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Lyudmila Kudryavtseva 《Higher Education in Europe》1992,17(2):39-43
In the 152 Ukrainian universities, colleges, and other varieties of higher education institutions, women hold positions in large numbers at only the lowest levels of the academic hierarchy and in only certain disciplines, like those of the humanities, in which in some cases women hold the majority of staff positions, even if invariably the heads of such chairs are men. In the same vein, not a single Ukrainian institution of higher education is headed by a woman, nor does Kiev State University, the principal Ukrainian university, have a female pro‐ or deputy rector or a female dean. Part of the problem stems from the fact that there is little mass realization on the part of women academics in the Ukraine that they are objects of discrimination. Another aspect of the problem is the small number of women who earn the doctor of sciences degree, the prerequisite for a senior administrative position. Finally, there are structural problems such as the diminution in the number of openings for teachers of the Russian language, an area where women are concentrated. The solutions called for include the creation of international exchange programmes, particularly for teachers of languages, and affirmative action programmes for women in all academic domains. 相似文献
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Judith A. Burry-Stock Lyudmila Dorogan Gary F. Varrella Robert E. Yager 《International Journal of Science Education》2013,35(4):419-433
A small group of Russian teachers who were interested in adopting aspects of the US science educational reform movement, participated in a constructivist science teaching project. Baseline data from translated classroom observations were scored using the science classroom observation rubric from the expert science teaching educational evaluation model (ESTEEM) and compared with a traditional (teacher centered) group of US science teachers and a group of US constructivist (student centered) science teachers. The purpose of the research is to investigate how Russian teachers who were beginning a US science education reform project compared with two US groups of science teachers, a traditional and a reform group. Analysis of variance was used to analyse the total rubric score and four categories for the Russian/traditional US and the Russian/constructivist US studies in order to examine closely the traditional and the constructivist teaching practises. In the first study US traditional teachers were statistically higher on 'facilitating the learning process' and 'context-specific pedagogy'. Russian teachers were higher on the 'content' category. In the second study the experienced constructivist US teachers were statistically higher on all four categories and the total rubric score. The educational culture of both countries is very traditional. However, the reform movement in science education has changed some US teachers, and is in the process of changing some Russian teachers. Both countries are working on the reform process. The results of this study provide baseline information on a small group of Russian teachers, who have chosen to be a part of the ideas contained in the US science education reform movement. The study also promotes the mutual understanding of both cultures among teachers, administrators, and researchers, which should ultimately form a bond for working together on common educational issues. 相似文献
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Lyudmila Gryaznova 《Higher Education in Europe》1992,17(2):30-38
The author has focussed on the situation of women academics at Belarus State University. Wishing to ascertain whether or not women are objects of discrimination, she concludes, despite statistics which indicate a paucity of women at the upper levels of the academic hierarchy and in all levels in the sciences, that the problem is that women are barred from competing effectively for the top positions by heavy household and family duties which are not borne by men. Were this burden to be shared equally by men and women, the career chances of women in the academic world might be roughly equal to those of men. However, because of the socio‐economic crisis which Belarus is experiencing and the resulting effects on the university, the normal university career structure is in disarray. Nevertheless, even in today's conditions, it would be difficult to prove the existence of deliberate discrimination against women academics. 相似文献
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Lyudmila Bryzzheva 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):175-187
This article introduces a teacher as a being of relations—both internal and external—by exploring the nature of a figure of the internal plane that accompanies a teacher in her pedagogical adventure. This figure is a superaddressee, 1 a third listener, who, as the author argues, should be expected to enter a classroom together with a teacher. A superaddressee plays at least two roles. First, it serves as a shortcut to a meaningful relationship and, in this role, takes care of a teacher's need to be known, as well as helps further dialogic relationships. Second, it offers a loophole from imperfect understanding and, in this role, addresses a teacher's need for noncoincidence and protection, as well as protects a pedagogical relationship from a proverbial dead end. It is argued that one of the ways for students to honor their teacher as a being of relations is to know and honor his or her superaddressee(s). In turn, a teacher is responsible for honoring her own superaddressees. In the end, both a teacher and students benefit from an enhanced relationship. 相似文献
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Lyudmila Azarova 《Higher Education in Europe》2003,28(4):495-498
The first university-based degree programme in public relations in the Russian Federation was organized at the St. Petersburg State Electrotechnical University. It is currently in the process of developing increased curriculum emphasis on integrated communications. To meet the requirements of the Twenty-First Century, public relations educators and practitioners must be prepared to teach and practice integrated communications. The primary mission of universities and colleges is the teaching of students, but there are other equally important tasks to be integrated into public relations education, such as the preparation of students for careers in a profession. Ongoing contact and involvement with professional practitioners and organizations is a vital for university programmes that prepare public relations specialists. 相似文献
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