2024-03-29T13:20:38Zhttp://nur.nu.edu.kz/oai/requestoai:nur.nu.edu.kz:123456789/16542018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Abdykaimov, Ziyat
2016-07-01T04:14:09Z
2016-07-01T04:14:09Z
2016-06
Abdykaimov, Z. (2016). Experiencing inclusion in higher education: A student perspective on Nazarbayev University practices and lessons drawn from U.S. policies. NUGSE Research in Education, 1(1), 25-
28. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1654
As the first Nazarbayev University (NU) student with special needs, I am currently researching emerging practices and policies of inclusion at NU. In this editorial I take an opportunity to reflect on my nearly year-long study experience at NU and present some lessons learned from the U.S. policies and practices of inclusion based on an investigation of the disability support system at University of Wisconsin-Madison,
one of the NU's strategic partners. I proceed from the premise that based on its model of partnership with top international universities, NU could collaborate with UW-Madison and bring lessons learned to its own practices of inclusion.
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Inclusion in Higher Education
student with special needs
policies of inclusion at NU
disability
disability support system
at University of Wisconsin-Madison
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Experiencing inclusion in higher education: a student perspective on Nazarbayev University practices and lessons drawn from U.S. policies
Article
oai:nur.nu.edu.kz:123456789/16552018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Yessenova, Aisara
2016-07-01T04:24:33Z
2016-07-01T04:24:33Z
2016-06
Yessenova, A. (2016). The benefits of blogging. NUGSE Research in
Education, 1(1), 29-32. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1655
Blogging is an unconventional way for students to hone their academic writing skills. Blogs are "a chronological publication in which personal thoughts and opinions are posted" (Lai & Chen, 2011, p. 948). The introduction of blog writing to the Advanced English course spurred the enhancement of students' argumentative essay writing. This progress in developing one's own sense of style and voice corresponds with
the research findings by Warschauer (1997) and Montgomery (2015), who claim that the writing of student bloggers becomes more natural, reflective, and versatile.
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Blogging
academic writing skills
bloggers
blogs
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The benefits of blogging
Article
oai:nur.nu.edu.kz:123456789/16562018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Jumabayeva, Zhanna
2016-07-01T04:57:49Z
2016-07-01T04:57:49Z
2016-06
Jumabayeva, Z. (2016). Academic mobility and the labor
market. NUGSE Research in Education, 1(1), 8-14. Retrieved from
nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1656
The current study is aimed to better understand the concept of academic mobility and identify its labor market outcomes in the context of Kazakhstan. The paper considers whether mobility is an advantage for the domestic employment market and whether it enhances graduates’ employability. The researcher also investigates whether in
Kazakhstan students’ participation in the international programs, particularly the Bolashak International Scholarship of the President of the Republic of Kazakhstan, affects their employment upon completion of their studies. This investigation indicates that increasingly large numbers of students continue to study abroad despite the lack of clear evidence supporting the gains graduates have in finding jobs. This suggests that students who return are not necessarily guaranteed with ideal jobs upon their graduation. Just because someone studied abroad, the competition for them does not disappear: work experience can have a higher priority. Hence, the results of this study showed that the Bolashak program is not always a ticket to a better future, at least in the short term.
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academic mobility
labor market
Bolashak program
employability
Academic mobility and the labor market
Article
oai:nur.nu.edu.kz:123456789/16572018-08-15T03:49:51Zcom_123456789_1647com_123456789_130col_123456789_1648
Kovaleva, Lyudmila
2016-07-01T05:06:22Z
2016-07-01T05:06:22Z
2016-06
Kovaleva, L. (2016). Quality of education in Kazakhstani universities:
Real or not real? NUGSE Research in Education, 1(1), 2-7. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1657
The quality of education in the sector of higher education has been one of the key priorities of the government for the last decade. In order to assure the quality of education and produce highly qualified human resources, the country needs to have an effective tool for assessing the activities of higher education institutions. Successful
international experiences and the need to integrate into the European Higher Education Area urged Kazakhstan to introduce the procedure of external accreditation by independent quality assurance agencies. To understand the effectiveness of the external accreditation in the framework of Kazakhstani context, there is a need to contemplate
the issues of the general concept of quality, overall procedure of quality assurance as well as its strong and weak points. While there are ongoing debates about the efficiency of quality assurance agencies and their impact on quality of education, it is important to realize that the internal quality within universities cannot be assured by the
means of external review alone. In summary, this article argues that the process of assuring the quality of education in Kazakhstani institutions has to be a cooperative attempt of both quality assurance agencies and educational organizations. Therefore, the culture of quality and attitudes of society, policy-makers and universities towards
quality assurance agencies is an important issue for discussion.
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quality assurance
external accreditation
quality assurance agency
evaluation
standards
higher education, Kazakhstan
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Quality of education in Kazakhstani universities: real or not real?
Article
oai:nur.nu.edu.kz:123456789/16582018-08-15T03:49:53Zcom_123456789_1647com_123456789_130col_123456789_1648
Syzdykbayeva, Rizagul
2016-07-01T05:11:31Z
2016-07-01T05:11:31Z
2016-06
Syzdykbayeva, R. (2016). The role of languages in developing plurilingual identities in Kazakhstan. NUGSE Research in Education, 1(1), 15-19. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1658
Kazakhstan is a multicultural country that conducts democratic policy towards every ethnic group living there; therefore, major language policy documents raise the importance of maintaining and developing all languages in Kazakhstan. Moreover, raising Kazakh, Russian and English speaking plurilinguals is seen as a key factor for
establishing peace and reciprocity among all nations. This paper reviews how language policies contribute to the development of plurilingual individuals in Kazakhstan, and analyzes their role as major drivers for promoting a multilingual society. It also focuses on language policies along with ensuing initiatives through the lenses of historic roots, socio- political context, and outcomes.
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plurilingual identities
language policies
multilingual society
multicultural society
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The role of language policies in developing plurilingual identities in kazakhstan
Article
oai:nur.nu.edu.kz:123456789/16632018-08-15T03:49:55Zcom_123456789_1647com_123456789_130col_123456789_1648
Baigazina, Altyn
Gapbassova, Lyazat
2016-07-04T08:04:23Z
2016-07-04T08:04:23Z
2016-06
Baigazina, A. & Gapbassova, L. (2016). Academic mobility and the labor market. NUGSE Research in Education, 1(1), 22-24. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1663
Henry Ford once wisely noted, “Coming together is a beginning. Keeping together is progress. Working together is success”. This quote accurately mirrors the team spirit that has inspired and fueled the creation of the first peer-reviewed student-led journal at Nazarbayev University Graduate School of Education. Indeed, the first issue of Research in Education has received tremendous support from NUGSE faculty and the student community, who have willingly taken the initiatives to become peer-reviewers, editors, proofreaders, administrators, designers, writers and authors. This has been a long learning process for all of us, and in this editorial we have collected tips from our contributors for future authors. These recommendations explain how to nail down your
research hunch, how to present convincing argumentation in your writing and turn it into a solid paper. In addition, our contributors will help you to clarify what publishing ethics you might want to consider to make your paper look substantial and share their experience on how to navigate through the rigorous publishing process for success.
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publication tips
NUGSE
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Publication tips from NUGSE faculty
Article
oai:nur.nu.edu.kz:123456789/16642018-08-15T03:49:55Zcom_123456789_1647com_123456789_130col_123456789_1648
Montgomery, Philip
2016-07-04T08:12:55Z
2016-07-04T08:12:55Z
2016-06
Montgomery, D. P. (2016). Welcome letter from the editor. NUGSE Research in Education, 1(1), 1. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1664
Scholarly research is as much a science as it is an art. The articles presented in this inaugural issue of NUGSE Research in Education reflect the high academic and ethical standards of educational research and policy analysis. All of our authors have completed graduate or postgraduate courses in research methods and educational policy studies. They have chosen and researched the topics themselves, topics which are relevant to
education in Kazakhstan and which deserve a wider audience. This critical and analytical inquiry can and will bring positive change to schools, universities and governmental organizations, by placing value on passionate intellectual curiosity and meticulous evidence-based decision-making. The very act of writing, reviewing and editing these articles, we hope, will encourage students to tackle the big problems and wrestle with the big ideas in their field.
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NUGSE Research in Education
NUGSE
scholarly research
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/16652018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_1648
Kozhabayeva, Kamila
Sanat, Aisulu
2016-07-04T08:18:56Z
2016-07-04T08:18:56Z
2016-06
Kozhabayeva, K. & Sanat, A. (2016). Welcome letter from the editorial board. NUGSE Research in Education, 1(1), 21. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/1665
As American writer, political activist, and the first special needs woman in history to get a bachelor’s degree, Helen Keller said, “Alone we can do so little; together we can do so much.” Truly, each member of the NUGSERIE editorial board contributed a brick to establish a solid base for this journal. Below, we would like to share our voices, so that you have an idea what we have gained from this extraordinary experience. The
following paragraphs are collated and edited responses from our Editorial Board: two MSc students, two MA students, two PhD students, two alumni, and two faculty members.
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NUGSE Research in Education
Welcome Letter from the Editorial Board
Article
oai:nur.nu.edu.kz:123456789/20872018-08-15T03:50:04Zcom_123456789_1647com_123456789_130col_123456789_2238
Akimenko, Olessya
2016-12-20T05:01:17Z
2016-12-20T05:01:17Z
2016
Akimenko, O. (2016). Teaching approaches: Theory and practice. NUGSE Research in Education, 1(2), 2-8. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2087
While according to some authors, teaching approach is the way of teaching students, implying the kinds of teaching
and learning activities that a teacher conducts and the ways in which teacher engages students with the subject
matter, other authors use this term to refer to the way of teaching, which can take the form of a lecture, tutorial,
or laboratory work. The paper first focuses in particular on the theoretical understandings of teacher-centered and
student-centered approaches, executive, facilitator, and liberationist teaching approaches, as well as lecture, direct
instruction, and group discussion. These theories are then examined in regard to teaching approaches in
Kazakhstan, whose educational system has recently undergone significant changes, moving from traditional to a
more competence-based type of education, thereby encouraging students to develop the ability to apply the
knowledge and experience in order to solve problems. By examining these theories and their application in
Kazakhstan, it is hoped to shed light on the areas for further growth and improvement.
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teaching approaches
approaches to teaching
mainstream schools
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Teaching Approaches: Theory and Practice
Article
oai:nur.nu.edu.kz:123456789/20882018-08-15T03:50:04Zcom_123456789_1647com_123456789_130col_123456789_2238
Jumabayeva, Zhanna
2016-12-20T05:08:47Z
2016-12-20T05:08:47Z
2016
Jumabayeva, Z. (2016). The key drivers of the Unified National Test in Kazakhstan: A critical analysis of its impact on school leavers. NUGSE Research in Education, 1(2), 16-20. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2088
This study is aimed to identify the key drivers of the Unified National Test in Kazakhstan and to determine its
impact on school leavers. The main key drivers of implementing the new assessment policy include the following:
saving students’ time, receiving school certificate and combating corruption. The paper also considers whether the
Unified National Test is a successful assessment policy. This investigation indicates that there are both advantages
and disadvantages in implementing the Unified National Test. For example, with the introduction of new system
of assessment, there have been many changes in students’ lives. However, some of these changes are considered
as hopeless as they caused social problems like suicide. There were also different issues appeared since the
introduction of the Unified National Test including private tutoring, the importance of core subjects, which led to
a narrowing of a school curriculum, the hidden curriculum titled Course preparation for the Unified National Test and
quality gap in education among various population groups. The results of this study show that the structure in the
Unified National Test is overall good, but it can be improved for the better.
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assessment policy
Kazakhstan
school leaver
secondary education
Unified National Test
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The Key Drivers of the Unified National Test in Kazakhstan: A Critical Analysis of its Impact on School Leavers
Article
oai:nur.nu.edu.kz:123456789/20892018-08-15T03:50:02Zcom_123456789_1647com_123456789_130col_123456789_2238
Kabulova, Meruyert
Pussurmanova, Gulzada
Shaikhina, Dina
Akhmedina, Assel
Issina, Gulden
2016-12-20T05:18:34Z
2016-12-20T05:18:34Z
2016
Kabulova, M., Pussurmanova, G., Shaikhina, D., Akhmedina, A., & Issina, G. (2016). Many colors of assessment: Participation matters. NUGSE Research in Education, 1(2), 9-15. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2089
The problem of non-attendance and lack of student engagement in class is a widely recognized issue in
educational circles around the world, including Kazakhstan. One of the reasons is the neglect of class
participation in the current assessment models. This policy brief outlines the significance of class
participation, considers the relation between class participation and improvement of academic
performance, reviews the existing assessment practices, and argues for the inclusion of class participation
as one of the aspects of assessment system in Kazakhstani organizations for secondary education.
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class participation
assessment
engagement
educational system
policies
academic performance
(non-)attendance
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Many Colors of Assessment: Participation Matters
Article
oai:nur.nu.edu.kz:123456789/22392018-08-15T03:50:07Zcom_123456789_1647com_123456789_130col_123456789_2238
Sirgebayeva, Aidana
2017-01-11T08:29:00Z
2017-01-11T08:29:00Z
2016
Sirgebayeva, A. (2016). Insights from the first NUGSE graduates. NUGSE Research in Education, 1(2), 26-27. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2239
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GSE
education system
Insights from the First NUGSE Graduates
Article
oai:nur.nu.edu.kz:123456789/22402018-08-15T03:50:08Zcom_123456789_1647com_123456789_130col_123456789_2238
Syzdykbayeva, Rizagul
2017-01-11T08:33:24Z
2017-01-11T08:33:24Z
2016
Syzdykbayeva, R. (2016). Surviving peer review: A difficult but worthwile experience. NUGSE Research in Education, 1(2), 22. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2240
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GSE
Education
Surviving Peer Review: A Difficult but Worthwile Experience
Article
oai:nur.nu.edu.kz:123456789/22412018-08-15T03:50:01Zcom_123456789_1647com_123456789_130col_123456789_2238
Montgomery, Philip
2017-01-11T08:36:02Z
2017-01-11T08:36:02Z
2016
Montgomery, D. P. (2016). Welcome letter from the editor. NUGSE Research in Education, 1(2), 1. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2241
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GSE
education system
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/22422018-08-15T03:50:09Zcom_123456789_1647com_123456789_130col_123456789_2238
Yessenova, Aisara
2017-01-11T08:39:24Z
2017-01-11T08:39:24Z
2016
Yessenova, A. (2016). Essential conference tips for graduate students. NUGSE Research in Education, 1(2), 23-25. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2242
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GSE
education system
Essential Conference Tips for Graduate Students
Article
oai:nur.nu.edu.kz:123456789/24112018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_2410
Akimenko, Olessya
2017-06-28T05:40:57Z
2017-06-28T05:40:57Z
2017
Akimenko, O. (2017). Investigating the effectiveness of private small group tutoring of English in Kazakhstan: Perceptions of tutors and students. NUGSE Research in Education, 2(1), 16-26. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2411
The main focus of education studies has been on mainstream schools and institutions. However, the growing phenomenon of private tutoring has been largely overlooked by scholars. In Kazakhstan, numerous specialists offer private tutoring, and the tendency to supplement mainstream schooling continues to grow. The actual effectiveness of private tutoring, meanwhile, remains an open question. Since the study of English language is the most popular among the various subjects offered by tutors, this research studies the effectiveness of private tutoring of English and the way it can – or cannot – complement school education. This qualitative study explores the experiences of five private tutors and five privately tutored small groups of high-school students at private tutoring facilities in Astana, based on data obtained from semi-structured individual face-to-face and focus group interviews. The results of the study indicate that private tutoring is effective in enhancing students’ knowledge of English, as well as serves as a remedial purpose by helping students to form the knowledge required by mainstream schools. However, it should be noted that for other tutored subjects the situation may be different. Also, the results of the research may not be representative for the whole country due to the small size of the sample.
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shadow education
informal education
private tutoring
small group tutoring
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Investigating the Effectiveness of Private Small Group Tutoring of English in Kazakhstan: Perceptions of Tutors and Students
Article
oai:nur.nu.edu.kz:123456789/24122018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_2410
Ayazbayeva, Nazira
2017-06-28T05:44:21Z
2017-06-28T05:44:21Z
2017
Ayazbayeva, N. (2017). Language-in-education policy in multilingual education. NUGSE Research in Education, 2(1), 12-15. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2412
Language policies and their aspects that impact societies and people are important social phenomena that are not well researched in multicultural and multilingual Kazakhstan. While previous research has investigated how language policies existing in Kazakhstan impact the development of plurilingual individuals (Syzdykbayeva, 2016), this article explores the theory behind the concepts of language policy and specifically language-in-education policy. It analyzes the past and current policies like the Trilingual Policy in Kazakhstan. Using Cooper’s (1989) framework of evaluating the language planning and policy and sought answers to the questions: Who plans what (language) practices for whom, how, under what conditions, and for what purpose?
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language policy
multilingual education
trilingual education policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Language-in-Education Policy in Multilingual Education
Article
oai:nur.nu.edu.kz:123456789/24132018-08-15T03:49:56Zcom_123456789_1647com_123456789_130col_123456789_2410
Kadyrova, Samal
2017-06-28T05:50:55Z
2017-06-28T05:50:55Z
2017
Kadyrova, S. (2017). The role of the mentor in the first year of teaching. NUGSE Research in Education, 2(1), 27-35. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2413
This article explores the effectiveness of mentorship relationships in addressing first year teachers’ challenges at the beginning of their career at one of the Kazakhstani private schools. The study examines the concept of mentoring, the challenges beginning teachers face, the benefits of them, and the experiences of mentorship relationships worldwide and on the territory of Kazakhstan. One-on-one interview has been chosen as the most appropriate research strategy because it helped the researcher to develop a detailed understanding of the mentorship relationship experiences within the mentoring program at school. The results of this study have shown that all participants experience various difficulties in the inaugural period of their career. Even though the existing mentoring programs are the way to enhancement; they have definitely a positive effect on first-year teachers’ professional development.
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First-year teachers
mentorship
teacher relationships
professional development
The Role of the Mentor in the First Year of Teaching
Article
oai:nur.nu.edu.kz:123456789/24142018-08-15T03:49:59Zcom_123456789_1647com_123456789_130col_123456789_2410
Makoelle, Tsediso Michael
2017-06-28T05:52:58Z
2017-06-28T05:52:58Z
2017
Makoelle, T. M. (2017). Welcome letter. NUGSE Research in Education, 2(1), 1. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2414
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Welcome Letter
Article
oai:nur.nu.edu.kz:123456789/24152018-08-15T03:50:26Zcom_123456789_1647com_123456789_130col_123456789_2410
Orynbassarova, Dilara
2017-06-28T05:57:52Z
2017-06-28T05:57:52Z
2017
Orynbassarova, O. (2017). Guidelines for writing a book review: Through the lens of the first-year doctoral student experience. NUGSE Research in Education, 2(1), 43. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2415
Writing a critical book review is an integral part of the scholarly development process of any emerging researcher. The payoff of writing a book review is great, as it helps the emerging scholar to sharpen both writing and critical thinking skills, and understand the process of writing and editing a book. A critical review of the book may include a brief yet effective summary of the book; the relevance of the ideas today in general; a thorough analysis of the author’s main concepts and ideas, including the discussion about the authors’ main arguments, how and why the author has put the book together in such away, how well the author has supported ideas and facts; and discussion of the book’s strengths and weaknesses, which may include the overall content, organization, style and application to a certain context. Mentioning whether the author has achieved the stated purpose of the book is also important. For example, you may find this information in the preface or the introduction part of the book. My personal experience of writing a critical book review indicates that the process has three stages: before, during and after.
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book review
doctoral student experience
Guidelines for Writing a Book Review: Through the Lens of the First-Year Doctoral Student Experience
Article
oai:nur.nu.edu.kz:123456789/24162018-08-15T03:49:59Zcom_123456789_1647com_123456789_130col_123456789_2410
Shon, Peter
2017-06-28T06:00:42Z
2017-06-28T06:00:42Z
2017
Shon, P. (2017). Abay’s legacy to the philosophy of education. NUGSE Research in Education, 2(1), 36-41. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2416
As early as the nineteenth century, Abay Kunanbayev foresaw the need to adapt to the world being altered by the hands of geopolitical powers. Rather than to be swept away by the waves of colonial influences, he became the lonely voice in the wilderness urging the Kazakhs to become educated multi-lingually. Though Abay is revered as the country’s foremost philosopher and poet, his writings are mostly covered in secondary school Kazakh Literature courses; though often quoted, the work of Abay is seldom read in its entirety. In addition, information about the impact of his writings on present-day educators in Kazakhstan is lacking. The purpose of this paper is to describe and juxtapose the main ideas in Abay’s The Book of Words, first published in 1909, with various philosophers from the West to examine the relevance of his philosophy in today’s Kazakhstani society. This paper is a historical description which seeks to answer the metaphysical, epistemological, and pedagogical questions under the themes of man, knowledge, and education. This study will contribute to bringing a further spotlight on Abay, not only as a steppe philosopher and poet of the past, but as a philosopher in education for contemporary Kazakh society.
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Abay
knowledge
soul
education
man
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Abay’s Legacy to the Philosophy of Education
Article
oai:nur.nu.edu.kz:123456789/24172018-08-15T03:50:03Zcom_123456789_1647com_123456789_130col_123456789_2410
Terlikbayeva, Nurgul
2017-06-28T06:04:01Z
2017-06-28T06:04:01Z
2017
Terlikbayeva, N. (2017). Integration of returnee children in Kazakhstani schools. NUGSE Research in Education, 2(1), 2-11. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2417
This research is devoted to exploring the adaptation experience of returnee children in Kazakhstani schools. Upon arrival, returnee children who have not been exposed to Kazakh culture encounter social and psychological challenges. Because of the absence of educational policies for migrant children, the Kazakhstani education system fails to meet the needs of returnee children as they are required to enroll into mainstream schools. Relying on the empirical evidence and literature on the integration of returnee children, this study attempts to understand the challenges returnee children face in Kazakhstani schools and how these children cope with the alleged challenges. In the course of the study, returnee children reported language, Kazakhstani education system and teacher attitudes to be the major challenges they have faced. One solution to this problem would be a reconsideration of the existing educational program in Kazakhstan on inclusive education which targets only disabled children. Kazakhstani policy makers should consider widening the scope of its meaning including culturally disadvantaged returnee children in its agenda.
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returnees
oralman
adaptation
Integration
experience
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Integration of Returnee Children in Kazakhstani Schools
Article
oai:nur.nu.edu.kz:123456789/24182018-08-15T03:49:59Zcom_123456789_1647com_123456789_130col_123456789_2410
Jumabayeva, Zhanna
2017-06-28T06:22:33Z
2017-06-28T06:22:33Z
2017
Jumabayeva, Z. (2017). The promise of publication: Reflections from a PhD student. NUGSE Research in Education, 2(1), 44-45. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/2418
Publishing can be useful in a wide range of ways, including the professional growth, worldwide recognition, knowledge acquirement and self-learning that is involved in the process. I would like now to share my experience of having been published in the first and second issues of the journal, established by Nazarbayev University Graduate School of Education (NUGSE) in 2016. The requirements for the journal are very rigorous, but the journal is certainly worthwhile for researchers, especially for junior ones like me. When I first heard about the release of the journal, I was so glad to have such an opportunity to get published. I certainly had a previous experience of getting published when I was an undergraduate student...
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Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Education
The Promise of Publication: Reflections from a PhD Student
Article
oai:nur.nu.edu.kz:123456789/31182018-08-15T03:50:23Zcom_123456789_1647com_123456789_130col_123456789_3117
Amantay, Assem
Myrzabayeva, Aigerim
Karabay, Akmaral
2018-01-23T06:09:29Z
2018-01-23T06:09:29Z
2017-12
Amantay, A., Myzabayeva, A., & Karabay, A. (2017). “Kazakhs should speak Kazakh”: Language policy realization in urban Kazakh families. NUGSE Research in Education, 2(2), 13-20. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3118
The Kazakh government’s after-independence language policy of “Kazakhization” has had a positive impact on the revitalization of Kazakh as an official language. The research shows that the urban Kazakh people tend to support the policy of their indigenous language revitalization, but when it comes to language use at home, the Kazakh language is not extensively used in this context (Smagulova, 2008, 2011). Informed by Spolsky’s framework of language policy, this small-scale research of four urban Kazakh families examined parental ideologies towards the Kazakh language revitalization and the actual linguistic practices and the management strategies used in the home. This study revealed that while all four Kazakh families admitted the significance of the Kazakh language and supported the idea of its revitalization in the country, their language choices and efforts to maintain Kazakh vary from family to family. The findings offer new insights for researchers, policymakers, parents, and educators interested in understanding the revitalization of the Kazakh language.
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Kazakhization
language revitalization
family language policy
urban Kazakh families
“Kazakhs should speak Kazakh”: Language Policy Realization in Urban Kazakh Families
Article
oai:nur.nu.edu.kz:123456789/31192018-08-15T03:50:24Zcom_123456789_1647com_123456789_130col_123456789_3117
Chsherbakov, Andrey
2018-01-23T06:18:10Z
2018-01-23T06:18:10Z
2017-12
Chsherbakov, A. (2017). An exercise in argumentative writing: Arguing both sides of an issue. NUGSE Research in Education, 2(2), 32-34. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3119
Latinisation of the Kazakh alphabet is well under way. The President has signed the Law; a working version of the new script has been approved; and responsible state agencies have been appointed. However, the reform continues to generate heated debates in the media, on social networks, and in the old-fashioned offline (kitchen) conversations...
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Latinisation
Kazakh alphabet
Kazakh script
An Exercise in Argumentative Writing: Arguing Both Sides of an Issue
Article
oai:nur.nu.edu.kz:123456789/31202018-08-15T03:50:24Zcom_123456789_1647com_123456789_130col_123456789_3117
Ippolitova, Mariya
Baidaly, Fariza
Memetova, Lenera
Temirbekova, Assel
2018-01-23T06:24:48Z
2018-01-23T06:24:48Z
2017-12
Ippolitova, M., Baidaly, F., Memetova, L., & Temirbekova, A. (2017). Student experiences: Traditional face-to-face full-time studying at NUGSE. NUGSE Research in Education, 2(2), 35-36. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3120
The choice of a learning mode is very important for a student applying to the Master’s program. But when the choice is made students face other challenges they could not anticipate. Brochures and websites can tell a lot about the courses, teaching staff, and different requirements, but usually it is not enough for the first-year student who has a thousand questions about small but troubling details of the studying process. In this way, the experience of the current students is invaluable as they know what kind of concerns new students may have and how to deal with them. In this work, four second-year Master’s students share some insights about the full-time learning mode at Nazarbayev University, its peculiarities, benefits and drawbacks, and suggest some pieces of advice for those who struggle with the studying.
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NUGSE
education
Student Experiences: Traditional Face-to-Face Full-Time Studying at NUGSE
Article
oai:nur.nu.edu.kz:123456789/31212018-08-15T03:50:28Zcom_123456789_1647com_123456789_130col_123456789_3117
Ivatov, Serik
2018-01-23T06:29:20Z
2018-01-23T06:29:20Z
2017-12
Ivatov, S. (2017). Critical response: “Teaching approaches: Theory and practice” by Olessya Akimenko. NUGSE Research in Education, 2(2), 30-31. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3121
In her article published by NUGSE Research in Education in December 2016, Akimenko discusses the theoretical understandings of teacher-centred and student-centred approaches, and examines these theories with regard to teaching approaches in Kazakhstan. Teaching approaches have been studied very well abroad so that they can be considered as old chestnuts. However, Kazakhstan will likely benefit greatly from a comparison of teaching approaches in international and Kazakhstani practices. If we study international practices, we will get better understanding of our own. In addition, comparative research may help us to discover which teaching approaches are beneficial and how best to implement them. I agree with the author’s position that Kazakhstani teachers should take advantage of teaching approaches from international practice; however, she does not manage to accomplish all her goals set in the article.
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teaching approaches
Olessya Akimenko
Critical Response: “Teaching Approaches: Theory and Practice” by Olessya Akimenko
Article
oai:nur.nu.edu.kz:123456789/31222018-08-15T03:50:23Zcom_123456789_1647com_123456789_130col_123456789_3117
Kakenov, Ruslan
2018-01-23T06:33:04Z
2018-01-23T06:33:04Z
2017-12
Kakenov, R. (2017). Teachers’ experiences of using CLIL in Kazakh language classrooms. NUGSE Research in Education, 2(2), 21-29. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3122
This paper investigates teachers’ experiences of teaching the content and language simultaneously by using the Content and Language-Integrated Learning (CLIL) approach when delivering social science subjects, such as Geography, History of Kazakhstan, Kazakhstan in the Modern World and Law Essentials in Kazakh as a second language of instruction. This qualitative study has revealed that challenges teachers face in CLIL classrooms included the language proficiency of students and the lack of teaching materials. Teachers incorporated some strategies according to the CLIL approach, vocabulary teaching, and usage of Russian in order to explain key notions and concepts. Finding and adapting resources for CLIL lessons lay an extra burden on teachers. The development of CLIL teaching materials will likely relieve teachers’ workload and enhance the quality and consistency of the materials.
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CLIL
teachers’ experiences
Kazakh
content-based teaching
Teachers’ Experiences of Using CLIL in Kazakh Language Classrooms
Article
oai:nur.nu.edu.kz:123456789/31232018-08-15T03:50:24Zcom_123456789_1647com_123456789_130col_123456789_3117
Khegay, Yuliya
2018-01-23T08:42:17Z
2018-01-23T08:42:17Z
2017-12
Khegay, Y. (2017). Teacher identity in the context of current school reforms in Kazakhstan. NUGSE Research in Education, 2(2), 3-12. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3123
Kazakhstan is currently experiencing tremendous 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. The problem is that the major focus is given to the reforms themselves while the voices of those who actually enact them are usually ignored. This qualitative interview-based study aims at exploring the complex phenomenon of teacher identity in its relation to the present school reforms from NIS teachers’ perspective. The results of the study provide an insight on how teachers understand their professional identity within four dimensions: personal, social, professional and emotional, and how these are affected by different aspects of educational changes. The major findings have revealed that teaching-related aspect of school reforms has a mostly positive effect on teacher identity, whereas the administrative aspect tends to have a mostly negative influence.
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teacher identity
professionalism
school reforms
NIS
Teacher Identity in the Context of Current School Reforms in Kazakhstan
Article
oai:nur.nu.edu.kz:123456789/31242018-08-15T03:50:25Zcom_123456789_1647com_123456789_130col_123456789_3117
Ogay, Svetlana
2018-01-23T08:46:48Z
2018-01-23T08:46:48Z
2017-12
Ogay, S. (2017). Student experiences: A critical reflection of the M.Sc. in Educational Leadership blended-learning program. NUGSE Research in Education, 2(2), 35-36. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3124
Proliferation of digital technologies and massification of education gave a breath of fresh air to conventional education and triggered a wave of innovative approaches to teaching and learning. Who would imagine a decade ago that it is now possible to ‘attend’ classes without leaving your apartment or to interact with experts from across the world without leaving your desk? Yet, as distance learning with massive open online courses and learning platforms such as EdX and Coursera started evolving, this has become a widespread phenomenon that made education more accessible. Given the competitive labor market, we are constantly striving to develop both personally and professionally, and blended learning programs enable us to do so. There is likely no “one-fits-all” approach to learning, and, certainly, the blended-learning mode bears both benefits and drawbacks. I want to share some thoughts about NUGSE’s blended-learning program as well as a few hints of how to effectively avoid or surmount possible challenges. Students enrolled or considering enrolling in graduate studies, faculty who work with students in these various modes, and administrators who support these programs may all benefit from understanding the student experience a bit better.
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educational leadership
Education
NUGSE
Student Experiences: A Critical Reflection of the M.Sc. in Educational Leadership Blended-Learning Program
Article
oai:nur.nu.edu.kz:123456789/31252018-08-15T03:50:23Zcom_123456789_1647com_123456789_130col_123456789_3117
Montgomery, D. Philip
2018-01-23T08:50:43Z
2018-01-23T08:50:43Z
2017-12
Montgomery, D. P. (2017). Welcome letter from the editor. NUGSE Research in Education, 2(2), 1-2. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3125
The journal issue in front of you marks the fourth issue of NUGSE Research in Education. The authors, peer reviewers, and editors who have worked to keep this project growing and thriving understand too well the difficulty and messiness of writing—and yet they persist...
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welcome letter
NUGSE Research in Education
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/33412018-08-15T03:50:18Zcom_123456789_1647com_123456789_130col_123456789_3340
Montgomery, D. Philip
2018-06-19T03:20:14Z
2018-06-19T03:20:14Z
2018-06
Montgomery, D. P. (2018). Welcome letter from the editor. NUGSE Research in Education, 3(1), 4-5. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3341
During a faculty meeting in the spring of 2015, NUGSE professors brainstormed ways that students could gain more experience participating in research and sharing their work on a wider scale. The idea for this journal came out of that meeting and subsequent discussions with faculty, students, and alumni over the next year. Now we celebrate our fifth issue, beginning our third year as the first English-language, student-run, peer-review journal in Kazakhstan. In that time, we have grown and established a working model for a successful journal...
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NUGSE
NUGSE Research in Education
welcome letter
Welcome letter from the editor
Article
oai:nur.nu.edu.kz:123456789/33422018-08-15T03:50:21Zcom_123456789_1647com_123456789_130col_123456789_3340
Kavashev, Zulyar
2018-06-19T03:26:13Z
2018-06-19T03:26:13Z
2018-06
Kavashev, Z. (2018). MOOCs in Kazakhstan: Internationalization and digitization of higher education. NUGSE Research in Education, 3(1), 6-10. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3342
There is a shortage of data in about the role massive open online courses (MOOCs) play in internationalizing the sphere of higher education in Kazakhstan. This paper aims to explore the ways Open University Kazakhstan (OpenU), the country’s first online university, is using MOOCs to foster internationalization within the “Digital Kazakhstan” policy initiative. The case of OpenU has been carefully studied by means of interviews and written reflections with the university team, and the results of this research indicate that the OpenU can be considered a pioneer university of MOOC introduction in Kazakhstan. By gaining awareness of issues related to MOOC integration and by taking well-educated actions forward, higher education institutions (HEIs) will be able to promote Kazakhstani educational programs, which are taught online by locally experienced professors to students around the world. Consequently, it will likely attract more international students by creating new online students’ mobility programs. This exploratory study highlights the potential benefits and drawbacks of this trend, which is situated at the intersection of economics, education, technology and language development in Kazakhstan.
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digitization of higher education
massive open online courses
internationalization
digitalization
distance learning
e-learning
MOOCs in Kazakhstan: internationalization and digitization of higher education
Article
oai:nur.nu.edu.kz:123456789/33432018-08-15T03:50:28Zcom_123456789_1647com_123456789_130col_123456789_3340
Ippolitova, Mariya
Sanat, Aisulu
Serikbayeva, Sagida
2018-06-19T03:31:53Z
2018-06-19T03:31:53Z
2018-06
Ippolitova, M., Sanat, A., & Serikbayeva, S. (2018). Conducting large-scale collaborative research on higher education finance: An insider’s view. NUGSE Research in Education, 3(1), 32-
http://nur.nu.edu.kz/handle/123456789/3343
National-level reports and programs are written annually but it is rarely possible to talk to the people who actually worked on these documents and find out the story behind them. We were lucky to interview Dr. Ali Ait Si Mhamed, one of the main investigators in the research team on higher education sustainability, who prepared a chapter in the “Development of Strategic Directions for Education Reforms in Kazakhstan for 2015–2020” diagnostic report of 2016. In the current issue, you can find the executive summary of the report but in our editorial, we want to share some insights on the project. First, we asked Professor Ali to tell us a little bit about the project and the people who worked on it before delving into Dr. Ali’s views on education in general, and various facets of Kazakhstani education system in particular. In addition to getting an expert’s view on the current situation, we were interested in the ways to improve the country’s higher education financing system. We ended our interview by asking for a few pieces of advice
for young researchers who would like to work on state-level research projects.
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higher education finance
higher education
NUGSE Research in Education
Conducting large-scale collaborative research on higher education finance: an insider’s view
Article
oai:nur.nu.edu.kz:123456789/33442018-08-15T03:50:21Zcom_123456789_1647com_123456789_130col_123456789_3340
Akimenko, Olessya
2018-06-19T03:38:06Z
2018-06-19T03:38:06Z
2018-06
Akimenko, O. (2018). In defense of the student-centered approach: Responding to a critical review. NUGSE Research in Education, 3(1), 28-29. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3344
What can be more rewarding than having your article published and read? It is, of course, having it critiqued. I do think that if your work has motivated others to think and create something of their own, writing it was not in vain. Therefore, I was extremely delighted to see a critical response to my article in the December 2017 edition of NUGSERIE, written by Serik Ivatov. In my opinion, this is a very well-written article, which makes many valuable points. However, as having academic discourse is almost as enjoyable as writing articles, I have decided to address some of the comments Ivatov makes in his article. In his critical response, Ivatov gradually analyzes the main points that have been made in the article, as well as gives his suggestions regarding the areas that could be improved. In this article I will follow the same order to make it easier for readers to review both articles.
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critical review
NUGSE Research in Education
In defense of the student-centered approach: responding to a critical review
Article
oai:nur.nu.edu.kz:123456789/33452018-08-15T03:50:18Zcom_123456789_1647com_123456789_130col_123456789_3340
Akhmetova, Dinara
2018-06-19T03:44:42Z
2018-06-19T03:44:42Z
2018-06
Akhmetova, D. (2018). Balancing life and studies in a classroom without walls: Graduate students’ perspectives on online learning. NUGSE Research in Education, 3(1), 21-27. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3345
Technological advancements taking place in the 21st century are changing the ways
in which classes are taught (Allen & Seaman, 2011). Education worldwide is reaching far
beyond the four walls of classroom by offering courses online. This paper explores students’ perspectives on the quality of courses offered online by one Kazakhstani University, based on the advantages and challenges 12 master’s degree students faced while studying some courses online during two academic years of their enrollment. According to the results of this study, participants highlighted the flexibility of online education in pursuing their academic endeavors concurrently with other responsibilities as the main advantage. However, students were challenged in managing their time due to overlapping dates for submitting the tasks completed for online courses. Since the findings of the study have limited generalizability due to small size of population, several recommendations will be made for the future research.
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online learning
balancing life and studies
NUGSE Research in Education
master’s degree students
online education
advantages and challenges
Balancing life and studies in a classroom without walls: graduate students’ perspectives on online learning
Article
oai:nur.nu.edu.kz:123456789/33462018-08-15T03:50:21Zcom_123456789_1647com_123456789_130col_123456789_3340
Mhamed, Ali Ait Si
Ibrasheva, Alima
Kasa, Rita
Nurmagambetov, Amantay
Sagintayeva, Aida
Vossensteyn, Hans
2018-06-19T03:51:17Z
2018-06-19T03:51:17Z
2018-06
Ait Si Mhamed, A., Ibrasheva, I., Kasa, R., Nurmagambetov, A., Sagintayeva, A., & Vossensteyn, H. (2018). University sustainability in relation to higher education funding model in Kazakhstan in the context of transition period. NUGSE Research in Education, 3(1), 30-31. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3346
For the past four years, the international team of Nazarbayev University Graduate School of Education’s researchers and faculty members has jointly worked with local policy makers, practitioners and stakeholders on the diagnostic analysis of priority areas of the current educational reforms in Kazakhstan. With the official title of Development of Strategic Directions for Education Reforms in Kazakhstan for 2015–2020, the Project has been informally recognized as the Roadmap group. The research project has aimed to provide analytical support for the development and implementation of national policies across different sectors of education.
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higher education funding model
education reforms in Kazakhstan
University sustainability in relation to higher education funding model in Kazakhstan in the context of transition period
Article
oai:nur.nu.edu.kz:123456789/33472018-08-15T03:50:27Zcom_123456789_1647com_123456789_130col_123456789_3340
Adilzhanova, Lyutsiya
Ixanova, Ulyana
Kaus, Alyona
2018-06-19T03:56:38Z
2018-06-19T03:56:38Z
2018-06
Adilzhanova, A., Ixanova, U., & Kaus, A. (2018). Enrichment clusters: Educating for the real world. NUGSE Research in Education, 3(1), 11-20. Retrieved from nugserie.nu.edu.kz
http://nur.nu.edu.kz/handle/123456789/3347
Over the last three decades, there has been a dramatic change in the expectations the society holds about compulsory education. Contemporary education is expected to cultivate highorder thinking as well as to develop life skills and functional literacy in school graduates. However, public satisfaction and student performance on international testing are far below these expectations. Enrichment clusters (EC), which are group projects aimed to connect students to address real-life issues, could be an alternative solution to bridge the theoretical knowledge and practical skills that schools provide. This paper, therefore, aims to justify the importance of life skills education, to highlight the necessity to improve the quality of Kazakhstani secondary education, to compare two current models of life skills education, and to argue for EC to become an integral part of the secondary school curriculum to promote functional literacy.
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NUGSE Research in Education
secondary education
life skills
enrichment clusters
functional illiteracy
policies
service learning
curriculum
Enrichment clusters: educating for the real world
Article
oai:nur.nu.edu.kz:123456789/37262019-02-07T21:00:24Zcom_123456789_1647com_123456789_130col_123456789_3725
Rollan, Kamila
2019-02-07T05:05:23Z
2019-02-07T05:05:23Z
2018-12
Rollan, Kamila (2018) Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3726
This case study highlights a teacher’s struggle to include a student with autism spectrum disorder into a classroom, where there is already a maximum number of students with special educational needs compliant to the principle of the natural proportions. This study provides a narrative of an ethical dilemma faced in the realization of the educational inclusion of a child with special needs. The case raises the following question: where is the line between adhering to the principles of the natural proportions and excluding a
student? This qualitative narrative study facilitates a critical reflection of the dilemma in the inclusive educational leadership, when difficult decisions need to be made.
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inclusive education
students with disabilities
dilemma
principles
the policy of proportion
Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center
Article
oai:nur.nu.edu.kz:123456789/37272019-02-07T21:00:35Zcom_123456789_1647com_123456789_130col_123456789_3725
Makoelle, Tsediso Michael
2019-02-07T05:15:21Z
2019-02-07T05:15:21Z
2018-12
Makoelle, Tsediso Michael (2018) Inclusive Education in Post-Soviet Countries: a Case of Kazakhstan. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3727
Inclusive education has become a focal point internationally (Ainscow, Dyson & Weiner, 2013). In many contexts the implementation of inclusive education is characterized by contradictions, controversies, dilemmas and anomalies (Makoelle, 2014a; Slee, 2018). The fact that inclusive education came as a critique of special education raises
a lot of questions as some tend to attribute it solely to education of students with disability and special needs, while in essence it focuses on a wide spectrum of diversity such as gender, race, ethnicity, and socio-economic status (Makoelle, 2016). The emphasis on disability and special needs create a framework of thinking imbued with
an extreme inclination to believe that inclusion is only about disability. The fact that there are different ways in which the notion of inclusion is conceptualized means it is enacted through different practices and policy perspectives. Whoever goes through the process of enacting inclusion, experiences it differently depending on unique situation and context (Makoelle, 2014b)...
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inclusive education
post-soviet countries
Inclusive Education in Post-Soviet Countries: a Case of Kazakhstan
Article
oai:nur.nu.edu.kz:123456789/37282019-02-07T21:00:36Zcom_123456789_1647com_123456789_130col_123456789_3725
Passeka, Yevgeniya
2019-02-07T05:20:52Z
2019-02-07T05:20:52Z
2018-12
Passeka, Yevgeniya (2018) Leadership for Change: Promoting Inclusive Values and Cultures. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3728
Cultural values are the foundation of inclusion, and this is the reason why Ainscow and Booth (2002) in their Index for Inclusion put this dimension at the base of their inverted triangle with the other two sides being policies and practices. The authors of the index argue that developing inclusive cultures can bring about a change in procedures (Booth & Ainscow, 2002). This is why it is critical that all the policy participants are made aware of the cultural values and ideas before trying to implement the inclusion policies.
This study focuses on the cultural aspects of implementing inclusive education at schools, and attempts to answer who should take the leadership role in order to undertake positive practical steps in promoting inclusive values and cultures in the mainstream schools in Kazakhstan; and discusses which leadership models would best suit in the context of inclusive schools...
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inclusion
mainstream schools
culture
purpose
models of leadership
Leadership for Change: Promoting Inclusive Values and Cultures
Article
oai:nur.nu.edu.kz:123456789/37292019-02-07T21:01:04Zcom_123456789_1647com_123456789_130col_123456789_3725
Rakhimbekova, Assem
2019-02-07T05:43:43Z
2019-02-07T05:43:43Z
2018-12
Rakhimbekova, Assem (2018) One Size Does Not Fit All: A Case of a Student Who Encountered a Problem in an Exam. Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/3729
Drawing on a narrative story of a gifted student, who studies at the school for gifted children, and who suffers from stuttering that made him difficult to articulate his words and deliver his ideas properly, this case study draws the attention to the problem of children with special educational needs, who are neglected at schools and have to cope with the study tasks that are designed for normal and gifted children. The case begins with describing the case genre and the context of the school setting, and then explores
the events and challenges faced by a student, who encounters a problem in an exam. This narrative research asks readers to consider how teachers and school leaders must accommodate learners with special needs...
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stutter
gifted children
external summative exam
One Size Does Not Fit All: A Case of a Student Who Encountered a Problem in an Exam
Article
oai:nur.nu.edu.kz:123456789/37302019-02-07T21:01:05Zcom_123456789_1647com_123456789_130col_123456789_3725
Khamidulina, Zarina
2019-02-07T05:49:27Z
2019-02-07T05:49:27Z
2018-12
Khamidulina, Zarina (2018) A Qualitative Study of Parental Perceptions of Inclusive Education in Kazakhstan: The View of Three. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3730
Kazakhstan is presently undergoing a number of developments in the education system. One of the main reform directions includes the development of inclusive education. The problem is that the reform lacks a focus on increasing social awareness about inclusive education (Zholtayeva et al., 2013). This qualitativeinterview based study aims at exploring parental perceptions about the inclusion of children with special needs at the mainstream schools. The results of this study make important revelations about the parental understandings of the policy, their attitudes and possible challenges schools face when implementing the inclusive education practices...
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inclusive education
parental view on inclusive education
education for special needs
A Qualitative Study of Parental Perceptions of Inclusive Education in Kazakhstan: The View of Three
Article
oai:nur.nu.edu.kz:123456789/37312019-02-07T21:01:10Zcom_123456789_1647com_123456789_130col_123456789_3725
Saduakas, Kymbat
2019-02-07T05:54:22Z
2019-02-07T05:54:22Z
2018-12
Kymbat Saduakas (2018) To Be or Not To Be: A Teacher Commitment in Meeting Students’ Diverse Needs.Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3731
This case study presents the experience of a young teacher at a private educational center, who enthusiastically works as an English teacher, and has forty academic hours per week including additional responsibilities of being a curator, and providing students with extra lessons. This has not created any issues until the teacher has faced an equity dilemma with one of her students, who had a difficult family and financial situation that required the teacher to stay at the center longer, consequently obliging her to stay
late evening hours at the workplace. This narrative inquiry examines the commitment teachers often make to meet their students’ diverse needs, and calls students and teachers to reflect on the ethical issues implicated. The questions for discussion and teaching notes for meeting students’ diverse needs are provided...
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teacher commitment
student diverse needs
equity
To Be or Not To Be: A Teacher Commitment in Meeting Students’ Diverse Needs
Article
oai:nur.nu.edu.kz:123456789/37322019-02-07T21:01:17Zcom_123456789_1647com_123456789_130col_123456789_3725
Manuilova, Natalya
2019-02-07T06:00:57Z
2019-02-07T06:00:57Z
2018-12
Manuilova, Natalya (2018) A Case Study: What is Better for His Future? Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3732
This case describes the implementation of inclusive education within a mainstream secondary school on the example of the experience of a student with a cognitive developmental delay, whose special educational needs limit his academic participation and socialization in a school learning environment. The policy initiative is administered by the school principal who needs to make a decision about the best option in addressing the situation. This case narrative both highlights the complexity of the policy execution, the
challenges the school principal encounters when designing actions in ensuring student’s participation; and reflects ethical issues involved in the provision of special educational services. While there are no straightforward solutions to meeting all students’ diverse needs, this case provides helpful lessons for educational leaders working in accommodating students with special educational needs. Keywords: inclusion, leadership, mainstream school, special school, student development...
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inclusion
leadership
mainstream schools
special school
student development
A Case Study: What is Better for His Future?
Article
oai:nur.nu.edu.kz:123456789/37332019-02-07T21:01:07Zcom_123456789_1647com_123456789_130col_123456789_3725
2019-02-07T06:06:47Z
2019-02-07T06:06:47Z
2018-12
Special Issue: Inclusive Education in Kazakhstan (2018) NUGSE Research in Education Journal. Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/3733
NUGSE Research in Education is a peer-reviewed journal designed for educational leaders, policy makers, researchers and students interested in empirical research, critical reviews, and analytical papers on a wide range of topics in education. The primary aim is to share experience and promote understanding of Kazakhstan’s unique educational context. The journal is peer-reviewed by an editorial board primarily comprising students, alumni and faculty of Nazarbayev University, offering emerging scholars the experience and knowledge of the publication process, peer-revision boards, and critical analysis of quality scholarly work...
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inclusive education
NUGSE Research in Education
Special Issue: Inclusive Education in Kazakhstan
Article
oai:nur.nu.edu.kz:123456789/74812023-11-08T21:00:43Zcom_123456789_1647com_123456789_130col_123456789_7479
Karabay, Akmaral
2023-11-08T08:37:00Z
2023-11-08T08:37:00Z
2020
Karabay, A. (2020). Insights into the “International Study” course at UPenn. Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7481
Within the PhD program at the Nazarbayev University Graduate School of Education, doctoral students in their
second year take the eight-week international study course at one of the partner universities of the school. The
two partner universities are the University of Pennsylvania and the University of Cambridge, both of which are
leaders in teaching and educational research. The primary aim of the international study program is to work closely
on doctoral research projects with partner university advisors. This fall, my groupmate Miruyert Abdrakhmanova
and I went to UPenn to complete the international study course, while other doctoral students from our cohort
visited the University of Cambridge. In this short article, I will share my experiences from the program at UPenn,
which included compulsory, planned-optional, and unplanned components...
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Type of access: Open Access
International Study
UPenn
Nazarbayev University Graduate School of Education
doctoral students
INSIGHTS INTO THE “INTERNATIONAL STUDY” COURSE AT UPENN
Article
oai:nur.nu.edu.kz:123456789/74852023-11-08T21:01:47Zcom_123456789_1647com_123456789_130col_123456789_7479
Amirova Aida
2023-11-08T09:24:01Z
2023-11-08T09:24:01Z
2020
Amirova A. (2020) Quality assurance framework: the quest for quality education in Kazakhstan and the importance of student voices. Graduate School of Edication.
http://nur.nu.edu.kz/handle/123456789/7485
In the past decade, educational reforms have displayed an upsurge of interest in higher education. Promoting
quality education has become a high priority issue in academia, as well as in policy-making units. There are many
underlying reasons and precedents as to why quality education is of utmost importance in the Kazakhstani context.
One of these reasons is the goal related to increasing prestige to become both competitive and attractive within
the global network of higher education. Globally, by 2025, there will be an increase in the number of students
who enroll in tertiary educational institutions. The expected figure is 263 million students, up from 100 million
students in 2000 (Karaim, 2011). If we consider the dynamic nature of today's world, internationalization in edu cation (Ferreira, Vidal, & Vieira, 2014) has given rise to the inbound and outbound mobility of students, which
poses multi-dimensional challenges for higher education. Thus, higher education institutions (HEIs) urgently need
to meet the expectations of students to obtain quality education and recognize their academic documents within
and beyond their geographical boundaries...
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Type of access: open
accrediting agencies
EHEA
quality assurance framework
quality culture
QUALITY ASSURANCE FRAMEWORK: THE QUEST FOR QUALITY EDUCATION IN KAZAKHSTAN AND THE IMPORTANCE OF STUDENT VOICES
Article
oai:nur.nu.edu.kz:123456789/74872023-11-08T21:01:47Zcom_123456789_1647com_123456789_130col_123456789_7479
Hooper-Prilipko Arina
2023-11-08T09:33:05Z
2023-11-08T09:33:05Z
2020
Hooper-Prilipko A. (2020). The influence of explicit instruction and implicit approaches to instruction on older adult and young adult learners. Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7487
The discussion of advantages of explicit approaches to instruction is ongoing in the field of language teaching and
learning, due to the fact that modern education is shifting towards teachers being facilitators of the process of
deriving knowledge rather than the sole source of knowledge. Thus, the effect of implicit instruction on students`
learning is currently a prominent topic of discussion among researchers. Moreover, its role in adult education is
of great interest in research, as adult education is a sphere that has not been tackled enough. Furthermore, with
the current asylum seekers situation, world population migration, and the presented need for immigrants’ social
assimilation, this sector of education is becoming more relevant as the need for proper qualifications in the job
market among new comers arises (Madrigal-Hopes, Villavicencio, Foote, & Green, 2014; Dryden-Peterson, 2016).
Moreover, the most pervasive issue that the hosting countries encounter is the language barrier of newly arrived
dwellers (Dryden-Peterson, 2016). For this reason, the paper focuses mostly on explicit and implicit approaches
predominantly used in language acquisition. As people entering host countries vary in age and, therefore, possibly
in their rate of language acquisition, the research also compares two groups of younger and older adult learners
and the influence of learning approaches presented to them. Thus, this paper can potentially assist in finding better
approaches that would meet the requirements for improved language acquisition among younger and older adult
learners. Concomitantly, the findings could intermediately contribute to learners’ quicker and more successful
social assimilation...
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adult learners
explicit instructional approach
implicit instructional approach
young adult learners
THE INFLUENCE OF EXPLICIT INSTRUCTION AND IMPLICIT APPROACHES TO INSTRUCTION ON OLDER ADULT AND YOUNG ADULT LEARNERS
Article
oai:nur.nu.edu.kz:123456789/74902023-11-08T21:01:45Zcom_123456789_1647com_123456789_130col_123456789_7479
Tazhimbet Guldana
2023-11-08T09:45:36Z
2023-11-08T09:45:36Z
2020
Tazhimbet G. (2020). The role of leadership in the context of school improvement in Kazakhstan. Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/7490
The education system in Kazakhstan has one single centralized authority at the level of the Ministry of Education
(national government). This has a top-down approach, which leaves no space for local education authorities (GorONOs and OblONOs or Education Departments of cities and oblasts) to make autonomous decisions towards
their individual aims and initiatives (OECD, 2014; World Bank, 2015). The main goals of Kazakhstan's educational
policy regarding the enhancement of the quality of leadership at mainstream schools in the country and head
teachers’ expansion in autonomy are outlined in the Republic of Kazakhstan's State Education Development Program (SPED) for 2011-2020 (MoES, 2010) and have a direct impact on the country's school leadership practice
(Yakavetz, 2016). This is, in turn, is mirrored in the red tape, rigorous planning system, and weak school manage ment, which are focused mainly on maintaining the status quo. In other words, “velocity” rather than leadership,
which is about making a difference and improving performance, or “acceleration”. As the OECD report (2014)
highlights “… policies in support of school principals are considerably more limited, despite an anticipated increase in responsibilities for principals in connection with the education reform”...
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school leadership
Type of access: open
teacher leadership
mainstream schools in Kazakhstan
THE ROLE OF LEADERSHIP IN THE CONTEXT OF SCHOOL IMPROVEMENT IN KAZAKHSTAN
Article
oai:nur.nu.edu.kz:123456789/74922023-11-08T21:00:42Zcom_123456789_1647com_123456789_130col_123456789_7479
Syzdykbayeva Rizagul
2023-11-08T09:53:37Z
2023-11-08T09:53:37Z
2020
Syzdykbayeva R. (2020). Update on ILSAs: latest releases and upcoming publications. Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/7492
Within the last year or so, the new results of four International Large-Scale Assessment (ILSA) programs were
released. Let us consider what these programs are, what publications are already available, and what is coming
next.
International Large-Scale Assessments in education are not only a reliable instrument to assess the effectiveness
of education systems of participating countries, but also a provider of robust indicators and analysis of the situation
with a focus for further improvement of various aspects of learning and schooling conditions. The study domains
of ILSAs are broad: from the assessment of student learning outcomes and adults’ skills to teachers’ working
conditions. The results of these studies help us indicate the areas where improvements are needed, learn from
other education systems facing similar problems, and develop well-informed policies. What is more, due to the
cyclic nature of the studies, it is possible to get trend indicators and measure the effects of certain reforms or other
interventions. Having participated in different cycles, Kazakhstan has been now participating in all major ILSA’s...
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ILSA
assessment of education systems
OECD
Kazakhstan
UPDATE ON ILSAs: LATEST RELEASES AND UPCOMING PUBLICATIONS
Article
oai:nur.nu.edu.kz:123456789/75052023-11-08T21:01:50Zcom_123456789_1647com_123456789_130col_123456789_7479
Kozhabayeva Kamila
2023-11-08T12:41:23Z
2023-11-08T12:41:23Z
2020
Kozhabayeva K. (2020). Welcome Letter from the Editor. NUGSE Research in Education, 5(1), Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/7505
This issue is being published in truly unusual times that we, along with the entire world, are forced to experience.
The Covid-19 outbreak and the measures taken to tackle this global pandemic have placed humankind in the position of quarantine and self-isolation, peeling away the unnecessary and leaving us with the brutal realization of what truly matters. Naïve and childish as they may seem, the thoughts that come to my mind are nothing but
positive and, as much as we need to be realistic, being an educator, I see how a “hopeless” and mildly motivated student can become a fighter and high achiever, given enough support, instructions, and time to reflect. I also believe that optimism is the best way to go. One definite benefit of quarantine and the switch to forced online learning in mainstream schools has been the revelation of certain problems and pitfalls, which are usually not as obvious or tend to be underestimated. Written before the so-called ‘new norm’ of home offices, compulsory online classes, and social distancing, the articles presented in NUGSERIE Volume 5 Issue 1 are now perhaps more relevant than ever before...
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WELCOME LETTER FROM THE EDITOR
Other
oai:nur.nu.edu.kz:123456789/75062023-11-08T21:01:53Zcom_123456789_1647com_123456789_130col_123456789_7480
2023-11-08T12:50:55Z
2023-11-08T12:50:55Z
2023
Kozhabayeva K. (2023). Welcome Letter from the Editor. NUGSE Research in Education, 6(1), Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/7506
This is the first issue after a long break following the COVID-19 pandemic period. The journal had some challenges, and so the work on the journal was postponed. In March 2023 the Graduate School of Education announced the re-establishment the journal with a new editorial team, which was led by NUGSE Academic English Instructor Dr Andrew Drybrough, and Akerke Ayaganova, Senior Manager for Academic and Student Affairs. And we, Zhadyra Makhmetova, NUGSE alumni, PhD in Education, and Elmira Zhumabayeva, NUGSE PhD student, volunteered to be in the new editorial team of the Nazarbayev University Gradu- ate School of Education Research in Education (NUGSERiE) journal, as well as other newly appointed members of the journal team…
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WELCOME LETTER FROM THE EDITOR
Other
oai:nur.nu.edu.kz:123456789/75072023-11-08T21:01:51Zcom_123456789_1647com_123456789_130col_123456789_7480
Alimkhanova Dinara, Drybrough Andrew G.
2023-11-08T13:06:35Z
2023-11-08T13:06:35Z
2023
Alimkhanova D., Drybrough AG. (2023) Applying statistical databases on educational research. NUGSE Research in Education, 6(1), Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7507
This review presents information on international and national statistical databases that can be used for the purpose of educational research. Each database is derived from the websites and the authentic website source is provided through a hyperlink. These hyperlinks were accessible and working at the time of writing. Although most of these websites contain a range of types of data on different subject areas (e.g., economic and demographic statistics) each website has at least one section of data or research relating to education, or that might be of interest to the educational researcher. There are also some sites that may be of more specific interest to those involves in educational assessment.
The analysis of each databases will cover two main aspects. First, there will be a short description of the statistical database. This is then followed by a brief analysis of that database that identifies the benefits and/or limitations of it. We begin by describing and analyzing the international education databases, followed by national educational databases of Kazakhstan. We have found these of use in our research and teaching, and hope that they can be of benefit to anyone who is interested in international educational research and educational research in Kazakhstan and the wider Central Asian region...
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statistical databases
type of access: open access
educational research in Kazakhstan
international education databases
national educational databases of Kazakhstan
national educational databases of Kazakhstan
APPLYING STATISTICAL DATABASES ON EDUCATIONAL RESEARCH
Article
oai:nur.nu.edu.kz:123456789/75082023-11-08T21:01:55Zcom_123456789_1647com_123456789_130col_123456789_7480
Tastanbek Serikbolsyn, Kazymbek Aigerim, Kalizhanova Zarina, Kaipova Dinara
2023-11-08T13:23:14Z
2023-11-08T13:23:14Z
2023
Tastanbek S., Kazymbek A., Kalizhanova Z., Kaipova D. (2023) Changes in teachers’ attitudes towards translanguaging. Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7508
Teachers have different views toward translanguaging, which is a pedagogical approach that has garnered significant attention over the last decade. This study investigates the changes in attitudes towards translanguaging off our teachers doing a master’s degree program in Kazakhstan through autoethnography. The findings revealed that the teachers’ present attitudes were formed either during their teaching practice or while studying at graduate school. Some participants’ attitudes were negative when they were teaching, and they mainly associated translanguaging with low language competence and a deficient level of education. However, after a year of studying, the participants changed their attitudes into one that was more positive since they understood the value and benefits of translanguaging. The study suggests that the MA program has the potential to be a good platform for the development of teachers’ plurilingual competence and their appreciation of student plurilingualism…
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type of access: open access
translanguaging in pedagogy
teacher positions
teacher attitudes
teacher beliefs
plurilingual competence
CHANGES IN TEACHERS’ ATTITUDES TOWARDS TRANSLANGUAGING
Article
oai:nur.nu.edu.kz:123456789/75092023-11-08T21:01:56Zcom_123456789_1647com_123456789_130col_123456789_7480
Oralbayeva Nurziya
2023-11-08T13:29:14Z
2023-11-08T13:29:14Z
2023
Oralbayeva N. (2023) CLT in policy documents and EFL curricula. Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/7509
Since the use of English expanded throughout the post-Soviet states, the trend towards the use of the grammar-translation method in EFL teaching in schools can still be prominent in post-Soviet countries (Hasanova, 2007). It is common knowledge that this approach often results in low communicative language competence. Thus, the primary purpose of this paper is to discover whether the grammar-translation method is still promoted or is re- placed or shifted to CLT. The paper presents a critical analysis of Communicative Language Teaching (CLT) in the contexts of Kazakh- stan and Uzbekistan through analyzing the goals and objectives in the policy documents regarding the teaching of English to track whether the goals determine CLT. Besides, the paper aims at discovering whether the goals in curricula are directed toward developing communicative competence in learners...
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type of access: open access
grammar-translation
communicative language learning
English as a foreign language
curriculum
language policy
CLT IN POLICY DOCUMENTS AND EFL CURRICULA
Article
oai:nur.nu.edu.kz:123456789/75972024-02-28T21:00:36Zcom_123456789_1647com_123456789_130col_123456789_7596
Makhmetova, Zhadyra
Zhumabayeva, Elmira
2024-02-28T07:29:27Z
2024-02-28T07:29:27Z
2023
Makhmetova, Zh., Zhumabayeva, E. (2023). Welcome Letter from the Editor. NUGSE Research in Education, 6(2), Nazarbayev University Graduate School of Education.
http://nur.nu.edu.kz/handle/123456789/7597
This 2023/24 winter has been shifting and lurching from a sunny, freezing, white and bright diamond land-scape to the sombre, fragmented quilt of murky greys and browns within one day. The horses depicted in this Winter edition picture seem to have embraced this year's unpredictable winter, as nothing seems to faze them except for the curious onlookers who disrupt their tranquil slumber during a frizzy and cloudy day in the West Kazakhstan steppes When I took this picture, I admired their silence and the deep, questionable gaze at me, the only cause of their silence disruption.
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science
WELCOME LETTER FROM THE EDITOR
Other
oai:nur.nu.edu.kz:123456789/75982024-02-28T21:00:36Zcom_123456789_1647com_123456789_130col_123456789_7596
Chinedu, Elizabeth
2024-02-28T07:53:05Z
2024-02-28T07:53:05Z
2023
Chinedu, E. (2023). Stress Management among Female Educational Managers and Ad-ministrators in Higher Education in Kazakhstan. NUGSE Research in Education, 6(2), Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7598
This study aims to examine the sources of stress that affect women in higher education institutions in Kazakh-stan by exploring the influences of stress on their work performance. In addition, the study investigates the ways female administrators in Kazakhstan’s higher education system cope with stress and manage it to perform better in their work environment. The study employed the qualitative research method utilizing semi-structured interviews with 10 female managers who work in one higher institution in the Astana metropolis. The study finds that female managers encounter issues of excessive workload, student issues, and management regula-tions reported as major sources of stress. However, the study identified some major factors that enhanced par-ticipants’ techniques, such as friendly communication with colleagues, leisure, relaxation, and physical exercise. The findings also revealed how female administrators encounter excessive levels of stress which in turn affects their effective performance and productivity at the workplace. The study may help universities reduce the num-ber of tasks assigned to female managers by recruiting more staff and supporting female administrators in or-ganizing quarterly training to manage stress.
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
Stress
Stress Management
Female Administrators
Coping Strategy
Higher Education
STRESS MANAGEMENT AMONG FEMALE EDUCATIONAL MANAGERS AND AD-MINISTRATORS IN HIGHER EDUCATION IN KAZAKHSTAN
Other
oai:nur.nu.edu.kz:123456789/76002024-02-28T21:00:37Zcom_123456789_1647com_123456789_130col_123456789_7596
Ussenova, Ayim
2024-02-28T08:20:04Z
2024-02-28T08:20:04Z
2023
Ussenova, A. (2023). Ability Grouping In Kazakhstani EFL Secondary School Classes. NUGSE Research in Education, 6(2), Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7600
The ability grouping in Kazakhstani English as a Foreign Language (EFL) class is a process where a class is divided in two subgroups if class capacity is twenty-four or more students in both rural and urban schools. However, clear instructions of how to produce such divisions are not described and teachers are left to choose for themselves. This study's primary purpose is to study the teachers’ experiences of grouping students in Eng-lish classrooms and it provides a qualitative interview-based research approach, where a teacher from one sec-ondary school in Astana was selected through a purposeful maximal variation sampling strategy. The findings revealed practices of structuring English language programs in Kazakhstan. The use of mixed-ability groups is a key aspect, driven by the need to balance students' academic performance levels. Challenges arise when stu-dents with diverse learning experiences join a single class, emphasizing the teacher's role in navigating these differences. The study suggests that while mixed-ability groups have advantages, concerns about evaluating oral competency and potential conflicts among teachers underscore the complexity of class organization in Kazakh-stani EFL instruction.
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
ability grouping
class organization
ABILITY GROUPING IN KAZAKHSTANI EFL SECONDARY SCHOOL CLASSES
Other
oai:nur.nu.edu.kz:123456789/76012024-02-28T21:00:37Zcom_123456789_1647com_123456789_130col_123456789_7596
Ishimgaliyev, Adam
2024-02-28T08:31:07Z
2024-02-28T08:31:07Z
2023
Ishimgaliyev, A. (2023). The Phenomenon of Multilingual Education. NUGSE Research in Education, 6(2), Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7601
Multilingual education (MLE), a type of education starting with the mother tongue of the learners, and then gradually introducing one or more additional lan-guages as a medium of instruction policy in teaching, has gained considerable attention around the globe as a means of linguistic proficiency, cultural awareness, and academic success in a rapid-changing globalized world. Multilingualism, typically referring to two or more language acquisitions, involves different aspects of language, culture, and education, making it an im-portant topic to discuss and analyze. The aim of this critical review is to explore multilingual education, its historical development, diverse models, impact on stu-dent achievement, social and cultural implications, and most significantly MLE challenges (their description, risks, influence) that teachers and learners might en-counter in its implementation in an educational sys-tem. All of the key features regarding MLE’s merits and negative points will be clearly analyzed with the help of actual existing scientific literature, and a rea-soned conclusion with the recommendations will be summarized and shared. Understanding the potential prospects, complexity, and implications of the subject is unquestionably significant for scholars, authorities, and educational policymakers since they are the ones who take the responsibility of examining and sharing the subject’s condition and perspectives, shape the current and future models of learning programs, and its implementation.
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
Multilingual Education
THE PHENOMENON OF MULTILINGUAL EDUCATION
Other
oai:nur.nu.edu.kz:123456789/76022024-02-28T21:00:38Zcom_123456789_1647com_123456789_130col_123456789_7596
Bazylkanova, Aiza
Jumamuratova, Gullala
Shorman, Mariya
2024-02-28T08:43:20Z
2024-02-28T08:43:20Z
2023
Bazylkanova, A. Jumamuratova, G. Shorman, M. (2023). ‘I am lost’: mainstream school teachers and CLIL. NUGSE Research in Education, 6(2), Nazarbayev University Graduate School of Education
http://nur.nu.edu.kz/handle/123456789/7602
The successful implementation of new policies and reforms usually depends highly on the context. This paper offers a comprehensive analysis of the strengths and limitations of CLIL implementation within the Kazakhstani mainstream school context, drawing up-on both global and local perspectives. Through this analysis, the paper identifies the specific challenges that hinder effective CLIL implementation in Kazakh-stan. Based on the discussion, this paper identifies the emergent problem of the disconnect between theoreti-cal tenets and practical realities of CLIL implementa-tion in Kazakhstan. It concludes by offering a series of evaluative recommendations specifically designed to bridge this gap and enhance the effectiveness of CLIL within the Kazakhstani context
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Type of access: Open Access
I AM LOST’: MAINSTREAM SCHOOL TEACHERS AND CLIL
Article