On State Youth Policy in the Russian Federation     

N. E. Markova 《Russian Education & Society》2014,56(7):70-92

The social, economic, and cultural changes that occurred in Russia following the collapse of the Soviet Union have combine to impose sever damage on the population, and not least on Russia's young people. The provision of new forms of social and economic support are needed, as well as new youth programs, if further damage is to avoided.  相似文献   

Outcomes of an Institutional Quality and Safety Residency Program Initiative     

Tsveti Markova  Lisa Dillon  Pierre Morris  Khalid Zakaria  Giancarlo Zuliani 《Performance Improvement》2014,53(10):13-21

Although there are challenges in delivering a quality improvement initiative at academic medical centers, the potential benefits to resident physicians‐in‐training, hospitals, and patients are significant. This article describes the effects of an institution‐wide effort. Resident physicians‐in‐training from four medical specialty programs partnered with hospital staff while working on team quality‐improvement projects. We tracked clinical outcomes and used validated assessments. The results showed improvements in learning and organizational culture.  相似文献   

Alternative frameworks for the study of man     

Ivana Markova 《Higher Education Quarterly》1979,33(2):177-187

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A strategy for forming learning motivation     

Aelita Kapitovna Markova 《Prospects》1990,20(3):277-288

Professor, doctor of Psychology, in charge of the Faculty of Psychology of the All-Union Institute of Retraining and Further Training for Pedagogical and Managerial Staff in National Education attached to the Academy of Pedagogical Sciences. Specialist in educational and age-related psychology. Author of:The Teaching and Mastery of Language (New York, 1979),Formirovanie motivacii v kol'nom vozraste (Moscow, 1983),Psihologija podrostka (Moscow, 1975), and also of numerous articles translated into several languages.  相似文献   

Preservice Teachers' Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds     

Maria Markova  Ineke Pit-Ten Cate  Sabine Krolak-Schwerdt  Sabine Glock 《Journal of Experimental Education》2016,84(3):554-578

Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and questionnaires. Results showed indifferent implicit attitudes toward students with SEN with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. Furthermore, participants reported a high motivation to act without prejudice toward minorities but held less favorable explicit attitudes toward inclusion of students with SEN, especially students with behavioral problems. Differential patterns of implicit and explicit evaluations could bias teachers' interactions with students. Findings are discussed with respect to implications for educational practice and research.  相似文献