Bibliography: Russia (page 135 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 Jianjun Wang, M. Timothy O'Keefe, Nataliya Fomenko, Irina Strobykina, Janusz Tomiak, Carol A. Leadenham, Carol S. Nash, Iu. S. Vorob'eva, T. V. Kovaleva, and Frances F. Povsic.

Kovaleva, T. V. (1995). Russia's College Students in a Time of Transition, Russian Education and Society. Surveys 600 Russian college students regarding their hopes for the future, economic and social advancement, and personal information. Argues that, although students generally are optimistic about their future, many fail to exhibit the self-discipline necessary to be successful. Skepticism about the government is endemic. Descriptors: College Students, Economic Climate, Educational Change, Educational Environment

Wagstaff, Jeri Lou (1976). Russian Iconography: Russia's Contribution to the Art of Western Civilization. This one- to three-week high school unit on Russian iconography was developed as part of a series by the Public Education Religion Studies Center at Wright State University. The unit can be incorporated into a larger unit on Russian literature, art, religion, or history. Four reasons for studying iconography are: 1) it is a splendid Russian art form; 2) it is the most significant Russian contribution to painting; 3) it gives insight into Russian religion and the Russian Orthodox Church; and, 4) it is a good example of religious influence upon art and artists. Generalizations, concepts, and vocabulary are briefly outlined. Thirteen cognitive objectives are identified, such as the student will be able to identify three general subjects of Russian icons. Eight affective objectives are identified, such as students will express a desire to visit the Soviet Union. Several activities are suggested including the viewing of films and discussion groups. Four different forms of evaluation are provided. These include student evaluation of the unit and teacher. A list of reference books, films, and recordings concludes the paper.   [More]  Descriptors: Art Activities, Art Appreciation, Art Education, Elementary Secondary Education

Strobykina, Irina; Fomenko, Nataliya (1996). Russian Language Competencies for Peace Corps Volunteers in Russia. This Peace Corps volunteer language training manual is based on the experience of two pre-service trainings and was guided by the Peace Corps language training curriculum. The learning approach is competency-based or topic-oriented to provide survival competencies. Three main sections review phonetics, topics for discussion, and practical grammar exercises. Phonetics includes pronunciation as well as cyrillic orthography. Topics offered for discussion include greetings, family, in the classroom, food, shopping, directions, transportation, housing, at work, communication, health, social situations, and community services. Each topic is structured and includes introduction of new language and grammar patterns, practice activities, bilingual vocabulary lists, and grammar notes.  Practical grammar concentrates on pronouns, numerals, nouns, verbs, and adjectives. A vocabulary and listing of functional Russian phrases is given, and a reference section lists texts for continued study. (Contains 17 references.)   [More]  Descriptors: Communicative Competence (Languages), Competency Based Education, Daily Living Skills, Foreign Countries

Leadenham, Carol A. (1981). Sources and Resources for Teaching about Russia and the USSR, Social Education. Suggests organizations, bibliographies, reference books, journals, and monographs which may be helpful to social studies classroom teachers as they develop and implement educational programs on the Soviet Union.   [More]  Descriptors: Educational Resources, Elementary Secondary Education, Foreign Countries, Social Studies

Desser, Daphne (1997). Letters from Czarist Russia: Rhetoric as Political Action. Multiculturalism has emphasized the difficulty in valuing "unity" given diversities of gender, class, culture, and ethnicity, and has illustrated how a desire for unity can function to routinize and standardize the teaching of writing into an object of safe consumption. Writing teachers should be wary of asking students to identify themselves in rigid and static ways–this kind of narrow positioning makes dialogic communication more difficult. A dialogic and intersubjective understanding of ethics that is born and maintained through the necessity of response to the other can offer a way out of the problematic ontological obligations associated with identity politics created by multiculturalism's sincere but ultimately monologizing call for "diversity." Letters dating from 1924-1927, written by a Russian Zionist grandfather, Mordecai Ben-Ami, a writer and journalist, illustrate some of the dangers and difficulties of adhering too rigidly to multicultural identification. Ben-Ami's letters reveal his own easy dismissal of cultural and ethnic others, despite having experienced ethnic persecution himself. Passages from the letters exemplify how a strict allegiance to cultural and ethnic identity, although seemingly powerful, can be ultimately disabling. Ethnicities should be perceived not as static or rigid identities, but as forms of identification open to continual reflection, reevaluation, and renegotiation. Teachers of writing are called upon to complicate simplified notions of difference without erasing their existence; finding ways to teach students to value face to face dialogic encounters with the cultural and ethnic other as a means to ethical response would be better.   [More]  Descriptors: Ethnicity, Foreign Countries, Higher Education, Letters (Correspondence)

Tomiak, Janusz (1992). Education in the Baltic States, Ukraine, Belarus' and Russia, Comparative Education. Reviews recent educational changes and issues in six republics of the former Soviet Union, including controversies over language of instruction, revision of curriculum and textbooks to eliminate Marxism and emphasize national history and culture, reappearance of religious schools and instruction, and criticisms of teacher education and teaching conditions. Descriptors: Cultural Education, Curriculum Development, Educational Change, Elementary Secondary Education

O'Keefe, M. Timothy (1973). The "Moscow News": Russia's First English Language Newspaper, Journalism Quarterly. Discusses the history and present status of the "Moscow News," an English language newspaper published in the U.S.S.R. Descriptors: Foreign Language Periodicals, Government Publications, Government Role, History

Moore, Julia E. (1995). A History of Toy Lending Libraries in the United States Since 1935. This paper traces the history of the toy library, a facility or program created to loan toys to children, parents, child care providers, teachers, and play therapists. Types of toy lending libraries are the community toy library, the supplemental toy library, the cooperative neighborhood toy library, and the mobile toy library. The first toy library appeared in Los Angeles in 1935, but it was not until the 1960s and 70s that the concept of the toy library reemerged. This renewed interest was the result of funding of Head Start programs and Individuals with Disabilities Education Act, availability of federal funds for day care centers, and the American Library Association establishing the Toys, Games, and Realia Evaluation Committee. In the 1980s, the Lekotek movement arrived from Sweden; it is a program that provides services to children with special needs and their families in resource and play centers. The USA Toy Library Association (USA/TLA) was formed in 1984. In the 1990s, USA/TLA serves as a national network of parents and professionals who promote play as essential to the healthy development of children. Toy libraries in Ohio are profiled: the Columbus Metropolitan Public Library, Cuyahoga County Public Library, Matthew's Lending Library, and Summit County Toy and Resource Center. Toy libraries in countries outside of the United States (Sweden, Norway, United Kingdom, Canada, Netherlands, Australia, Switzerland, France, Russia, Israel, Nigeria, and India) are described. Finally, there are brief biographies of 14 "movers and shakers" in the toy library world. Statistics of U.S. toy lending libraries are appended. (Contains 27 references.)   [More]  Descriptors: Childrens Libraries, Day Care Centers, Disabilities, Early Childhood Education

Vorob'eva, Iu. S. (1995). The Origins of Alternative Higher Education in Russia, Russian Education and Society. Profiles the Psychoneurological Institute, a turn-of-the-century scientific education establishment. The Institute developed its own syllabi, introduced new courses, and waived tuition for low-income students. This freedom attracted scholars, students, and political controversy. After the 1917 Revolution the Institute became an accepted part of the educational system. Descriptors: Educational Change, Educational History, Educational Innovation, Educational Policy

Nash, Carol S. (1981). Educating New Mothers: Women and the Enlightenment in Russia, History of Education Quarterly. Describes the impact of Enlightenment philosophies on Russian women during the reign of Catherine II (1762-1796). Education for upper class women was encouraraged only to enhance performance of their domestic roles within tightly knit nuclear families. Peasant women were educated to be serf-teachers for noblemen's children.   [More]  Descriptors: Comparative Education, Educational History, Elementary Secondary Education, Mothers

Gerber, Theodore P.; Hout, Michael (1995). Educational Stratification in Russia during the Soviet Period, American Journal of Sociology. Maintains that, in spite of state efforts to reduce educational inequities, stratification actually increased during the Soviet period. Removing gender preferences for men corrected some inequity. However, parents' education, occupation, and geographical origin contributed to the stratification. Contains a concise history of Soviet educational policy. Descriptors: Educational Attainment, Educational Change, Educational Experience, Educational Policy

Povsic, Frances F. (1982). Russia: Children's Fiction in English for Elementary School Children, Reading Teacher. The third in a series of articles presenting annotations of books from and about the Soviet Union.   [More]  Descriptors: Annotated Bibliographies, Books, Childrens Literature, Cultural Awareness

Wang, Jianjun (1996). Evolution of School Physics in the People's Republic of China. This paper traces the evolution of school physics in China and elaborates on the current situation, ongoing experiments, and problems of school physics in terms of the historical, cultural, political, and social contexts in China. School physics as a major subject was imported into China almost wholesale by the end of the 19th century. Nonetheless, physics was technically procrastinated due to the fact that very few physics terms existed in classical Chinese literature. The first significant impetus toward more emphasis of physics came from a May 4 Movement in 1919 when thousands of Peking students marched in protest against Japan. As the movement spread, many Chinese youth went to the West to study physics, and later became the first generation physicists in China. The China Physics Society was soon established, and the mission of converting physics terms into Chinese was systematically carried out. A second movement, the New Culture Movement, originating from the May 4 Movement, was strengthened through the era of the Nationalist government (1920s-30s). This movement made physics more accessible to the general public, and differentiated physicists from classical scholars. During the Mao regime, school physics was imported from Russia because of China's isolation from the West in 1949. Later, during the Great Leap Forward movement (1958-1960) school physics was simplified to cover readily applicable aspects of the knowledge base. By the end of the Cultural Revolution in 1976, the contents of physics were shrunk into only four components: the steam engine, the internal combustion engine, the electric motor, and the pump. Physics instruction is currently driven at the secondary level by the college entrance examination, and at the tertiary level by the market economy. Ongoing experiments are guided by societal needs and the government's policy in education. Debate regarding the government's role in education was silenced after the Tiananmen Square event, but discontent in the physics society stays high. Contains 46 references.   [More]  Descriptors: Cultural Context, Foreign Countries, Physics, Political Influences

Jensen, Marianne, Comp.; Sjorslev, Inger, Comp. (1995). The Indigenous World, 1994-95 = El Mundo Indigena, 1994-95, Indigenous World. This annual publication examines political, legal, social, and educational issues concerning indigenous peoples in various countries around the world during 1994-95. Part I highlights news events and ongoing situations in specific countries. In the United States and Canada, these include: (1) the arrest of three Canadian Inuit hunters for the killing of a bowhead whale (highlighting subsistence hunting and fishing rights); (2) the appalling picture of poverty and dependency among Alaska Natives provided by the final report of the Alaska Native Commission; (3) implications for Canada natives of an independent Quebec; (4) planning for the new territorial government of Nunavut, to be established in 1999; (5) status of aboriginal peoples in the remaining part of Canada's Northwest Territories; (6) territorial rights, natural resources rights, and water rights of Native Americans; (7) unlicensed medical testing of vaccines on Indian children; (8) success of tribally controlled schools; (9) Indian gaming; (10) court litigation involving environmental protection of Native lands and sacred sites, tribal jurisdiction, and cigarette taxes; and (11) the Leonard Peltier case. Sections on Mexico and Guatemala profile the Zapatista uprising in Chiapas and discuss efforts of Mayan organizations to replace assimilationist educational models with practices based on Mayan cultural ideas of time and space, and to promote recognition of Mayan languages as official languages of Guatemala. Additional sections cover other countries of Central and South America, Greenland, Saami regions of Norway and Sweden, Russia, countries of Melanesia, Australia, New Zealand, China, India, and other countries of Asia and Africa. Part II describes work on behalf of indigenous rights in the United Nations and at the World Summit for Social Development (Copenhagen, Denmark, March 6-12, 1995). This work includes concerns for access to education and for the provision of culturally relevant education. Contains maps, photographs, and a list of IWGIA publications. Descriptors: Activism, Alaska Natives, American Indian Education, American Indians

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