S. I. Zair-Bek

METHODOLOGICAL BASIS OF TRAINING TEACHERS FOR THE DEVELOPMENT OF HUMANITARIAN EDUCATIONAL TECHNOLOGIES

The article reveals methodological approaches to the design of pedagogical technologies as a process of "humanitarian relations" and the theoretical foundations of teaching teachers and teachers to build ways of interaction and communication of communication with culturally and socially different pupils and students. Based on the analysis of works in the field of philosophy, sociology, political science, psychology, options for interdisciplinary research are revealed to create constructs of various types of pedagogical communications in the variety of realities of modern social relations. The article also provides a brief overview of the programs and forms of social and communicative education available in the practice of higher education.

METHODOLOGICAL FOUNDATIONS OF TRAINING TEACHERS FOR ACQUIRING HUMANISTIC EDUCATIONAL TECHNOLOGIES

Methodological approaches to designing pedagogical / educational technologies regarded as a process of "humanitarian relationship", as well as theoretical foundationas of training teacher-trainers and school-teachers for constructing interaction and communication with students with different social and cultural background are presented. An analysis of works in philosophy, sociology, political science and psychology is the basis for regarding variants of interdisciplinary studies aimed for creating constructs of different kinds of pedagogical communication in a variety of modern social relations. A brief review of programs and forms of social communicative learning applied in higher education is given.

The education of teaching staff for various education systems is today a process that largely affects the nature of the dynamics of changes in various educational institutions as a social institution of society. On the other hand, according to its state, one can judge the current trends in the development of education.

Any vocational education system includes a hierarchy

various interconnected elements. First, ideology, which is mediated by a number of social variables and the level of development of science and society as a whole. The second element is the content of education. It can be considered: in the form of curriculum disciplines or educational programs, in the information aspect - focusing on the set of didactic units contained in standards or other documents, in textbooks.

kakh and in various information sources. The third element of the system is teaching methods, forms and technologies. These components can be in a certain relationship with the basic paradigm of education, that is, ahead of it, match or lag behind. These relationships have both theoretical and practical significance for pedagogy. At the same time, the very nature of these relationships, due to the inertia of education, is characterized by contradictions, which often lead to processes that slow down the dynamics of its development.

The traditional educational paradigm interprets the pedagogical process as informational or active, much less often as a process of humanitarian relations or a process of communication. At the same time, “humanitarian relations” and “communications” have in this case a broad interpretation - relations of a cultural and anthropological nature, social and pedagogical communicative actions1. Traditionally, education involves the search for optimal foundations for structuring and broadcasting the required amount of subject knowledge, which are thematically divided into cycles, units of learning and transmitted to students in limited periods of time. The task of teachers is the formation of skills in operating them, that is, application in accordance with the needs of practice. This paradigm does not always work in education today. The actualization of the personal and dialogical aspects of learning is required. Taking into account the realities of today's society, the teacher should be less conservative, should be able to activate the position of students, the ability to think critically and make decisions. At the same time, teachers are required to be able to organize communication with various

pupils and students, who today, as a rule, are rather heterogeneous culturally and socially.

The humanitarian aspects of education are not limited to a certain set of knowledge. The decisive factor is the ability to professionally colored generation of meanings, to translate them into behavioral and speech acts. All this is connected with the ability to see and hear oneself "from the outside" 2, through the eyes of another person who is a partner in education. The essence of the stated provisions boils down to the fact that it is necessary to bring the technological level of the educational process to its humanitarian structure. To do this, it is necessary to find the methods and means that will allow teachers to master the essence of modern humanitarian technologies.

The problem of educational technology is not new to educational research. Scientifically, it has been determined that educational technologies are classified as social technologies and that they are a system of sequential actions, with the help of which it is possible to obtain the desired pedagogical result. With this approach, educational technologies are considered from the point of view of the methodology of social or pedagogical design. However, the humanitarian aspects of education are difficult to set in project activities, which does not allow considering learning technologies in the context of communication or communication, as a result of which humanitarian technologies are often considered within the framework of creating types of dialogical situations, which does not reveal the whole meaning of the concept of "humanitarian technology".

The term "educational technology" in our country has been used for over 20 years and does not cause the negative reaction that this concept caused

earlier. The developed technological approach to the organization and implementation of the educational process has received serious scientific and practical pedagogical support. In scientific studies of foreign and domestic authors, the issues of the terminology of educational technologies, the scientific and theoretical foundations of their classification, the structure of the technological effectiveness of education, as well as the methodological foundations of the choice of technologies in education are considered in sufficient detail. The objects of technologization in education include: goals, content, organizational methods of perception, processing and presentation of information, forms of interaction between subjects, procedures and methods of influencing the mechanisms of self-government, motivation, development of cognitive and creative skills.

Despite the existing wide range of developments in this area of \u200b\u200bpedagogical knowledge, the humanitarian aspects of new technologies are not included in the practice of education to the proper extent. Therefore, a problem arises between the existing developments in this area and the undeveloped approaches to their development by pedagogical personnel, which does not allow them to be introduced more widely into teaching practice.

As the analysis of works in the field of philosophy, sociology, political science, psychology shows, humanitarian technologies should be investigated and designed in the context of various types of communication, work with text as a cultural, hermeneutic object. Their research and design are based on the ideas of various social theories - the theory of communication, the theory of social relations, the theory of social action3.

In the Western philosophical tradition, the origin of these ideas is associated with the works of N. Luhmann4 and J. Habermas5. In them, the development of the theory of communications is based on

it accounts for many theoretical resources accumulated by both the humanities and natural sciences. Therefore, their theories contain both philosophical and interdisciplinary aspects. Lu-man and Habermas laid the foundations for an approach to society as a system of communications, that is, from the point of view of how open its (society's) communication is, how fundamental communication itself is for society and determines the nature of social relationships. Humanitarian technologies perform a communicative function, that is, they provide communication between various elements of a socially differentiated society. Further application of the concept of humanitarian technology has proved the advantages of an interdisciplinary approach in social research, especially in those that make their subject not structures, but the social context, due to the fact that social relations cannot be explained using universal categories, since they exist in a social context. Therefore, in the focus of research on education problems, problems of youth, migrants, poor social groups, small ethnic groups, people with disabilities, women's issues, inequality, justice, etc. have appeared. In such studies, there is a noticeable desire to overcome the limitations of subject methods by using interdisciplinary approaches.

Largely due to the emergence of interdisciplinary areas of social anthropology in the social sciences of the West, such areas of social and scientific knowledge as Communication or Communication Studies (communication theory) are developing. A notable contribution to the development of this direction was made by the Californian group of researchers - Palo Alto Group. In their approaches, communication

kation is considered as interaction, it is recognized that each of the participants influences the course of this interaction. The need for feedback and the overlap of spheres of personal experience in creating mutual understanding is emphasized. At the same time, special attention is paid to the problem of generating meaning in communicative interaction. There are two levels of meaning: content meaning and relationship meaning. Currently, communication theory is characterized by the expansion of the systems approach. Communication is viewed as a social process. It emphasizes its not just interactive, but transactional nature, which consists in the fact that any subject of communication is the sender and recipient of a message not sequentially, but simultaneously, any communicative process includes, in addition to the present, the past (experienced experience), and is also projected into the future. Theorists who share the view of communication as a social process refer themselves to various research schools in the field of communication.

Modern research of communication is distinguished by a variety of object-subject foundations, variability of methods and epistemological statuses, implemented in educational, professional and scientific projects. Representation of these directions: systems theory, social constructivism, social constructionism (akin to cognitive psychology), critical theory, cultural studies, postmodernism, symbolic interactionism, dialogism, semiotics, feminism, sociolinguistics, naturalism, ethnography of communication, con-version analysis, discourse analysis, pragmatics, theory of coordinated agreement of meanings, critical

sociology, theory of social

actions and others.

While most of these schools are rooted in other social sciences and disciplines and rely on the use of different research methodologies and traditions, they are united by a number of general philosophical and theoretical positions in the views of communication. This general philosophical unity was defined as "social approaches to communication" 7. The most important points in views on the process of human communication can be summarized as follows.

Communication is the main social process of co-creation, preservation, maintenance and transformation of social realities.

Communication is a formative process, a way of human existence, a fundamental, primary social process in which we jointly create, reproduce and transform social worlds, the qualities of our existence.

Social meanings are created. The problem of creating meanings is key for this direction. Communication is not just a process of information exchange, it is a process of creating a certain community, in which we comprehend information and correlate our meanings with the meanings of our partners, creating a certain degree of mutual understanding. In this case, it is not so much self-expression and reception of already formed meanings that takes place, but joint meaning-creation. The dynamism of meanings is characteristic of any type of communication, including all types of education8.

Communicative processes acquire this or that meaning only in a certain context. A conversation, a message can have different meanings, can be endowed with different meanings, depending on whether we are considering it in

the context of a specific episode or in a relational context (friends, colleagues, rivals), or in the context of culture and cultural relations.

Communication is a process in which we construct not only our social reality, but also our own “I”. Self-perception is not a fixed internal formation, but a socio-cultural construct that is constantly being modified9.

Communication is the process of creating common meanings through the use of symbols, among which the primary role belongs to language, hence the recognition of the importance of sociolinguistic and semiotic studies in social approaches to communication.

Communication theory is a practical theory. The teacher, the teacher forms, "cultivates" this communicative practice.

Communicative connections are of a derivative nature and depend on the activities of various social subjects.

Communication in the modern world is mediated by the symbolic systems of culture and used in

life of society by discursive practices

These provisions, summarizing modern social approaches to communication, are important conceptually and practically for the preparation of teachers for the development and use of humanitarian technologies. Conceptually - because they give an idea of \u200b\u200bthe complexity and multidimensionality of the nature of communication as a social phenomenon. Practically - because they are oriented towards understanding and using this diversity in their teaching activities. Within the framework of the paradigm of communication theories, the problem of connection between the content of education and professional

communicative practices that shape social competencies.

It should be noted that in domestic science there are a number of philosophical approaches that can be used to build new humanitarian education technologies. These include the development of such philosophers and methodologists as M. Bakhtin, M. Mamar-dashvili, V. Bibler, P. Shchedrovitsky11. Productive ideas in the works of M. Bakhtin highlight the dialogue as communication and the opponent in the text as a product of culture. In the works of M. Mamardashvili, the concept of communication of knowledge, the space of transformation, and the idea of \u200b\u200bthe meaningful nature of communication are considered important for humanitarian technologies. In P. Shchedrovitsky, they isolate the idea of \u200b\u200bthe communicative nature of the meaning and content of activity. However, in domestic science, these philosophical ideas and the communicative paradigm in education have not been as widely established as in the practice of Western education. Among the factors that can explain this, the most significant are: the multidirectionality of philosophical traditions, less importance for the development of the social sciences of operationalism and empirical research. The Russian intellectual tradition is focused more on the knowledge of universal laws, conceptualization, which is reflected in the content of higher education even in social and pedagogical faculties. As a result, there are not enough courses in the educational practice of higher education that teach professionals to consciously construct through linguistic means (verbal and non-verbal) their interactions with different partners, be it a student, parent or colleague. There are no courses in pedagogical universities that teach you to distinguish between your own meanings and the meanings of another, to understand that these meanings can

do not match. In the training of specialists, including not only specialists in the humanitarian professions, but also managers-managers, education workers, the communicative component of teaching is presented in a truncated form or not at all.

In American and many European universities, communication training is carried out as a separate program-specialization in communication or as communication courses, mandatory for specialists in various fields. In textbooks on communication, references are made to the fact that among all professional qualities, communication skills are highly valued. For example, in one of the basic courses of UK universities on interpersonal communication, all students must defend their own speeches on a chosen topic (five types of speeches). At the same time, the skills of critical analysis of performances are developed. Each performance is analyzed. Another course is aimed at the formation of basic knowledge, interpersonal communication skills (to be an effective listener, recognize partner perception, choose the "language" of communication, overcome an unfavorable climate, manage interpersonal conflict, etc.).

In the course of theoretical courses at US universities, the following are considered: the role of language in communication; the social nature of communication, issues of self-expression; gender differences in communication; dynamics of partnership development. Courses are required for future sociologists, psychologists, teachers, lawyers, computer scientists, and management. The most typical courses of communication departments of US universities: communication theory, methods of communication research, mass communication, theory of rhetoric, rhetorical analysis, argumentation and debate

you, interpersonal communication, critical reading and speech, organizational communication, leadership and communication, communication in education, intercultural communication, international communication, communication in small groups, business communication, interviews and interviews, health communication and others. You can refer to the websites of the communication departments to see the variety of courses that prepare specialists of various profiles for the use of humanitarian technologies.

Thus, we can conclude that humanitarian technologies arise from the synthesis of philosophical knowledge and various special sciences, including pedagogy. As a result, various areas of research, philosophical and scientific views appear, the results of which are transmitted to the construction of practices in education. New educational practices are considered not only in terms of solving specific educational problems, but also in terms of the very interpretation of education, understanding of education as a fair, democratic and civic process of socialization and personal development.

As the analysis of international documents devoted to the problems of education shows, the creation of more equitable educational institutions through the introduction of new humanitarian technologies into education is becoming an urgent social task and a broad search for the teaching community. These trends give rise to new forms of preparation for professional teaching and teaching activities - preparation is carried out by means of special training courses at universities, with the development of new models of education in international associations, consortia, unions, network communities, etc.

Considering these phenomena in general, pedagogical technologies can be interpreted as a humanitarian, intercultural, dialogical paradigm of thinking and activity, which is already adhered to by most of the international pedagogical community. In essence, this paradigm builds a new pedagogical matrix. It can be called a matrix because it can be composed of ordered elements of various kinds (types of communication and relationships). Moreover, each type can generate new knowledge about the methods of education, but they are all united by common value attitudes and understanding of oneself as

partner of another in the system of various social relations.

It should also be noted that compliance with international standards of professionalism becomes a necessary condition for the training of teachers. Communication theory - in all its ramifications and interdisciplinarity, that is, communication education - is becoming an important means of forming this professionalism. The fundamental role of communication in creating new realities in education largely depends on how teachers, teachers of higher and secondary schools, and specialists in the field of teacher education will be prepared for it.

NOTES

1 Kuropyatnik A.I. Traditions of anthropological education // Sociological education in Russia: results, problems and prospects. SPb., 1998.

2 Pochentsov G. G. Communicative technologies of the twentieth century. M., 2001.

3 Matyash OI What is communication and do we need communicative education // Siberia: Philosophy. Education. 2002. No. 6.

4 Luhmann N. The concept of society // Problems of theoretical sociology. SPb., 1994: The improbability of communication http. // www / soc.pu.ru

5 Furs V. N. Philosophy of unfinished modernism by Jurgen Habermas. Minsk, 2000.

6 Littlejohn S. W. Theories of Human Communication (7th ed.). Belmont, CA: Wadsworth. 2002.

7 Miller K. Communication Theories: Perspectives, Processes, and Contexts. Boston: McGraw-Hill. 20802.

8 Craig R. T. Communication Theory as a Field // Communication Theory. 1999. No. 9. P. 119-161.

9 Griffin E. A. A First Look at Communication Theory (5th ed.). IL: McGraw-Hill. 2003.

10 Wood J. T. Interpersonal Communication: Everyday Encounters (3rd ed.). Belmont, CA: Wadsw1o1rth. 2002.

11 Shchedrovitsky P.G. Philosophy. The science. Methodology. M., 1997.

Comparisons show that our curricula in mathematics, Russian language and literature, subjects of the natural science cycle, as well as our teaching methods, are focused primarily on memorizing large amounts of information. However, when it comes to applying this information in a new situation, in solving ordinary everyday problems, schoolchildren show their helplessness in comparison with their peers from the leading countries of these comparative studies: Finland, South Korea. In recent years, Estonia and Vietnam have made a major breakthrough.

But there is another problem that becomes apparent from the results of school education research. In our country, more than a quarter of all students cannot solve any problems at all and do not have minimal knowledge, which means that more than a quarter of our students are simply unsuccessful. Failure to be eliminated at a later age at the age of 15 is almost impossible.

Let's imagine that we have about 15 million children in schools (as of 2016/2017). If we assume that a quarter of them are unsuccessful, then this is more than 3 million 750 thousand. This is a huge multimillion-dollar city of those who study in vain, who cannot be successful in adulthood, it is a city in which there are more inhabitants than, for example, in Madrid or Berlin. Now imagine that this is only a slice of one year. And if we take into account that, on average, more than 1 million people graduate from school every year (including graduates of schools and colleges), then a quarter - that is, about 250 thousand graduates can immediately be considered unsuccessful. And that's just one year. As a result, failure as a problem becomes extremely acute not only for education, but also for our economy, in which these graduates will not be able to find a worthy place. With such high rates of failure, today we simply have no right to talk about good school education.

Can the school itself cope with this task, and if so, how? Do you just need to change textbooks or lesson methods to overcome failure? As the experience of different countries shows, this is not enough. Only the teacher is unable to solve this problem.

Failure in itself is extremely multifaceted. Unsuccessful children lag behind their more successful peers not only in academic knowledge. They are much more difficult to adapt socially, they have more psychological problems. Alas, while trying to create equal conditions for everyone in obtaining a quality education, paying special attention to inclusive programs and methods, the Russian school has not yet been able to solve the problem of reducing the failure of the existing methods and means. The report “” for the first time draws attention to this serious problem and suggests ways of solving it. They may seem obvious to some, but so far none of these proposed solutions has become a real practice in Russian education.

Firstly, experts and practitioners note that the failure to master school disciplines is often fueled by low motivation, born of just a cool routine, uninteresting programs and methods. It is much more interesting for schoolchildren in the framework of extracurricular activities, in the classroom for additional education. In fact, our Russian additional education - in itself unique in the world - can come to the aid of basic education. The report proposes to use the resources of additional education for the implementation of school programs. Just? Quite, but this does not mean at all that we just have to load schoolchildren with additional boring lessons in mathematics or the Russian language. The development of modern programs of additional education, involving children in activities that are both interesting and useful, is the most important task on the way to eliminating failure. And the most important key is in the creation and implementation of joint programs of schools and organizations of additional education, in which schools can use the resources of these organizations, as well as theaters, museums, industrial enterprises for their educational tasks.

Secondly, the solution to the problems of overcoming failure lies in the area of \u200b\u200breturning to school education. No, this does not mean at all that it is necessary again, as in Soviet times, to educate the builder of communism in the spirit of the moral code. Simple teachings, slogans, and even a repetition of the Soviet experience in creating children's and teenage organizations will hardly help. It is difficult to deceive children, they simply will not be where they are not interested. However, it is precisely the lack of moral guidelines and skills for socially useful behavior in different communities that feeds the failure. Everywhere in the world, the practice of social volunteering, civic education, participation in programs of local communities is used extremely widely, and not only as correctional for children with problems in social adaptation, but in general for preschoolers and schoolchildren. The report "Twelve Solutions for New Education" includes the task of introducing at all levels of education, starting with preschool, modern educational practices focused on the development of social skills, attitudes of solidarity for the common good, including.

The seemingly obvious measures are actually very difficult to implement, because it requires unconventional efforts, especially in terms of developing the skills of teachers, their motivation to solve the most serious problem of failure.

Sergey Izmailovich Zair-Bek - Leading expert of the Center for Social and Economic Development of Schools, Institute of Education, National Research University Higher School of Economics

MMSO 2018

SPEAKER

Zair-Bek Sergey Izmailovich

leading expert

National Research University "Higher School of Economics"

Was born in 1971 in Leningrad in a family of teachers. In 1993 he graduated from the Russian State Pedagogical University. A.I. Herzen with a degree in geography and biology, and began to work as a teacher. In 1997 he defended his Ph.D. thesis at the Russian State Pedagogical University. A.I. Herzen, worked as an assistant professor at the Faculty of Geography. Since 2001 he has been working in Moscow. Until 2006 - in public authorities in the field of education (Ministry of Education of Russia, then the Federal Agency for Education of the Russian Federation), then head of the Center at the Federal Institute for the Development of Education until 2013. Since 2013 - at the Higher School of Economics, including, since 2015 - at the Institute of Education at the Center for Social and Economic Development of the School as a leading expert. Expert of the World Bank on education in Central Asia, head of the educational project "Development of critical thinking through reading and writing" in 2000-2009, project certifier and author of monographs on the development of critical thinking in schools and universities. Author of over 50 articles and monographs. He is married and has a son.

More details

EVENTS WITH THE PARTICIPATION OF THE SPEAKER

18.04 11: 00-12: 00 Additional education

18.04 16: 00-17: 50

20.04 12: 00-13: 00 General education

Participants:

• doctor of Philology, Professor, Corresponding Member of the Russian Academy of Education, Rector, Russian State Pedagogical University. A.I. Herzen

• and about. Rector, Academy of Advanced Training and Professional Retraining of Educators

• deputy Minister of Education and Science of the Russian Federation,

At the present stage of development of society, the issues of a thorough study of the phenomenon of the educational environment in the general problems of research on the quality of education come to the fore. For the development and implementation of new environmental solutions in mass school practice, it is necessary to determine the criteria of the modern educational environment. The concept of "modern educational environment" should find support in the regulatory framework, methodological recommendations for teachers on the most efficient operation of innovative solutions in terms of achieving educational results of different types. The results of the research will be presented as part of the discussion.

The event was prepared in cooperation with the Russian Textbook Corporation

Zair-Bek Sergey Izmailovich
Candidate of Pedagogy, Associate Professor, Leading Expert, Institute of Education, National Research University Higher School of Economics, Moscow
szair - bek @ hse. ru

Gorbovsky Rostislav Viktorovich
Analyst, Institute of Education, National Research University Higher School of Economics, Moscow
rgorbovskiy @ hse. ru

Approaches to the design, assessment and selection of successful practices in education

annotation:
The article deals with the problem of identifying the best (successful) practices in the field of education based on their evidence-based descriptions in the format of cases. The definition of successful practice is given, the existing approaches to their design, selection and evaluation are analyzed. The article provides a description of technological approaches that make it possible to identify the essential characteristics of the best (successful) practices in the field of education, describe them in a concise and expanded format, assess the degree of their success for subsequent selection for dissemination.

Keywords: best (successful) practices, education system, cases, selection and assessment, assessment criteria, dissemination of successful practices, management of dissemination of successful practices

__________

Sergey I. Zair-Bek
Candidate of pedagogical sciences, Associate professor, leading expert, Institute of education, National Research University - Higher School of economics, Moscow
[email protected]

Rostislav V. Gorbovskiy
Analyst, Institute of education, National Research University - Higher School of economics, Moscow
[email protected]

Approaches to designing, evaluating and selecting successful educational practices

Annotation: The article explores the selection of best educational practices formed on evidence-based cases description. It defines a best practice as such, lists approaches to its design, selection and assessment. It also comprises a range of technological approaches that enable to grasp key characteristics of best practices, describe them both concisely and in detail, assess their success for a better future selection and dissemination.

Key words: best practices, education system, cases, selection and assessment, assessment criteria, best practices dissemination management
__________

The selection and presentation of best practices is one of the most important tools in the management of the education sector. Selection has a number of important functions. On the one hand, it is part of the collection of the evidence base of real evidence of quality management decisions that have become a condition for the emergence of best practices. On the other hand, selection itself is a management tool for improving the quality of the education system functioning on the basis of the best solutions described technologically and having real positive implementation experience.

At the same time, the very task of identifying and selecting the best practices is one of the most difficult, as it requires a clear understanding:

Is the seen (presented) practice, and not just a single experience?

Is the presented practice really the best (successful) one and for what purposes can it be used?

What are the conditions for successfully replicating best practice?

How to assess the success of implementing best practices?

Most often, the collection and synthesis of the best (successful) practices occurs without a clear understanding of the answers to the questions posed. As a result, either practices are not selected, but poorly structured and not technologically clear enough described practical experience, or the selection procedure itself takes place according to incomprehensibly described criteria in accordance with expert opinion or simply formally. As a result, the very procedure for collecting, describing and presenting the best (successful) practices does not lead to the expected positive changes in the education system, and the practices themselves do not inspire sufficient trust. As such, it is important to clearly define what is best (good practice).

In their book Professional Capital: Transforming Teaching in Every School, Michael Fullan and Andy Hargraves define best practices as existing practices with a high level of accepted effectiveness. Thus, an important characteristic of best practice is its effectiveness. Fullan and Hargraves note that the best practices are identified in the process of assessing their results directly, reflection of the participants in such a practice, as well as long-term testing of such practices in new conditions. That is, the very assessment of the effectiveness of practices includes the procedure for their transfer, alienation from the authors and carriers of practices, and assessment of the sustainability of positive results.

As a result, the first important sign of best (successful) practice can be formulated - its portability. The very wording - "best practice" forms an understanding of its relativity. Best practice involves correlating with other practices and identifying their advantages over them. These benefits can be expressed:

More positive results

More sustainable results

In less resource costs associated with obtaining results

Better portability compared to other practices.

In addition, we can say that the best practice most often has all of the above characteristics.

The study of the best (successful) practices in education is the subject of research of a number of scientists,including Robert Marciano, Susan Poussek and her colleagues, David Arendale and others.

David Arendale notes that best practices are activities: individual actions, policy formats, or programmatic approaches. All these actions are aimed at achieving positive changes in the achievements of the subjects of such practices. Practitioners themselves can be quantified, but they may not be able to. It depends on the stage at which the practice is. It can be single, emerging, or already confirmed. In fact, Arendale's approach is a more detailed vision articulated by Hargraves and Fullan for best (successful) practices. In this case, it is important to understand the principle of describing practices or their assessment and dissemination, what essential features should be inherent in the best (successful) practices.

As noted above, the circumstances in which the practices became successful are important for understanding the success of practices. Such circumstances include a whole list of factors that form the contexts of the manifestation of the success of practices, including:

Spatial characteristics (under what conditions the practice originated, whether it is, for example, urban or rural, whether it developed in an industrialized area or in a remote area)

Resource characteristics (financial, material, human resources, which in this case are the conditions for the formation of practice)

Socio-political characteristics (characteristics of the social environment and political priorities and guidelines)

Time characteristics (duration of practice).

Sociocultural characteristics (characteristics of the sociocultural space, socio-historical perspective)

Characteristics of the participants (qualitative and quantitative characteristics of the participants in the practice).

Descriptions of each of these constituents form a general description of the practice. It is important to clearly present each of the factors in a uniform format for different practices, which allows them to be compared for subsequent assessment.

One of the research areas of best practices is technologies for their identification, assessment and dissemination. So, Susan Poussek and her colleagues in the work “A Model for Developing, Evaluating, and Disseminating Best Practices in Education and Training»Distinguish the following stages of identification, development, assessment and dissemination of the best educational practices:

Phase I (Introduce innovation) involves small-scale program trials to see needs.

Phase II (Outputs) refines and evaluates the positive actions of Phase I on a larger scale.

Phase III (Translates) seeks to replicate initial successes locally (Phase IIIa) or with other interested organizations (Phase IIIb).

Phase IV (Disseminate) assesses whether certain best practices can be applied on a wider scale.

To describe practices, it is most often proposed to use standard formats, which allow further comparison of practices based on common criteria. For example, Margaret Foster, Suzanne Schultz, and Catherine Pepper, in their study, propose uniform assessment forms for assessing best practices, effectively defining the formats for their presentation for subsequent assessment. They distinguish the following components for description:

Design and educational goals (30% of the total score)

Interactivity (20%)

Ease of use (20%).

The actual assessment of practice takes place in the format of an expert assessment of the choice of three alternatives: yes, no, sometimes. The approach to assessing practices is an expert one. The best practices are selected by ranking according to the sum of points for each of the practices. The description of the practices has serious limitations. In most cases, two formats are used simultaneously: abbreviated and full-text descriptions of practices.

As part of the project on organizational, technical and methodological support for monitoring the education system, we have developed a methodology for collecting and presenting the best (successful) practices, which includes the following sections:

The name of the section of the system of indicators for monitoring the education system (hereinafter - IES), within the framework of the development of which a practice was created or a problem was identified.

Practice binding details: name of the subject of the Russian Federation, name of the municipality, name of the organization that is the author of the practice.

The name of the practice (case).

Goals / tasks that were solved in the framework of the practice.

Scope of practice and geography of coverage (number of participating organizations, number of people participating, territorial coverage: which territories (city / village), municipalities, etc.).

The legal and regulatory framework within which the practice was created and on which the practice is based (full details of the regulatory documents): federal level; regional level; municipal level; local level.

Terms of implementation of the practice: (start, end, if finished, or planned end dates).

Brief description of the practice (no more than 10 sentences that reveal the essence of the practice). Includes necessarily an organizational basis, substantive grounds (each of the grounds must be confirmed by regulations or methodological applications).

Resource provision:

Sources and amounts of funding, in general, and by year;

Staffing: number, structure, qualifications;

Material and technical base: premises, equipment, materials, etc .;

Participation of partners (public, government, government, business): names, organizational and content mechanisms of participation;

Engaging the media: directions, goals, examples

Each item must be confirmed by copies of documents or other evidence (photos)

10. Results of practice:

Volume indicators (for example, the number of participants involved, the number of partners, equity, external financial resources, etc. - at least 3, documented);

Organizational (regulations, guidelines, dissemination conferences or seminars, continuing education programs, public events, articles, etc.);

Effects indicators (available and delayed, including hypothetical, with a description of the expected timing and mechanisms for assessing the effects);

Risks (potential and real, at least 3).

12. Contact details, contact person, organization seal, signature.

The proposed format was developed to present the management practices of the regional / municipal educational system based on target program indicators. At the same time, this format made it possible to technologize the presentation of practices for their subsequent comparison and dissemination. Later, this form was transformed into a questionnaire form for collecting the best management practices of the regional and municipal levels, including the following headings:

I ... "Practice name", limited to one sentence, clearly reflecting the essence of the practice

II ... Description of the practice. Comment: you only need to select one of the three options offered

Educational activities (educational technologies, technologies of additional education, upbringing and socialization of children and youth, successfully implemented and distributed in other organizations and territories)

Educational programs (developed and implemented educational

Programs successfully distributed to other organizations and territories)

Organizational and managerial practices (successful practices of territorial - regional and municipal - management, practice of developing educational (including digital) infrastructure, new funding models, quality assessment, successfully broadcast in other territories)

2. If your practice relates to educational programs or educational activities, select the level of education to which this practice applies:

Preschool education

General education

Additional education for children

Secondary vocational education

Higher education

Additional professional education

3. Problems and tasks that are solved through practice (no more than 7 sentences that accurately describe what the practice is for, what problems or tasks it allows to solve)

4. Year of the beginning of the practice (enter in digital format)

5. Place of initiation of the practice (enter the geographic reference of the beginning of the practice: the name of the organization or organizations, municipality or municipalities, region or regions)

6. Place of implementation of the practice at the time of submission of data (enter the geographical reference of the implementation of the practice: the name of the organization or organizations, municipality or municipalities, region or regions)

7. Target group to which the practice is oriented (to define the institutional framework in the format of keywords (educational organizations of the level or levels of education - which ones); students (age limits, educational level; teachers (which subjects or which organizations), etc.) ; municipal or regional education system in general, etc.)

8. Was the practice proactive or was it implemented within the framework of strategic federal / regional / municipal tasks: proactive / implemented within the framework of strategic objectives: (write which ones: federal, regional, municipal or other)

9. The scale of the practice implementation (write as accurately as possible the number of students or teachers or educational organizations, or municipalities, or regions) - at the beginning of the practice implementation and at the time of data submission

10. Planned results of the implementation of the practice (describe in no more than 5 sentences the expected initially high-quality results, provide links to sources for confirmation)

11. Actual qualitative results of practice (what changes have occurred: regulatory, organizational, economic, substantive - describe in no more than 5 sentences, provide links to sources for confirmation)

12. Is the practice supported from budget funds (if supported, from what sources, funding period and, if possible, volumes)

13. How the practice was disseminated (describe in no more than three sentences (e.g. refresher courses, networks, etc.), provide links to sources)

14. What are the fundamental differences between the implemented practice and other well-known analogs (describe in no more than 5 sentences)

17. Provide additional information that could characterize the success of the practice in no more than 5 sentences, including in comparison with known analogues (if any).

III. Attachments supporting documents and materials (unlimited volume)

Documents confirming all quantitative and qualitative characteristics given in the description of the practice *

Certificates, diplomas, etc. (if there's)

Documents confirming the external examination and its results (if any)

Photo and video materials (if any, attach as links with an explanation)

Specific documents depending on the direction of practice (regulatory legal documents, programs of various types, analytical materials, publications, etc.)

Thus, all the information collected on best practices can be systematized into groups:

General data on the direction of practice

Systematic data on practice content

Contextual practice data

In doing so, it is important to take into account that there is no unnecessarily detailed presentation of the practice, which might introduce irrelevant or unnecessary information to allow the evaluation of the practice. Detailed information can be provided on the website of the organization or practice. When forming a template for describing practices, it is important to focus on the criteria for its subsequent assessment. The assessment process involves several important activities.

First, at this stage, the results obtained in practice are compared with the reference (assumed) results.

Secondly, the results obtained within this practice are compared with the results obtained under the same conditions, but within the framework of other practices.

Third, the results obtained in the practice are compared with the initial data in order to assess the progress achieved during the practice.

Fourth, there is a comparison of the results obtained (in all of the above angles) with the efforts and resources that were spent.

Assessment takes place at the level of self-examination and external expertise. Within the framework of the survey, in addition to directly describing the practice in accordance with the requirements of the formalization stage, it is important to form data fields in accordance with the above areas of assessment. The presentation methods and formats can be different. It is not at all necessary to try to turn the assessment into a complex bureaucratic mechanism, accompanied by a lot of paperwork. It is necessary that the assessment be both process and resultant. It is according to the results of the assessment that the practice can be classified as the best practice. However, it is important to consider that it is impossible to determine whether a practice is best or not if there is no possibility of comparing its different scenarios, as well as this practice with other practices, highlighting all the pros and cons of a particular practice. Criteria for evaluating best practices, in particular, are provided in the report of the Australian Council for Research in Education. The authors of the report "Best practices for teacher training programs and Australian programs proper" highlight the following criteria for assigning (and, accordingly, evaluating) best practices in relation to these programs:

Consistency and compliance

Clear curriculum based on professional knowledge

The relationship between theory and practice

Extensive implementation experience based on genuine partnerships with schools

Orientation of programs towards students opposing existing beliefs to possible assumptions

Standards-based assessment of the results achieved.

According to these criteria, collections of best practices are presented and analyzed accordingly. The main method of evaluating successful and unsuccessful practices is an expert one. The principle is the formation of blocks for assessing practices with reference to the goal-setting of the assessment, weighing the criteria from the point of view of their contribution to the final assessment, unpacking each of the criteria by the components of the assessment in the format of describing the purpose of this point if the practice (or its aspect) matches it.

There are various scales for evaluating successful practices.

There are options for evaluating the results of specialized procedures for presenting / defending successful practices. This includes the preparation of a procedure for evaluating successful practices. As part of this procedure, an expert commission is formed, which determines the criteria for evaluating the practice, and then carries out the procedure for public presentation and protection of the practices. In fact, the selection of practices is carried out in the format of a public or closed competition.

Another option for conducting an assessment is a free non-expert vote. In this case, the practices are exposed to the public. The selection of the best of them takes place in the format of free voting of all comers for a particular practice. At the same time, it is possible both to indicate the criteria that are advisable to use for voting, and a free choice.

The most common assessment format is an expert comparison of the presented practices with the selection of a given number of the best of them according to the appropriate criteria. In this case, it is not so much the success of the practice as an absolute category that is evaluated, but rather its greater or lesser success relative to other applicants. At the same time, the procedures themselves can be both one-stage and complex, with the gradual withdrawal of applicants, with the complication of criteria at each subsequent stage of selection.

The rules for such selection may provide for various options for expert assessment:

Cumulative, when the assessments of each expert are taken into account in the format of their accumulation; in this case, the practices with the largest amount of expert assessments are selected;

Weighted average, when the average practice score is formed based on the average value of all expert evaluations;

Majority, when those practices are selected that receive the largest number of expert votes, while each expert has one vote;

Consensus, when those practices are selected for which all experts agree with its selection;

Differentiated, when all the criteria for expert evaluation are divided into modules / blocks, each of which is self-valuable and represents a separate nomination.

There are no universal criteria and procedures for assessing / selecting the most and least effective practices. Numerous examples of the implementation of these procedures have the following common features:

Non-transparency of criteria, procedures, fixing the rationale for the choice;

Redundancy of criteria, as a result of which the assessment itself is difficult or formalized;

Absence or insufficiency of the presented assessment regulations, insufficiency of the presented justification.

Table 1. Criteria for evaluating successful practices

The maximum number of points received from an expert is 100. Evaluation the study is carried outnot less than two experts. The weighted average expert score is determined. If the difference in expert assessments is more than 25%, a third expert is involved.
If the weighted average is in borders from 75 to 100 - the practice is recognized as successful
from 50 to 74 points - the practice is recognized as partially successful with a description of the shortcomings
25 to 49 points - the practice is considered unsuccessful
less than 25 points - practice is considered the worst.

As part of developing, collecting and evaluating practices, it is important to remember:

On clear formats for describing practices, allowing them to further carry out their certification, to present only the essential characteristics of practices

The importance of correlating the requirements for the structure of the description of practices and their assessment for subsequent dissemination

On the relative effectiveness of practices; in this case it is possible to speak about the best practices only for those presented in the selection; it does not seem realistic to take into account all contexts today.

Systematization and presentation of practices in the proposed format allows for the necessary comparison procedures.

Literature

1. Andy Hargreaves, Michael Fullan. Professional Capital: Transforming Teaching in Every School, London, Routledge, 2012, 220 pp.

2. A Study of Best Practices in Edmentum Online Solutions. Analysis and interpretation of a Marzano Research Labratory study. March 2012.

3. Weinberger, Morris ; Pusek, Susan N.; Esserman, Denise A. ; Loehr, Laura A.; Miller, William C.; Orringer, Eugene P. ; Weaver, Mark A. / A model for developing, evaluating, and disseminating best practices in education and training .. // Clinical and translational science. 2014; Vol. 7, No. 5. pp. 402-405 / - URL: https : // uncch. pure. elsevier. com / en / publications / a- model- for- developing- evaluating- and- disseminating- best- practice [date of access 15.02.2018]

4. David Arendale. What is a Best Education Practice? [electronic resource] / Site "EOA National Best Practices Center». - Url: http: // www .besteducationpractices .org / what -is -a -best -practice /. - [publication date 10/23/2016, date of treatment 02/10/2018]

5. Margaret J. Foster, Suzanne Shurtz, Catherine Pepper. Evaluation of best practices in the design of online evidence-based practice instructional modules. Journal Med. Libr. Assoc. 2014 Jan; 102 (1): pp. 31-40.

Candidate of Sciences in Pedagogy: Russian State Pedagogical University. AI Herzen (St. Petersburg), specialty 13.00.02 "Theory and methods of teaching and education", dissertation topic: Formation of a system of concepts of ecological and economic content in the process of studying the school course "Geography of Russia"

Master's degree: Russian State Pedagogical University. A.I. Herzen, specialty "Pedagogy"

Specialty: Russian State Pedagogical University. A.I. Herzen, specialty "Geography and Biology"

• Additional education / Further education / Internships

  Postgraduate studies

  Projects

  Organizational, technical, scientific and methodological support for monitoring the education system (IES) (2016)

  Monitoring and information and analytical support of the activities of regional resource centers for higher education for disabled people (2016)

  Activity No. 3 Development and testing of a system for assessing education development strategies in megacities of the Russian Federation based on objective data (2016)

  Models of National Education Systems: Similarities and Differences in the Structures and Results of Transformations (2016)

  Development of the educational infrastructure index of the regions of the Russian Federation (2016)

  Graduation qualification works of students

  • Undergraduate

  S. Dudin "Institutional Changes in the System of Russian School Education as a Result of Post-Soviet Reforms: (Re) Production of Social Inequality". Faculty of Social Sciences, 2016

  • Master's degree

  Sazonova V.P. “The model of organizing blended learning for graduate schoolchildren, combining full-time and part-time forms of education (on the example of sports-oriented students

  A. Piminov "Model of social partnership on the example of FGBOU" ICC "Artek" ". Institute of Education, 2018

  A. Korotovskikh "Revealing the factors of effectiveness of the program-target approach in the implementation of state tasks aimed at modernization and development of education in 2005-2020". Institute of Education, 2017

  E. Kuzmina "Coordination of the needs of participants in the educational process as the basis for the implementation of the variable part of the educational program in primary general education

  O. Sargina "Development of a program of management actions to improve the life chances of students in educational institutions that show low educational results (on the example of the Tavdinsky urban district)". Institute of Education, 2016

  Full list of WRC

  Scientific supervisor of dissertation research

  for the degree of candidate of sciences

  Grants

  Conferences

  • XVII April International Scientific Conference "Modernization of Economy and Society" (Moscow). Report: Research on equality as a principle of the Soviet school at the stage of its post-Soviet transformation: a methodological approach

  XVII April International Scientific Conference "Modernization of Economy and Society" (Moscow). Presentation: Specificity of research of innovations in education in the Russian Federation based on complexity theory

  • XIII annual conference "Trends in the development of education. Who teaches the teacher and what" (Moscow). Report: The main trends that determine the needs of schools in the Russian Federation for teaching staff in the medium term
  • XVI April International Scientific Conference "Modernization of Economy and Society" (Moscow). Report: Increasing the remuneration of teachers and ensuring the availability of preschool education in regional modernization strategies
  • International conference "Regional differentiation of educational systems" (Moscow). Report: Implementation of measures to increase the availability of preschool education: differences between the constituent entities of the Russian Federation

  Posts 32

Article Zair-Bek S.I., Sergeev Yu.N. // Actual problems of the humanities and natural sciences. 2016. No. 10 (93). S. 108-111.

• The head of the book Zair-Bek S.I., // In the book: Federal reference book. Education in Russia T. 11.M .: ANO "Center for Strategic Programs", 2016. P. 73-78.

  Book Zair-Bek S.I.,,, / Otv. ed .: S. I. Zair-Bek; under total. ed .:. Issue # 2: Special issue # 2. M.: HSE Publishing House, 2016.

  The chapter of the book Zair-Bek S.I. // In the book: Attraction of education. Fifth Saburov readings: abstracts. M.: Logos, 2015.S. 106-128.

  The chapter of the book Zair-Bek S.I. // In the book: Crisis as a chance for development. Sixth Saburov Readings. M.: Logos, 2015.S. 81-98.

  Book,, Zair-Bek S.I., Kupriyanov B.V. 1: Additional education in the constituent entities of the Russian Federation: types of regional situations. M.: National Research University Higher School of Economics, 2015.

  The head of the book Zair-Bek S.I. // In the book: Change Management. The third Saburov readings: abstracts. M.: Logos, 2013.S. 120-135.

  The head of the book S.I. Zair-Bek // In the book: Optics of innovations. From a new educational policy to a new economic policy. Second Saburov Readings. M.: Logos, 2012.S. 85-104.

  Book Tarasov N., Zair-Bek S. I.,, Mitrofanov K., Permyakov O., Puzdrov A.,. M.: FIRO, 2008.

  Book, Zair-Bek S.I., Tarasova N., Mitrofanov K., Eremin S., Klishina M., Saburov E., Recommendations for the constituent entities of the Russian Federation on taking into account the results of examination and analysis of reports of constituent entities of the Russian Federation for making management decisions on planning and implementation of a set of activities within the framework of the Priority National Project "Education" and regional programs for the development of education. M.: FIRO, 2008.

  The head of the book Zair-Bek S.I., Blinov V. Integration of the educational process in the conditions of the municipal network of educational institutions and organizations // In the book: All-Russian meeting of heads of municipal executive authorities in charge of education. The activities of municipal executive authorities in charge of management in the field of education to ensure the implementation of the main directions of state educational policy / Comp .:,, N. Tarasova. M.: FIRO, 2007.S. 41-48.

  Article Zair-Bek Sergey Izmailovich // Bulletin of the Russian State Pedagogical University. A.I. Herzen. 2007. T. 9.No. 42. S. 53-59.

  Article Zair-Bek S.I., Zagashev I., Mariko V. // Bulletin of the Nizhny Novgorod University. N.I. Lobachevsky. 2007. No. 6. S. 11-21.

  Book Zair-Bek S.I.,, Ivanov L.K., Andreev V., Makarov N., Sabanova S., Samarin K., Chitaeva Yu. / Nauch. ed .: S.I. Zair-Bek,. M.: FIRO, 2007.

work experience

Powers / responsibilities

Organization of expert and methodological support for research work

Participation in research projects, grants

2005 - 2006 Project "Curriculum Development" (RE: FINE Program), Facilitating Curricular Reform through Strengthening Curriculum Development and Writing Skills of Teachers, National Project Coordinator

2006 - 2007 Project "Study of models of adaptation of education management to the conditions of administrative reform" Ministry of Education and Science of Russia, project manager

2007 - 2008 Project "Development of scientifically grounded criteria for evaluating the effectiveness of an experiment in education management based on the creation of federal educational districts" Ministry of Education and Science of Russia, project manager

2007 - 2008 Development of proposals on variable economic models for the implementation of control and supervisory activities at the regional level and on the typical structure of expenditures and substantiation of volumes for the implementation of control and supervisory functions at the regional level in the context of the transfer of part of federal powers to the regional level, Federal Target Program for the Development of Education, member of the project expert group

Preparation and testing of proposals for organizing work on the examination of reports submitted by the constituent entities of the Russian Federation in accordance with the Model Instruction on the procedure for reporting on the implementation of priority national projects, Priority national project "Education", senior scientific consultant of the project

2008 Development of organizational and methodological support for the creation and implementation of promising models of the activities of educational authorities at the regional level in the context of the implementation of large-scale educational projects, Federal target program for the development of education, project manager

2009 - 2010 Scientific and methodological substantiation and development of approaches to the formation of educational management models based on results in the context of administrative reform, Ministry of Education and Science of the Russian Federation, project manager

Scientific and methodological substantiation and development of mechanisms for interaction between education authorities, educational institutions and the public in ensuring equal access for students to quality education, Ministry of Education and Science of Russia, project leader
2010 - 2013 Functional review of the system of professional development of teachers and management personnel in the education system and the system of their methodological support, World Bank, international consultant

2012 "Development of a" roadmap ", monitoring and evaluation of the effectiveness of the implementation of measures to ensure the availability and quality of education, in order to ensure the implementation of tasks in the field of education set in the Decrees of the President of the Russian Federation of May 7, 2012 No. 597" On measures to implement the state social policy ", No. 599" On measures to implement state policy in the field of education and science "
2013 - Analysis, assessment and recommendations to the World Bank office - Uzbekistan for the project "UZBEKISTAN BASIC EDUCATION PROJECT II (BEP II)", World Bank, international consultant
2015 - present - Twenty-five years of transition: dynamics, influences, and results of secondary school transformation in post-Soviet countries