language Use in Communication in a Multilingual Learning Environment. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2579
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25802021-02-05T05:52:38Zcom_123456789_100com_123456789_67col_123456789_925
Reflective practices: the experiences of teachers in one NIS school in Kazakhstan
Artamonova, Xeniya
reflective practices
teachers’ experience
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The purpose of this qualitative study was to explore the experiences of teachers related to the use of reflective practices (RP) and the underlying perceptions about a teacher as a reflective practitioner. As a result of the qualitative analysis, the study revealed how teachers reflect, how they think about reflection, what difficulties they face and how these difficulties may be overcome.
Since the study sought to understand the individual meanings of reflection for the participants, the qualitative methodology was employed. The data were collected through a series of semi-structured one-on-one interviews with ten teachers, who had been selected purposefully to ensure an in-depth understanding of the central phenomenon. Another criterion was maximum variation among the participants to ensure inclusion of all the possible perspectives. Hence the participants represented different subject departments and age/experience groups.
The main argument of the study is threefold. First, teachers perceive reflection as a process of cyclic retrospective analysis leading to the improvement of teaching practice and the skill of reflection as developing naturally with experience. Second, the participants find writing and conversations with colleagues to be the most significant factors contributing to their RP. The content of their reflection may be subdivided into two categories: student behavior and quality of curriculum delivery and acquisition. Finally, the key difficulties of teachers in their RP are lack of time and fear of introducing something new.
These findings may be of use to a number of stakeholders. The process of research and its findings may raise the awareness of teachers about RP and their potential to improve their practice; school leaders will be able to make better informed decisions to create conditions for teacher RP and develop a policy to promote and support the RP of teachers; NIS best practices may be transferred to mainstream schools.
Целью данного исследования, основанного на качественных методах, было изучение опыта учителей, связанного с рефлексией учителя (РУ) и соответствующих представлений об учителе как о рефлексирующем практике. В результате качественного анализа, были исследованы следующие вопросы: как учителя рефлексируют, как они воспринимают РУ, с какими трудностями они сталкиваются и как эти трудности можно преодолеть.
Так как мы стремились понять индивидуальное значение рефлексии для каждого участника, мы применяли качественные методы. Сбор данных осуществлялся через серию частично-структурированных индивидуальных интервью с учителями, которые были выбраны целенаправленно с целью глубокого понимания предмета исследования. Кроме того, критерием отбора участников было максимальное разнообразие, что позволило рассмотреть все возможные точки зрения. Таким образом, участники представляли различные методические объединения и возрастные группы, а также имели различный опыт работы.
Основной аргумент исследования состоит из трех частей. Во-первых, учителя воспринимают рефлексию как циклический процесс ретроспективного анализа, который ведет к совершенствованию практики преподавания, а также считают, что навыки рефлексии развиваются естественным путем по мере накопления опыта. Во-вторых, участники считают ведение записей и беседы с коллегами наиболее значимыми факторами, способствующими их рефлексии. Содержание РУ можно разделить на две категории: поведение учащихся и качество преподавания и освоения учебной программы. Наконец, основные трудности, которые испытывают учителя, - это недостаток времени и страх новизны.
Данные результаты могут быть полезны ряду заинтересованных лиц. Процесс исследования и его результаты могут улучшить знания учителей о рефлексии и ее потенциале для совершенствования практики преподавания; руководство школы получит информацию для принятия решений по созданию условий для РУ и сможет разработать политику для продвижения и поддержки РУ; опыт НИШ может транслироваться в общеобразовательные школы.
2017-08-28T10:00:13Z
2017-08-28T10:00:13Z
2017-06
Master's thesis
Artamonova, Xeniya. (2017) Reflective practices: the experiences of teachers in one NIS school in Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2580
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25812021-02-05T05:52:39Zcom_123456789_100com_123456789_67col_123456789_925
Academic burnout among high-school students in Kazakhstan: The protective role of personality and academic motivation.
Munko, Yekaterina
academic burnout
personality factors
School Burnout Inventory
Big Five Personality Factors
high-school students
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The current study aimed to investigate the relationship between Big Five Personality Factors, academic motivation elements and academic burnout of high-school students at NIS, Taraz. Additionally, the relationship between academic burnout and certain student background factors (gender, grade, profile subject, relationship with parents), together with school-related factors (teacher support, teacher attitude, school support, class atmosphere) was examined. Academic burnout manifests itself through feeling of emotional exhaustion, cynicism towards studying and feeling of inadequacy as a student. The study used a non-experimental explanatory cross-sectional survey design. The research site for the study was Nazarbayev Intellectual School of Taraz, Kazakhstan. The participants were selected using non-probabilistic convenience sampling procedure. The sample comprised 113 NIS students of 10th and 11th grades. Data was collected using School Burnout Inventory (SBI), Big Five Inventory (BFI), Academic Motivation Scale (AMS), and Academic Burnout Factors Questionnaire (ABFQ). Data was analyzed using descriptive (mean, standard deviation), inferential (t-test, ANOVA) and bivariate (correlation, regression) analyses. The results of the study showed that the overall level of academic burnout among NIS high-school students is considered average. Furthermore, neuroticism was found to be a significant predictor of academic burnout in school. Intrinsic motivation oriented on accomplishment had a modest negative effect on academic burnout. Considering school-related factors, teacher support and school support were negatively related to academic burnout. Among student background factors, female students’ burnout level was higher than of male students, tenth grade students had a lower academic burnout that eleventh grade, and natural sciences students experienced higher level of academic burnout than students majoring in technical sciences.
2017-08-28T10:00:49Z
2017-08-28T10:00:49Z
2017-06
Master's thesis
Munko, Yekaterina. (2017) Academic burnout among high-school students in Kazakhstan: The protective role of personality and academic motivation. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2581
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25822021-02-05T05:52:39Zcom_123456789_100com_123456789_67col_123456789_925
The Role of Mentoring in Teacher Professional Development
Koroleva, Yelena
teacher professional development
mentoring
teacher learning
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
School teachers in Kazakhstan, both newly hired and those with longer tenure, enhance their teaching skills and competencies through attending various professional development programs, both inside and outside their schools. One such professional development program that happens inside the school is ‘mentoring’ where a newly hired or less experienced teacher works with a more experienced teacher for an extended period. This study examined the role of mentoring in teacher professional development, focusing on how mentoring is understood / perceived and practiced in two schools in Kazakhstan. Qualitative research method was used to conduct the study, with data collected through semi-structured interviews and supplemented with a document analysis of school policies and other documents related to mentoring. A total of eight participants were interviewed, representing mentors, mentees and mentor program coordinators. The findings revealed that despite time concerns, occasional mentor and mentee mismatch and different attitudes towards mentoring, it has a positive impact on the professional development of teachers. Teachers associate mentoring with advancement of subject knowledge, acceleration of professional development, smooth induction, opportunities for individual consultation and recognition by senior management team. As the first study of its nature completed in Kazakhstan, Kazakhstani educational stakeholders including parents, students, teachers, educational administrators and policymakers may benefit from the findings of this research. As part of the changing educational landscape in Kazakhstan, mentoring can be implemented as a low-cost, rapid and successful addition to schools’ professional development programs.
Учителя в казахстанских школах, как молодые специалисты, так и имеющие уже определенный опыт работы улучшают свои навыки преподавания и компетенции через посещение различных курсов профессионального развития внутри школы и за ее пределами. Одной из таких программ профессионального развития, осуществляемых в рамках школы, является менторство, когда вновь прибывший или менее опытный учитель работает в паре с более опытным учителем на протяжении длительного времени. В данном исследовании изучена роль менторства в профессиональном развитии учителей через акцентирование внимания на том, как данный процесс понимается/восприни мается и практикуется в двух школах Казахстана. Для проведения исследования был использован качественный метод исследования, в котором сбор данных производился с помощью полуструктурированных интервью, изучения и анализа политик школы и документов, относящихся к теме исследования. Всего восемь участников, представляющих менторов, подопечных и координаторов программ по менторству были опрошены для данного исследования. Результаты показали, что несмотря на недостаток времени, несовпадение темперамента ментора и менти, а также различающееся отношение к менторству, сам этот процесс оказывает положительное влияние на профессиональное развитие педагогов. У учителей менторство ассоциируется с улучшением предметных знаний, профессиональным ростом, безболезненной адаптацией, возможностью индивидуальных консультаций и признанием администрацией. Так как исследование проводилось в Казахстане, его результаты будут полезны для лиц, связанных со сферой образования, включая учителей, родителей, учащихся, администрацию школ, политиков. В изменяющемся образовательном пространстве Казахстана менторство может стать недорогим, быстрым и успешным дополнением к программам профессионального развития педагогов.
2017-08-28T10:01:21Z
2017-08-28T10:01:21Z
2017-06
Master's thesis
Koroleva, Yelena. (2017) The Role of Mentoring in Teacher Professional Development. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2582
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25832021-02-05T05:52:40Zcom_123456789_100com_123456789_67col_123456789_925
Exploration of Teacher Identity in the Context of Current School Reforms in Kazakhstan: perceptions of NIS teachers
Khegay, Yuliya
teacher identity
professionalism
school reforms
NIS
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Kazakhstan is presently experiencing significant reforms in secondary education trying on best practices and experiences borrowed from abroad. Important figures at this stage are Nazarbayev Intellectual Schools (NIS) created to implement new approaches to teaching, learning and managing the school. They serve as a platform for altering the whole system and bringing Kazakhstan to a new higher level of development. In this context, teachers are exposed to dramatic changes in requirements for being a competent professional, which implies they need to revisit their personal and professional views and practices to meet new standards. The problem is that the major focus is given to the reforms themselves while the voices of those who actually enact them in practice are usually ignored. This study aimed at exploring the complex phenomenon of teacher identity in its relation to the present school reforms from the perspective of the main stakeholders, teachers. The qualitative interview-based approach was employed in this study to reveal how different aspects of the reforms influence teacher professionalism. The purposeful sampling method was used to select ten NIS teachers according to the following criteria: age, years of experience and area of specialization. The rationale for maximal variation sampling was to identify if the perceptions of participants differ across the given categories. The findings of the study provided an insight on NIS teachers’ perceptions of their professional identity on four dimensions: personal, social, professional and emotional. The results also showed how teaching-related and administrative aspects of school reforms affect various constructs of teacher identity. The study concluded by suggesting some recommendations for policy makers and school administration on how to enhance the process of improving the school system considering teachers’ opinions.
2017-08-28T10:01:58Z
2017-08-28T10:01:58Z
2017-06
Master's thesis
Khegay, Yuliya. (2017) Exploration of Teacher Identity in the Context of Current School Reforms in Kazakhstan: perceptions of NIS teachers. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2583
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25842021-02-05T05:52:41Zcom_123456789_100com_123456789_67col_123456789_925
The role of curriculum in teachers’ understanding of Global Citizenship Education in one public school in Akmola region, Kazakhstan
Ordabayeva, Zhanar
Global Citizenship Education
Kazakhstani schools
curriculum
teacher professional development
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Today Global Citizenship Education is becoming a popular in school system. This new aspect has not widely discussed Kazakhstani schools and it is important to find out what is the situation of the schools toward GCE. The purpose of this qualitative case-study is to explore the understanding of global citizenship education among 10 teachers at a public school in Akmola region (Grades 7-11). Through semi-structured interviews, non-participant classroom observations, document analysis the study investigated how “global citizenship education” is integrated into academic subjects such as Physical education, History, Geography, Languages, Physics, Maths, English included in the curriculum. Purposeful sampling was used to select the participants of the study. Data was collected through document analysis of the academic subjects included in the curriculum, non-participant classroom observations, and semi-structured interviews. Semi-structured interviews were held to examine teachers’ perceptions towards “global citizenship education” and how teachers define their role or responsibilities in preparing students for “global citizenship education”.
The findings showed the importance of integrating global awareness into the different subjects of the curriculum; the need of professional development for teachers; the importance of administrative leadership in teaching GCE. There is a discussion of recommendations and conclusions which may help in promoting GCE at school.
На сегодняшний день воспитание глобальной гражданственности становится все более популярным в системе школы. Казахстанские школы еще не в полной мере обратили внимание на данный новый аспект в казахстанских школах и поэтому важно выяснить реальную ситуацию в школах в отношении воспитания глобальной гражданственности. Целью данного качественного метода исследования кейс-стади являлось изучение того в какой степени 10 учителей старших классов (7-11 кл) одной государственной школы Акмолинской области правильно понимают, что такое воспитание глобальной гражданственности. В исследовании были использованы такие инструменты сбора данных как полуструктурированные интервью, посещение уроков и анализ документов. С помощью данных инструментов было изучено как воспитание глобальной гражданственности отражается в учебной программе по таким предметам как история, география, английский язык, казахский язык, русский язык, физкультура, физика и математика и насколько данный аспект внедряется во время уроков.
Отбор участников исследования было осуществлен с помощью целенаправленного выбора. Данные был собраны с помощью проведения анализа учебной программы на наличие аспекта воспитания глобальной гражданственности. Также были проведены посещения уроков для обзора внедрения данного аспекта на практике и полуструктурированные интервью. Полуструктурированные интервью были направлены на исследование восприятия учителей по отношению к "глобальной гражданственности", а также как учителя видят свою роль или ответственность в воспитании учащихся глобальной гражданственности.
Результаты показали важность интеграции аспекта воспитания глобальной гражданственности в академические темы учебной программы; необходимость профессионального развития учителей по данному аспекту; важность роли административного состава школы в преподавании и воспитании глобальной гражданственности. Далее представлены обсуждение рекомендаций и заключения, которые, возможно, окажут положительное влияние на улучшение работы воспитания глобальной гражданственности.
2017-08-28T10:02:25Z
2017-08-28T10:02:25Z
2017-06
Master's thesis
Ordabayeva, Zhanar. (2017) The role of curriculum in teachers’ understanding of Global Citizenship Education in one public school in Akmola region, Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2584
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25852021-02-05T05:52:41Zcom_123456789_100com_123456789_67col_123456789_925
Reconceptualization of English Teacher Beliefs and Practices Related to Teaching and Learning as a Result of Working at Nazarbayev Intellectual Schools
Akizhanova, Zhanar
educational reforms
NIS
learner-centered curriculum
teacher professional development
teacher learning
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The problem of teacher change in beliefs and practices is crucial in the light of recent educational reforms in Kazakhstan where Nazarbayev Intellectual schools are seen as an experimental site for development and implementation of the new learner-centered curriculum. The study focuses on the process of teacher change, in particular how purposefully selected four English teachers in one NIS schools have changed their beliefs and practices about teaching and learning as a result of working in the NIS environment. The case study, which employed an in-depth interview-based qualitative approach, also explores the main enabling and inhibiting factors that influenced the NIS teacher change process. The study also attempts to describe the model of teacher change process for those four NIS teachers. The study offers some key recommendations for different groups of stakeholders.
2017-08-28T10:02:50Z
2017-08-28T10:02:50Z
2017-06
Master's thesis
Akizhanova, Zhanar. (2017) Reconceptualization of English Teacher Beliefs and Practices Related to Teaching and Learning as a Result of Working at Nazarbayev Intellectual Schools. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2585
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
oai:nur.nu.edu.kz:123456789/25862021-02-05T05:52:42Zcom_123456789_100com_123456789_67col_123456789_925
Bridging Language, Identity and Integration in the Ethnic Migration- Student Experience of China-Kazakhs in Kazakhstan
Toktau, Zhuldyz
ethnic migration
student experience
China-Kazakhs
cultural challenges
Kazakh returnees
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The Kazakhstan government launched ethnic immigration policy since becoming an independent nation. During this post-Soviet ethnic migration, ethnic Kazakhs from far abroad with limited knowledge of Russian have faced social, language and cultural challenges in their ancestral homeland. Returnee students also emerged in this migration flow. The purpose of this qualitative study was to explore the language challenges of ethnic Kazakh returnee students from China and their social integration in the Kazakhstani higher education institutions. Along with research problem, the research questions were framed with reasons for migration, language background, student experiences, identity and social integration of ethnic Kazakh returnee students from China. This research employed combined narrative and phenomenological inquiry approach to fruitfully provide insights of the phenomenon of being ethnic Kazakh returnee students. Sample was only chosen among ethnic Kazakh returnee students from China enrolled in the Kazakh-medium program in a Kazakhstani university with less than five years living and studying in Kazakhstan before higher education. Eight China-Kazakh returnee students were purposively selected by maximal variation sampling strategy and involved in the semi-structured interview. Major findings were that all participants migrated to Kazakhstan for maintenance of Kazakh identity, and the Kazakh language in relation to ongoing assimilation in China; all participants consistently identified themselves as Kazakh but not totally Kazakhstani or not Kazakhstani yet because of their language challenge of Russian. This study demonstrates the complex relationship between language, identity and social integration with the migration context of ethnic Kazakh returnee students in Kazakhstan. It was anticipated that knowledge generated from the study could benefit administration and educational staff to better understand and support these typical students with long-term Russian language programs to gradually accelerate their language adaptation.
С момента становления независимой страной, правительство Казахстана начало проводить этническую миграционную политику. Во время этой постсоветской этнической миграции, этнические казахи из дальнего зарубежья с ограниченным знанием русского языка столкнулись с социальными, языковыми и культурными проблемами на своей исконной родине. Среди них также были студенты –репатрианты. Целью этого качественного исследования было изучение языковых проблем этнических казахских студентов–репатриантов из Китая и их социальная интеграция в казахстанских вузах. Наряду с исследовательской проблемой, вопросы исследования были сформулированы с целью выявления причин миграции, языкового происхождения, переживания студентов, идентичностью и социальной интеграцией этнических казахских студентов–репатриантов из Китая. Это исследование использовало комбинированный повествовательный феноменологический подход, чтобы дать ясное представление о феномене этнических казахских студентов-репатриантов. Выборка представляла собой этнических казахских студентов–репатриантов из Китая, обучающихся в казахских группах в Казахстанском университете и прожившие менее пяти лет в Казахстане до поступления в университет. Восемь казахов студентов–репатриантов из Китая были целенаправленно отобраны с использованием стратегии максимального отбора вариаций и участвовали в полуструктурированном интервью. Согласно основным результатом исследования, все участники мигрировали в Казахстан для поддержания казахской идентичности и казахского языка в связи с продолжающейся ассимиляцией в Китае; все участники последовательно идентифицировали себя казахам, но не полностью Казахстанцами или пока не Казахстанцами из-за проблем с русским языком. Данное исследование демонстрирует сложные отношения между языком, идентичностью и социальной интеграцией в контексте миграции этнических казахских студентов–репатриантов в Казахстане. Предполагалось, что знания, полученные в ходе исследования, могут помочь административным и образовательным работникам лучше понять и поддержать этих студентов долгосрочными курсами русского языка для постепенного ускорения их языковой адаптации.
2017-08-28T10:03:24Z
2017-08-28T10:03:24Z
2017-06
Master's thesis
Toktau, Zhuldyz. (2017) Bridging Language, Identity and Integration in the Ethnic Migration- Student Experience of China-Kazakhs in Kazakhstan. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/2586
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Nazarbayev University Graduate School of Education
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