Bibliography: Russia (page 122 of 140)

This annotated bibliography is curated specifically for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Ulrich Kuhnen, Allen Lynch, Brenda Yowell, Jean Ispa, Irina Mchitarjan, Ute Roeder, B. S. Mitin, Elizabeth Talbot, James W. Crowe, and Sam Rhine.

Bannatyne, Mark W. McK. (1995). Current Trends in Technology Education and Vocational Training in the Former Republics of the Soviet Union. The schools of the new republics in the former Soviet Union have begun to address the issue of reforms of technical and vocational education in order to train a technologically literate society that can meet the demands of the next century. Previously, Soviet schools failed to offer industrial arts and home economics on a universal scale. This omission was not due to lack of funds or ability. Rather, the absence of any well-defined curricula was due to the priorities that educators established as a result of the political system that existed throughout the Soviet era. Time spent in manual training and home concerns were seen as a deterrent to the classical education that required students to concentrate on the sciences, mathematics, and political ideology. In addition, Russian educational history is replete with decisions that led the population away from education in general. Beginning with Peter the Great, Russian educators struggled with the problem of creating an educated and trained population in such a large country. Russian nobility resisted the notion of having an educational system for the general population. Today, the need to reform Russia's schools is the aim of most Russian educators. Reforms that would realign the levels of expertise within trades, lengthen the years of general education, establish new curricula, and develop new courses of study have all been proposed. Educators within the educational system have begun to realize that local demands in society must be addressed and that the technical education that students have been lacking is paramount to the needs of Russia's changing society. Russian schools have returned much of the authority they once had in shaping the mind and character of students back to the home and have asked parents to become partners with them in education. Also there is a move to have schools meet more of their own financial needs by making better links with industry and business in cooperative projects, and a rebirth of new organizations whose goal is to promote the education of all classes of Russian society. (Contains 72 references.)   [More]  Descriptors: Developed Nations, Educational Change, Educational History, Educational Improvement

Bach, Teresa (1923). Education in Poland. Bulletin, 1922, No. 41, Bureau of Education, Department of the Interior. Poland, reconstituted as a result of the war, comprises the territory formerly divided among the great powers of Austria-Hungary, Russia, and Prussia. Its area extends over 149,140 square miles and its population, according to the census of September 30, 1921, is estimated at 27,160,163, of which two-thirds are Poles. The remainder comprises Ruthenians, Ukranians, Jews, Germans, Lithuanians, and others. The constitution of the Polish Republic was adopted by the Seim (Diet) on March 17, 1921. The President, elected by general suffrage for a term of seven years, excercises the executive authority through a ministry responsible to the legislature, which consists of a Diet and Senate united in a National Assembly. As regards local government, the three parts have not yet been unified, so that the old institutions still prevail. The restitution of Poland as an independent nation on November 9, 1918, brought forth problems in the field of education that none of her recently born sister states were called upon to confront. The fatal division of the Polish people under three essentially different political and administrative authorities had created certain organizations, articulations and types of schools that had little or nothing to do with the real need of the people. In the Poland as delimited and handed over to Russia by the Congress of Vienna, in 1815–educational facilities were lamentable and neglected. Schools were few and inadequate, and those that existed in no way did justice to the people for whom they were intended. In Prussian Poland, conditions were by no means better. Here education, though compulsory, lacked the humanizing element and was forced upon the people with a complete disregard for their needs and requirements. Far better fared education in Galacia or Austrian Poland where Polish schools were allowed to develop and were little interfered with by the central authorities. The table of contents contains the following: (1) Conditions Prior to the Reunion; (2) Elementary Education; (3) Articulation between Elementary and Secondary Schools; (4) Secondary Education; (5) School Organization and Administration; (6) Medical Care; (7) Teacher Training; (8) Agricultural Education; (9) Trade and Industrial Education; (10) Commercial Education; (11) Higher Education; and (12) References. [Best copy available is provided.]   [More]  Descriptors: Higher Education, Business Education, School Organization, Elementary Education

Mchitarjan, Irina (2000). John Dewey and the Development of Education in Russia before 1930–Report on a Forgotten Reception, Studies in Philosophy and Education. Before and after the Socialist October Revolution of 1917, John Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey's pedagogy toward the end of the 20s was not due to educational but to political and ideological reasons. Descriptors: Comparative Education, Educational History, Foreign Countries, Foundations of Education

Yowell, Brenda; And Others (1995). Project Linking: The Russia–US Connection. Detective Portfolio: Who Is My Keypal?. With an emphasis on social and teen issues, the objectives for this project for students in grades 7-12 are for students: (1) to "meet" and learn from students who live in another country; (2) to be able to understand similarities and differences between themselves and their keypals (named so because a keyboard is used instead of a pen); (3) to be encouraged to develop a desire to travel and learn about the world and its people; and (4) to learn to use telecommunications and understand the advantages of using e-mail. A project which linked schools in the United States and Moscow, Russia is used as the example. In 13 lessons, students are introduced to the targeted foreign country; taught basic word processing and telecommunications terms and skills; given the opportunity to share and discuss information learned from repeated communication with keypals; instructed to prepare posters representing keypal's personality, daily life, and country; and asked to evaluate Project Linking. Included are suggested questions to ask a keypal, a glossary of telecommunications terms, guidelines for effective electronic communication, and a list of participating schools.   [More]  Descriptors: Computer Mediated Communication, Computer Uses in Education, Electronic Mail, Foreign Countries

Ispa, Jean (1994). Child Care in Russia: In Transition. With the advent of "perestroika" and "glasnost," Russian childcare and education underwent a transitional period in practice and theory. Contrasting impressions from an earlier visit under the Communist regime, this book describes the experiences of Jean Ispa in her travels to Russia, observing children in six child care centers. Interviews are recounted with directors and caregivers or "upbringers" in child care centers concerning their methods and goals for children, ways that the educational and social environment had changed in recent years, and the most rewarding and most difficult aspects of their work. Also examined are results of a questionnaire disseminated to upbringers and parents regarding changing child care values. Following an introduction outlining the two visits, the chapters of the book are: (1) "Some History," reviewing the historical framework of early childhood education in the Soviet Union; (2) "Management and Staff," presenting aspects of center management; (3) "Top Goals"; (4) "Space and Equipment"; (5) "The Daily Routine"; (6) "Indoor Play"; (7) "Lessons: General Features"; (8) "Lessons: Content Area Specifics"; (9) "Outside Time"; (10) "Meals and Naps"; (11) "Discipline"; (12) "Relationships with Parents"; (13) "What We Think of Each Other's Programs?"; and (14) "What Next?" Contains 107 references. Descriptors: Administration, Child Caregivers, Child Rearing, Communism

Torabi, Mohammad R.; Crowe, James W.; Rhine, Sam; Daniels, Dennis E.; Jeng, Ifeng (2000). Evaluation of HIV/AIDS Education in Russia Using a Video Approach, Journal of School Health. Evaluated the use of videotape for HIV/AIDS education in Russian schools, pretesting and posttesting students on their attitudes, knowledge, and practices related to HIV/AIDS and their HIV/AIDS education at school. Results confirmed a lack of HIV/AIDS education and insufficient information sources (parents, friends, and public health). Video education significantly improved students' knowledge and attitude scores. Descriptors: Acquired Immune Deficiency Syndrome, Comprehensive School Health Education, Elementary Secondary Education, Foreign Countries

Mitin, B. S.; Grabilnikov, A. S. (2001). Cooperation between Technical Universities and Industry and Effects on Manufacturing in Russia. The Case of the Aerospace Industry, Industry & Higher Education. Provides examples of cooperation among Russian aerospace companies as well as international cooperation in the education of aerospace engineers. Descriptors: Aerospace Industry, Educational Cooperation, Engineering Education, Foreign Countries

Bobov, Valery A.; And Others (1994). Russian Language Course for Peace Corps Trainees in Russia. This guide is designed for Russian language training of Peace Corps workers in Russia, and reflects daily communication needs in that context. It consists of seven instructional units. An introductory section gives an overview of the Russian language, Cyrillic alphabet, phonology, and morphology. The first instructional unit is intended as a 1-week introductory course, presented as a game with mnemonic aids, many immediately useful phrases and expressions, and pronunciation aids. This unit is followed by a separate module on reading and speaking Russian. The remaining units each contain several lessons targeting specific language competencies. Lessons consist of a list of competencies and structures to be addressed, text and dialogues, exercises, and notes and exercises for each structure. Lesson topics include: greetings and introductions, formal and informal; clothing; hotels; telephone usage; food; social behavior; currency; giving and getting directions; clothing; colors; shopping; family; professions; discussing likes, dislikes, and activities; making appointments; understanding street talk; sightseeing; health and medical problems; social behavior with a host; travel; cooking; discussing and signing a contract; emergencies; and household items. Text is almost entirely in Russian. Appended materials include an answer key, grammar notes, and grammar charts.   [More]  Descriptors: Acculturation, Classroom Communication, Community Services, Competency Based Education

Kuhnen, Ulrich; Hannover, Bettina; Roeder, Ute; Shah, Ashiq Ali; Schubert, Benjamin; Upmeyer, Arnold; Zakaria, Saliza (2001). Cross-Cultural Variations in Identifying Embedded Figures: Comparisons from the United States, Germany, Russia, and Malaysia, Journal of Cross-Cultural Psychology. Examined cross-cultural differences in field dependence, hypothesizing differences according to the degree of individualism or collectivism within college students' respective cultures. Data from U.S., German, Russian, and Malaysian students indicated that field dependence did not differ between samples representing similar cultures. U.S. And German students were more field independent that were Russian and Malaysian students. Descriptors: College Students, Cultural Differences, Cultural Influences, Field Dependence Independence

Talbot, Elizabeth (1989). Russia/Soviet Union: A Guide to Print Materials for Teachers. Supplement. This supplement updates the 1985 "Russia/Soviet Union: A Guide to Print Materials for Teachers," a guide to literature for middle and high school teachers. Each entry includes author, title, pages, a physical description, identifying numbers, imprint, price, and a brief evaluative summary. Section 1, "Reference Books," contains six items of a general reference nature. Section 2, "Photographic Images," has eight books of collected photographs on various aspects of Soviet/Russian life, culture, and history. Section 3, "Background reading for teachers and student projects," includes 22 items on topics ranging from a comparison of slavery in the United States with Russian serfdom to a collection of Soviet political posters from 1917 through 1980. Section 4, "Books written for classroom use," contains 19 items, several of which are written for the middle school grades, on a variety of topics, including Mikhail Gorbachev, the tsars, and Sakharov. Section 5, "Units for classroom," includes five units, each with a brief evaluation of the unit's contents and its strengths or weaknesses. Section 6, "Additional information," lists seven special interest groups concerned with the Soviet Union, two film/video distributors and rental libraries, and three travel groups specializing in travel in the Soviet Union.   [More]  Descriptors: Annotated Bibliographies, Area Studies, Cultural Awareness, Foreign Culture

1995 (1995). Cross-Cultural HRD. These five papers are from a symposium that was facilitated by David C. Bjorkquist on cross-cultural human resource development (HRD) at the 1995 Academy of Human Resource Development conference. "Developing Managers for Overseas Assignments in the Pacific Rim: A Study of International HRD Issues in Singapore" (A. Ahad M. Osman-Gani, Thian-Ser Toh, Wee-Liang Tan) examines the training provided by companies in Singapore for their operations in the Asia-Pacific region and provides insight into the companies' training curriculum. "Russia and China in Transition: Implications for Human Resource Development (HRD)" (John A. Niemi, Kevin Owens) examines the transition of Russia and China from a centralized economy to a market economy against the background of prior approaches in adult education and training; implications are the incorporation of the special strengths of each culture as opposed to wholesale adoption of Western practices. "Relationships between Organizational Climate and HRD Practices: A Comparative Study of American and Chinese Firms in Taiwan" (Hsin-yi Chen, Oscar G. Mink) examines the differences in organizational climate and HRD practices in U.S. and Chinese firms in Taiwan and explores the relationship between organizational climate and HRD practices. "Decoding Cultural Knowledge: Cross-Cultural Implications for Performance Analysis" (Carol D. Hansen, Elaine I. Metzger) uses Sackman's cultural knowledge frame to organize a review of representative research; comparative differences in work definitions and rules theoretically support variance in how organizational meaning and behavior are culturally linked. "Embracing the Humanism of Africa in the Practice and Thought of Human Resource Development" (Susan A. Lynham) studies two key issues in the HRD profession: (1) HRD is at a crossroads that will demand new answers and models of organization, management, learning and leadership; and (2) there is a need to incorporate the humanistic spirit of the African people into productive organization–an endeavor that may provide insights into the first issue.   [More]  Descriptors: Adult Education, Cross Cultural Training, Economic Change, Educational Philosophy

Gerber, Theodore (2000). Market, State, or Don't Know? Education, Economic Ideology, and Voting in Contemporary Russia, Social Forces. Among 2,321 Russian adults surveyed, about half supported market institutions and about a third supported state-based economic institutions. Higher educational level was associated with proreform attitudes. Economic ideology strongly affected voting behavior, party choice, income, Communist party membership, and prodemocracy views, and also mediated the effect of education on voting and party choice. (Contains 83 references.) Descriptors: Communism, Democracy, Educational Attainment, Foreign Countries

Zajda, Joseph (1994). School Curriculum Reforms for the New Values in Post Communist Russia. In post-Communist Russia, schools have become the site where a new culture and morality will be formed. With the collapse of the rigidly controlled Russian school system, a new paradigm must be created to guide education. To many, a political and ethical void exists in Russian schools. Until 1988, schools in the Soviet Union operated under a single educational program that was often subjected to the periodic reforms of new leaders. In the post-Communist era, it is clear that educational change was needed at all levels. Differentiation in school curricula was adopted, and arts, humanities, and social and physical sciences are being given more attention. The 1992 reform legislation "The Law on Education" encompassed some of these changes. The law stresses the humanistic character of education, common human values, freedom in human development, and citizenship. Pluralism and democracy in educational management and the autonomy of educational institutions are also emphasized. Another document, "The Basic Curriculum of the General Secondary School," reinforces the same changes and stresses choice in curriculum. Under these changes, new attitudes and beliefs about economics, business, and history are also forming. (Contains 12 references.) Descriptors: Educational Change, Elementary Secondary Education, Foreign Countries, Government School Relationship

Lynch, Allen (1991). The Soviet Breakup and U.S. Foreign Policy, Foreign Policy Association Headline Series. This issue of a quarterly publication on world affairs explores the historical significance of the disintegration of the Soviet Union and the implication for U.S. foreign policy. With the breakup of the USSR in 1990-91, Russia for the first time this century does not have control over the non-Russian nations of its former empire in Central Asia, the Caucasus, and the Slavic Republics of Ukraine and Belarus. Absolutist rule has for the first time in Russian history given way to the beginnings of constitutional government. The years in which Mikhail Gorbachev led the Soviet Union (1985-91) are reviewed. These years triggered four major simultaneous revolutions–in the economy, in the political system, in the relations among the nations that made up the USSR, and in foreign policy.  Facts and figures about the 12 republics (excluding the 3 Baltic republics) that constituted the old Soviet Union are provided. The role of nationalism in the collapse of the empire and the rise of Boris Yeltsin in the Russian Federation are discussed. Russian nationalism as expressed by Yeltsin is seen as a healthy phenomenon because it reflects an understanding that Russia can no longer afford to remain an imperialist state. Issues affecting the international community that have been raised by the breakup are discussed, including the question of control over nuclear weapons and the deeply rooted economic problems. The United States will have to develop a multi-level set of policies toward the 11 republics that are part of the new Commonwealth of Independent States as well as Georgia, which remains outside the federation. It is in the interest of the international community (especially the United States) that there should be a stable transition to a new political order within the former USSR. It is essential to keep in mind, however, that any "solution" to the problems besetting the Russian nation should be seen as a Russian solution and not as a foreign import; therefore, the United States should restrain its enthusiasm for engineering solutions. This book concludes with an 11-item annotated reading list and discussion questions for classroom use. Descriptors: Foreign Countries, Foreign Policy, International Relations, Nationalism

Alexius II, Patriarch of Moscow and All Russia (1996). The Foundations of Orthodox Education in Russia, Russian Education and Society. Maintains that while Russian schools have performed admirably in the field of general education they have failed to develop any spiritual foundations for young people. Outlines the historic role of the Orthodox church in developing the Russian character and advocates a stronger presence for that church in Russian society. Descriptors: Cultural Context, Educational Objectives, Foreign Countries, Foundations of Education

Leave a Reply

Your email address will not be published. Required fields are marked *