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2014/2, стр. 209 - 217

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

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ÎÖÅÍßÂÀÍÅÒÎASSESSMENTTHE RESULTS OFANATIONALUSINGEDUCATIONALACHIEVEMENTOF

Thomas Kellaghan
Vincent Greaney
T. Scott Murray

Correlates of Achievement

A national assessment usually collects information on demographic and other background factors to allow comparisons to be made between the achievements of subgroups in the population. This information, when related in statistical analyses to student achievement, can answer questions that are central to the role of a national assessment, such as the following:

– Is the system underserving any particular group?

– Are gaps between groups in performance large enough to warrant remedial action?

– What factors are associated with low achievement?

In this way, by relating outcomes to inputs that are provided and processes being used, a national assessment shows "what is." However, it can also show "what might be" by demonstrating that some sectors in the system are achieving more desirable outcomes (high achievement) and by attempting to identify the factors associated with relative success.

If sample sizes in a national assessment are suffi ciently large, evidence can be provided on achievement by gender; region (for example, province); location (urban or rural); membership of ethnic or language groups; and type of institution attended (public or private). Prompted in part by the current emphasis on gender equity in the Education for All and Fast Track Initiative programs, national assessments usually examine achievement differences between boys and girls. Figure 2.2 summarizes Sri Lanka's national assessment results for the percentages of male and female students achieving "mastery" in their first language, mathematics, and English.

A national assessment in Kuwait also identified gender differences in reading achievements (figure 2.3). In this case, gender differences were associated with Тексът е продължение на статия от кн.1/2014 г. на сп. „Стратегии на образователната и научната политика“

The text started in issue 1/2014 of “Strategies for Policy in Science and Educational Journal”

ÎÖÅÍßÂÀÍÅÒÎlength of time watching television. Not surprisinglywatching television were associated with lower reading achievement scores.in Southand Science Study (TIMSS). Tin a national assessment in Nepal., perhaps, long periods spent

Table 2.8 provides information on the mathematics achievements of racial groups Africa based on data collected for the Trends in International Mathematics able 2.9 provides information on regional differences

33.739.236.839.08.011.1020406080100percentnational assessment areafirst languagemathematicsEnglish languagemalefemale

Figure 2.2 Percentages of Male and Female Students Achieving Mastery in National Assessment, Grade 4, by Curriculum Area: Sri Lanka Source: Sri Lanka National Education Research and Evaluation Centre 2004:
fi gure 4.44. Reproduced with permission.

22173382055010015020025030035040000102030405020252129372365311388354359325306284303time spent watching televisionpercentaverage reading score5 hours ormore3–5 hours1–3 hoursup to 1 hourno timegirls (%)boys (%)girls (score)boys (score)

Figure 2.3 Percentages of Students Watching Television for Varying Amounts of Time, by Gender and Average Reading Score: Kuwait Source: Kuwait Ministry of Education 2008. Reproduced with permission.

ÎÖÅÍßÂÀÍÅÒÎEthiopia's national assessment also provides information on the distribution ofachievement by region (figure 2.4). Findings of the assessment suggest at least twopolicy options. They indicate, on the one hand, that support might be directed to theregions with the greatest number of low-scoring students (Oromiya, Somali, Dire Dawa)on a composite measure (based on scores on the reading, mathematics, environmentalscience, and English tests). On the other hand, the decision to provide support might bebased on the lowest mean performance scores (Tigray, Benishangul-Gumuz).Table 2.8Mean Scores in Mathematics, Grade 8, by Racial Group, SouthAfricaRacial groupNumber ofstudentsMeanscoreStandarderrorMinimumMaximumAfrican5,4122541.25647Asian7626913.87589Colored1,1723392.934608Indian1993418.612612White8313734.918699Total oroverallmeana)8,1472756.89Internationalmean4870.7

Source: Howie 2002. Reproduced with permission.

a) Based on South African national data set for the Third International Mathematics and Science Study Repeat.

Table 2.9

Mean Scores in National Assessment of Nepali Language, Grade 5, by Region: Nepal

RegionNumberMean scoresStandard deviationEastern80251.3216.7Central93250.9119.5Western1,01852.8913.2Midwestern46550.7812.7Far western29349.7113.2

Source: Nepal Educational and Developmental Service Centre 1999. Reproduced with permission.

ÎÖÅÍßÂÀÍÅÒÎabout aspects of students’circumstances to provide clues about the school and extra-school factors thatinflexample, a private corner for study in a student’achievement, even when more global assessments of home background weretaken into account. High- and low-achieving schools and students could also bedifferentiated on the basis of regularity of meals and number of days absent fromMany (but not all) national assessments collect information in questionnaireseducational experiences and their home and communityscholastic progress. In the Vietnam national assessment, fors home was associated with higheruence students’

school (World Bank 2004).

Interpreting the findings of analyses in which student achievement is related to other variables requires some caution. A conclusion that factors related to student achievement may be considered to influence or “cause” achievement may not be warranted for a number of reasons, including the following:

– Causal interpretations of relationships identified in cross-sectional data can usually be sustained only if supported by other evidence.

– The number of schools or students in some categories may be too small to allow reliable inferences to be made.

– Methods of statistical analysis may be inappropriate. Analyses that explore relationships between two variables (for example, between class size and achievement) and that fail to take account of complex interactions in data (for example, between teacher qualifications and location of school) can lead to erroneous interpretations.

– Complex analyses are required to account for the influence on education outcomes of interacting factors operating at the student, school, and classroom levels. Because of this situation, multilevel, multivariate statistical techniques are required. These techniques isolate the effects of a variable that are net of the effects of other variables by systematically removing or adjusting for the effect of clusters of variables to show that significant differences exist or do not exist among students and schools after adjustment. For example, a conclusion that private schools are superior to public schools based on a finding that students attending private schools have higher levels of achievement than students attending public schools may not be supported when students’ scores are adjusted to take account of their socioeconomic background.

Appreciation of the complexities involved in identifying causes of achievement will be strengthened by realizing that, more often than not, the background variables for which data are collected in a national assessment may only be proxies for factors that affect student learning at a deeper level and in a more diffuse way. In that case, other research data need to be considered; even sophisticated statistical analyses may not be adequate. For example, although analysis might reveal a positive correlation between student learning and the number of books in a student’s home (see fi gure 2.5), one would not be justified – even when other variables are taken

ÎÖÅÍßÂÀÍÅÒÎinto account – in concluding that number of books is causally related to studentachievement.Although access to books may be important, student learning islikely affected not directly by the availability of books but by characteristics of anenvironment that cherishes books, such as one in which parents place a high valueon scholastic achievement, provide academic guidance and support for children,stimulate children to explore and discuss ideas and events, and set high standardsand expectations for school achievement (see Kellaghan and others 1993).TigrayAfarAmharaOromiyaSomaliBenishangul-GumuzSouthern Nations,Nationalities, and PeoplesHarariAddis AbabaDire Dawaregion020406080100composite (%)

Figure 2.4

Regional Differences in Achievement, Grade 4: Ethiopia

Source: Gebrekidan 2006. Reproduced with permission of the Ethiopia Quality Assurance and Examinations Agency.

Note: The mean is represented by the heavy black line; the box extends from −1 standard deviation (SD) to +1 SD, and the end lines from −1.96 SD to +1.96 SD. Markings outside the end lines represent outliers or extreme values.

ÎÖÅÍßÂÀÍÅÒÎ180200220240260280300none1–1011–5051–100101–250251–500501+number of booksmean scoregrade 1grade 5

Figure 2.5

Mean Reading Test Scores of Students Plotted against Number of Books in the Home, Grades 1 and 5: Ireland

Source: Eivers and others 2005a: fi gure 4.2.

Change In Achievement Over Time

National assessments provide evidence of change in student achievement over time if assessment instruments are properly linked. When this information is available, findings may be presented as in the U.S. national assessment (NAEP) for the years 1971 to 2004 (figure 2.6). The plot of average reading-scale scores indicates that for students at age nine the average reading score was higher in 2004 than in any previous year. For students at age 13, the average score in 2004 was higher than the average score in 1971 and 1975, but no different from the average score in other years. Mean score in 2004 for students at age 17 showed a decrease from 1992. Volume 1 of this series (Greaney and Kellaghan 2008: 134) reported on changes in literacy scores over time in a number of African countries. If assessment instruments permit (that is, if they provide adequate representation of curriculum subdomains), national assessments can provide evidence of change not just in gross measures of student achievement, but also in subdomains of a curriculum area. For example, the tests used in grade 5 national assessments in Ireland allowed student performance to be estimated for a number of content strands and skills in mathematics. The results for assessments for fi ve content strands, administered in 1999 and 2004, are presented in figure 2.7. The differences between years are

ÎÖÅÍßÂÀÍÅÒÎcant only for “shape and space” and “data and chance.” In bothve mathematics skillcantIn many countries, the need to monitor progress toward achieving the MillenniumDevelopment Goals of universal primary education by 2015 reinforces intereststatistically significases, an improvement was registered between 1999 and 2004.Data from the same national assessment are reported forfiareas infigure 2.8. In this case, only the increase for “reasoning” was signifibetween 1999 and 2004.

in assessing achievement over time. Efforts to improve the quality of education, however, may have to proceed in the face of problems created by expanding enrollments and decreased budgets. In Malawi, for example, performance deteriorated sharply following a campaign to provide schooling for everyone without providing the necessary resources to deal with the abolition of school fees and increasing numbers (Altinok 2008).

19710200210220230240250260270280290300310320500scale score197519801984208*210*255*256*258257257257260258258259259285288288288290*289*285286285290*290*215*211*212*209*211*211*212*212*219year1988199019921994199619992004age 17age 13age 9

Figure 2.6

Trends in Average Reading Scale Scores for Students Ages 9, 13, and 17, NAEP, 1971–2004: United States

Source: U.S. National Center for Education Statistics 2005.

Note: *indicates that a score differs signifi cantly from the score in 2004.

Mean Percent Correct Scores for Mathematic Source: Surgenor and others 2006: fi gure 3.1.

Mean Percent Correct Scores for Mathematics Skills in National Assessment, Grade 5, 1999 and 2004: Ireland

Source: Surgenor and others 2006: fi gure 3.2.

users have the skills required to draw inferences from statistical tables, illustrating key findings in charts or graphs is a better method. Furthermore, a report that relies heavily on tabular presentation may fail to pay due attention to research fi ndings that help explain relationships revealed in the assessment, such as why a variable (such as home background) is important and what is known about its infl uence on student achievement. This information, however, is critical if users are to appreciate the import of findings and are to be in a position to judge what action or actions may be required to address identifi ed defi ciencies.

Views and practices differ regarding the inclusion of recommendations in a national assessment report. Some national (and international) reports contain recommendations; others do not. National assessment teams should clarify at the outset whether a ministry of education expects a report to contain recommendations. Furthermore, if recommendations are expected, national assessment teams should ascertain whether they should be included only if they arise directly from the national assessment study or whether broader considerations, such as relevant research findings, may be taken into account.

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Dr. Ivan Beloev, Assoc. Prof. Dr. Іnna Savytska, Assoc. Prof., Dr. Oksana Bulgakova, Assoc. Prof. Prof. Iryna Yasinetska, Dr. Lesia Zbaravska, Assoc. Prof.

2023 година
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TRANSFORMING MARITIME EDUCATION FOR A DIGITAL INDUSTRY

Dr. Christiana Atanasova, Assist. Prof.

DEVELOPMENT OF A COMMON INFORMATION SYSTEM TO CREATE A DIGITAL CAREER CENTER TOGETHER WITH PARTNER HIGHER SCHOOLS

Prof. Dr. Yordanka Angelova, Dr. Rossen Radonov, Assoc. Prof. Vasil Kuzmov, Assist. Prof. Stela Zhorzh Derelieva-Konstantinova

DRAFTING A DIGITAL TRANSFORMATION STRATEGY FOR PROJECT MANAGEMENT SECTOR – EMPIRICAL STUDY ON UAE

Mounir el Khatib, Shikha al Ali, Ibrahim Alharam, Ali Alhajeri Dr. Gabriela Peneva, Assist. Prof., Prof. Jordanka Angelova, Mahmoud Shanaa

VOYAGE OF LEARNING: CRUISE SHIPS WEATHER ROUTING AND MARITIME EDUCATION

Prof. Svetlana Dimitrakieva, Dr. Dobrin Milev, Assist. Prof., Dr. Christiana Atanasova, Assist. Prof.

RESEARCH ON THE SUSTAINABLE DEVELOPMENT COMPETENCES OF THE LANDSCAPE ARCHITECT IN PRACTICE

Land. arch. Elena Dragozova, Assoc. Prof., Dr. Stanislava Kovacheva, Assoc. Prof.

STUDY OF THE KEY FACTORS INFLUENCING THE EFFECTIVE PLANNING AND UTILIZATION OF PRODUCTION FACILITIES IN THE INDUSTRIAL ENTERPRISE

Dr. Tanya Panayotova, Assoc. Prof., Dr. Krasimira Dimitrova, Assoc. Prof., Neli Veleva, PhD student

SIMULATOR TRAINING – UNIQUE POWERFUL INSTRUMENT FOR EDUCATING, SKILLS CREATING, MITIGATING SKILLS AND RESILIENCE CREATING

Prof. Dimitar Dimitrakiev, Vencislav Stankov, Assist. Prof., Dr. Christiana Atanasova, Assist. Prof.

СТРУКТУРНИ ПРОМЕНИ В ОБУЧЕНИЕТО НА МЕНИДЖЪРИ ЗА ИНДУСТРИЯ 5.0

Доц. д-р Недко Минчев, доц. д-р Венета Христова, гл. ас. д-р Иван Стоянов

RESEARCH OF THE INNOVATION CAPACITY OF AGRICULTURAL PRODUCERS

Dr. Siya Veleva, Assoc. Prof.; Prof. Dr. Eng. Margarita Mondeshka Dr. Anka Tsvetanova, Assoc. Prof.,

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ПРЕСЕЧНАТА ТОЧКА НА СПОРТА, СИГУРНОСТТА И КРИПТО ФЕН ТОКЕНИТЕ

Полк. доц. Георги Маринов Доц. Милена Кулева

ВИДОВЕ ТРАВМИ В ПАРАШУТИЗМА И ПРЕВЕНЦИЯТА ИМ

Капитан III ранг Георги Калинов

ОБУЧЕНИЕ В ХОДЕНЕ С ПОМОЩНИ СРЕДСТВА – РИСКОВЕ И СИГУРНОСТ ЗА ПАЦИЕНТА

Атанас Друмев Доц. д-р Данелина Вачева, доц. д-р Искра Петкова

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ПОДХОДИ ЗА ПСИХОСОЦИАЛНА ПОДКРЕПА НА УНИВЕРСИТЕТСКИ ПРЕПОДАВАТЕЛИ В УСЛОВИЯ НА КРИЗА

Доц. д.н. Цветелина Търпоманова, доц. д.н. Веселина Славова

Книжка 4s
DETERMINING THE DEGREE OF DIGITALIZATION OF A HIGHER EDUCATION INSTITUTION

Acad. DSc. Hristo Beloev, Prof. Dr. Angel Smrikarov, Assoc. Prof. DSc. Valentina Voinohovska, Assoc. Prof. Dr. Galina Ivanova

A STUDY ON THE POSSIBILITIES TO INTEGRATE THE MODERN 3D TECHNOLOGIES IN THE SCIENTIFIC ACTIVITIES OF THE HIGHER EDUCATION INSTITUTIONS

Prof. Dr. Georgi Hristov, Assoc. Prof. Dr. Ivan Beloev, Assoc. Prof. Dr. Plamen Zahariev, Assist. Prof. Dr. Diyana Kinaneva, Assist. Prof. Georgi Georgiev

THE ROLE OF THE UNIVERSITIES AS ACCELERATORS FOR THE INTEGRATION OF THE STEM LEARNING METHODS IN THE PRIMARY AND SECONDARY SCHOOLS

Prof. Dr. Georgi Hristov, Assoc. Prof. Dr. Ivan Beloev, Assoc. Prof. Dr. Plamen Zahariev, Assist. Prof. Georgi Georgiev

ОТ STEM КЪМ BEST: ДВА СТАНДАРТА, ЕДНА ЦЕЛ

Проф. д-р Андрей Захариев, проф. д-р Стефан Симеонов, гл. ас. д-р Таня Тодорова

ВЪЗМОЖНОСТИ ЗА ПРИЛОЖЕНИЕ НА БЛОКЧЕЙН ТЕХНОЛОГИЯТА В ОБРАЗОВАНИЕТО

Докторант Андриан Минчев, доц. д-р Ваня Стойкова

ПРЕДИЗВИКАТЕЛСТВА НА ДИГИТАЛНАТА ТРАНСФОРМАЦИЯ В ОБРАЗОВАНИЕТО – СРАВНИТЕЛЕН АНАЛИЗ НА СТУДЕНТСКОТО МНЕНИЕ

Гл. ас. д-р Мирослава Бонева, доц. д-р Антон Недялков, проф. д.н. Милена Кирова

CHALLENGES, REQUIREMENTS, OPPORTUNITIES AND SOLUTIONS FOR THE DIGITAL TRANSFORMATION OF THE TRANSPORT EDUCATION

Prof. Dr. Georgi Hristov, Assoc. Prof. Dr. Ivan Beloev, Assoc. Prof. Dr. Plamen Zahariev

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EFFECT OF RESILIENCE ON BURNOUT IN ONLINE LEARNING ENVIRONMENT

Dr. Radina Stoyanova, Prof. Sonya Karabeliova, Petya Pandurova, Dr. Nadezhda Zheckova Dr. Kaloyan Mitev

STATE AND PROSPECTS OF DEVELOPMENT OF ACADEMIC MOBILITY IN THE SYSTEM OF TRAINING A SPECIAL EDUCATION SPECIALIST

Dr. Tetiana Dokuchyna, Assoc. Prof., Prof. Dr. Svitlana Myronova, Dr. Tetiana Franchuk, Assoc. Prof.

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STRATEGIES AND POLICIES TO SUPPORT THE DEVELOPMENT OF AI TECHNOLOGIES IN EUROPE

Assoc. Prof. Miglena Molhova, Assoc. Prof. Petya Biolcheva

BULGARIA'S TECHNOLOGICAL DEVELOPMENT THROUGH THE PRISM OF HIGHER EDUCATION POLICIES

Assoc. Prof. Ivaylo B. Ivanov, Assoc. Prof. Miglena Molhova

INTELLIGENT ANIMAL HUSBANDRY: FARMER ATTITUDES AND A ROADMAP FOR IMPLEMENTATION

Prof. Dr. Dimitrios Petropoulos, Koutroubis Fotios Assoc. Prof. Petya Biolcheva Evgeni Valchev

EFFECTIVE MANAGEMENT OF HUMAN RESOURCES IN TOURISM THROUGH MOTIVATION

Assoc. Prof. Fahri Idriz Assoc. Prof. Marin Geshkov

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САМООЦЕНКА НА ОБЩООБРАЗОВАТЕЛНИТЕ И РЕСУРСНИТЕ УЧИТЕЛИ ЗА РАБОТА В ПАРАДИГМАТА НА ПРИОБЩАВАЩОТО ОБРАЗОВАНИЕ

Проф. д.н. Милен Замфиров, проф. Емилия Евгениева, проф. Маргарита Бакрачева

STUDY OF THE DEVELOPMENT OF THE USE OF COMMUNICATIVE TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF ENGINEERS TRAINING

Assoc. Prof. Ivan Beloev, Assoc. Prof. Valentina Vasileva Assoc. Prof. Sergii Bilan, Assoc. Prof. Maria Bondar, Assoc. Prof. Oksana Bulgakova, Assoc. Prof. Lyubov Shymko

SAFETY THROUGH ARTIFICIAL INTELLIGENCE IN THE MARITIME INDUSTRY

Assoc. Prof. Petya Biolcheva Evgeni Valchev, PhD student

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РАЗПОЛОЖЕНИЕ НА ВИСШИТЕ УЧИЛИЩА В БЪЛГАРИЯ В КОНТЕКСТА НА ФОРМИРАНЕ НА ПАЗАРА НА ТРУДА

Гл. ас. д-р Цветелина Берберова-Вълчева, доц. д-р Камен Петров, доц. д-р Николай Цонков

CHARACTERISTICS AND COMPONENTS OF THE CYBER HYGIENE AS A SUBCLASS OF CYBER SECURITY IN MILITARY ENVIRONMENT AND EDUCATIONAL ISSUES

Prof. Boyan Mednikarov, DSc. Prof. Yuliyan Tsonev Dr. Borislav Nikolov, Prof. Andon Lazarov, DSc.

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MODERNIZATION OF THE CONTENT OF THE LECTURE COURSE IN PHYSICS FOR TRAINING FUTURE AGRICULTURAL ENGINEERS

Dr. Ivan Beloev, Assoc. Prof., Dr. Valentina Vasileva, Assoc. Prof. Prof. Vasyl Shynkaruk, DSc., Assoc. Prof. Oksana Bulgakova, Assoc. Prof. Maria Bondar Assoc. Prof. Lesia Zbaravska, Assoc. Prof. Sergii Slobodian

THE NEW PANDEMIC NORMAL THROUGH THE EYES OF BULGARIAN STUDENTS

Prof. Vyara Stoilova, Assoc. Prof. Todorka Kineva

2022 година
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ORGANIZATION OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT FOR THE STUDENTS WITH SPECIAL NEEDS

Prof. Halyna Bilavych Prof. Nataliia Bakhmat Prof. Tetyana Pantiuk, Prof. Mykola Pantiuk Prof. Borys Savchuk

ДИГИТАЛИЗАЦИЯ НА ОБРАЗОВАНИЕТО В БЪЛГАРИЯ: СЪСТОЯНИЕ И ОБЩИ ТЕНДЕНЦИИ

Д-р Теодора Върбанова, проф. д-р Албена Вуцова, доц. д-р Николай Нетов

СКРИНИНГ НА ЗРЕНИЕТО – ПРОФИЛАКТИКА И ЕЛЕМЕНТ ОТ ПРАКТИКАТА НА СТУДЕНТИ И ОБУЧЕНИЕТО НА УЧЕНИЦИ

Руска Драганова-Христова, д-р Славена Стойкова, доц. д-р Снежана Йорданова

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ПРАВОТО НА ИЗБОР В ЖИВОТА НА ДЕЦАТА В РЕПУБЛИКА БЪЛГАРИЯ

Проф. д.п.н. Сийка Чавдарова-Костова, гл. ас. д-р Даниела Рачева, ас. Екатерина Томова, доц. д-р Росица Симеонова

SUSTAINABLE PROFESSIONAL DEVELOPMENT THROUGH COACHING: BENEFITS FOR TEACHERS AND LEARNERS

Assoc. Prof. Irina Ivanova, Assoc. Prof. Penka Kozhuharova, Prof. Rumyana Todorova

SELF-ASSESSMENT – A COMPONENT OF THE COMPETENCE-BASED TRAINING IN THE PROFESSION “APPLIED PROGRAMMER”

Assoc. Prof. Ivaylo Staribratov, Muharem Mollov, Rosen Valchev Petar Petrov

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BENCHMARKING FOR DEVELOPMENT OF SPEED AND POWER CHARACTERISTICS

Assist. Prof. Dr. Darinka Ignatova Assoc. Prof. Dr. Alexander Iliev

DIAGNOSIS AS A TOOL FOR MONITORING THE EFFECTIVENESS OF ADDICTION PREVENTION IN ADOLESCENTS

Prof. O.A. Selivanova Assoc. Prof. N.V. Bystrova, Assoc. Prof. I.I. Derecha, Assoc. Prof. T.S. Mamontova, Assoc. Prof. O.V. Panfilova

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ПУБЛИЧНОТО РАЗБИРАНЕ НА НАУКАТА В МРЕЖОВИЯ СВЯТ

Д-р Светломир Здравков, д-р Мартин Й. Иванов, д-р Петя Климентова

ОБРАЗОВАНИЕ ЗА УСТОЙЧИВО РАЗВИТИЕ – ПРАКТИКО-ПРИЛОЖНИ АСПЕКТИ

Гл. ас. д-р Златка Ваклева Проф. д-р Тоня Георгиева

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PREPARATION OF PRIMARY SCHOOL TEACHERS FOR COMMUNICATIVE AND RHETORICAL ACTIVITY IN SCHOOL IN THE CONTEXT OF THEIR PRACTICAL TRAINING

Prof. Halyna Bilavych Prof. Nataliia Bakhmat Prof. Tetyana Pantyuk, Prof. Mykola Pantyuk Prof. Borys Savchuk

ПРОЛЕТНА КОНФЕРЕНЦИЯ НА СЪЮЗА НА МАТЕМАТИЦИТЕ В БЪЛГАРИЯ

(Трявна, 5 – 9 април 2022) Гл. ас. д-р Албена Симова

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ДИГИТАЛНАТА ИНТЕРАКЦИЯ ПРЕПОДАВАТЕЛ – СТУДЕНТ В ОНЛАЙН ОБУЧЕНИЕТО В МЕДИЦИНСКИТЕ УНИВЕРСИТЕТИ

Д-р Миглена Търновска, д-р Румяна Стоянова Доц. Боряна Парашкевова, проф. Юлияна Маринова

2021 година
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ЕДНА РЕКАПИТУЛАЦИЯ НА ИЗСЛЕДВАНИЯ ВЪРХУ ИНТЕРКУЛТУРНИТЕ ОТНОШЕНИЯ. КАКВО СЛЕДВА ОТ ТОВА ЗА ОБРАЗОВАНИЕТО?

Давидков, Ц., 2019. Изследвания върху културите. Културни ориентири на управлението. София: СУ „Св. Климент Охридски“, ISBN 978-954-9399-52-3 Проф. Пламен Макариев

Книжка 4s
RECOGNITION OF FAKE NEWS IN SPORTS

Colonel Assoc. Prof. Petko Dimov

SIGNAL FOR HELP

Ina Vladova, Milena Kuleva

Книжка 4
PREMISES FOR A MULTICULTURAL APPROACH TO EDUCATION

Dr. Anzhelina Koriakina, Assoc. Prof., Prof. Lyudmila Amanbaeva, DSc.

ПОЗИТИВНА ПСИХОЛОГИЯ: ПРОБЛЕМНИ ОБЛАСТИ И ФОРМИРАНЕ НА ЛИЧНОСТТА

Доц. д-р Стоил Мавродиев, Любомира Димитрова

КНИГА ЗА ИСТОРИЯТА НА БЪЛГАРСКОТО ВИСШЕ ИНЖЕНЕРНО ОБРАЗОВАНИЕ

Сгурев, В., Гергов, С., Иванов, Г., 2019. Положителните науки с приложение към индустрията. История на висшето техническо образование в България. София: Изд. на БАН „Проф. Марин Дринов“, Изд. „Захарий Стоянов“. ISBN 978-619-245-004-5, ISBN 978-954-09-1387-2.

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ENTREPRENEURSHIP AND INTERDISCIPLINARY EDUCATION – SEMIOTIC ASPECTS

Prof. Dr. Christo Kaftandjiev Dr. Diana Kotova

THE PRACTICAL IMPORTANCE OF ACCOUNTING EDUCATION FOR FUTURE MANAGERS

Nataliia Radionova, DSc. Dr. Radostina Stoyanova, Assist. Prof.

ЗА ОБРАЗОВАТЕЛНАТА ИНТЕГРАЦИЯ И ЗАЛОЗИТЕ НА НАСТОЯЩЕТО

Нунев, Й., 2020. Мониторинг на процесите на приобщаване и образователна интеграция и модели за десегрегация на ромското образование. Пловдив: Астарта, ISBN 978-954-350-283-7

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METHODOLOGY OF SAFETY AND QUALITY OF LIFE ON THE BASIS OF NOOSPHERIC EDUCATION SYSTEM FORMATION

Nataliia Bakhmat Nataliia Ridei, Nataliia Tytova, Vladyslava Liubarets, Oksana Katsero

ОБРАЗОВАНИЕ В УСТОЙЧИВО РАЗВИТИЕ И ВЗАИМОДЕЙСТВИЕ „ДЕТЕ – СРЕДА“

Стоянова, М. (2020). Образование в устойчиво развитие и взаимодействие „дете – среда“ София: Авангард принт. ISBN 978-954-337-408-3

2020 година
Книжка 6
HIGHER EDUCATION AS A PUBLIC GOOD

Yulia Nedelcheva, Miroslav Nedelchev

Книжка 5
НАСЪРЧАВАНЕ НА СЪТРУДНИЧЕСТВОТО МЕЖДУ ВИСШИТЕ УЧИЛИЩА И БИЗНЕСА

Добринка Стоянова, Блага Маджурова, Гергана Димитрова, Стефан Райчев

Книжка 4
THE STRATEGY OF HUMAN RIGHTS STUDY IN EDUCATION

Anush Balian Nataliya Seysebayeva Natalia Efremova Liliia Danylchenko

Книжка 3
ПОМОЩНИ СРЕДСТВА И ТЕХНОЛОГИИ В ПРИОБЩАВАЩОТО ОБРАЗОВАНИЕ

Янкова, Ж. (2020). Помощни средства и технологии за деца и ученици със специални образователни потребности в приобщаващото образование.

Книжка 2
МИГРАЦИЯ И МИГРАЦИОННИ ПРОЦЕСИ

Веселина Р. Иванова

SOCIAL STATUS OF DISABLED PEOPLE IN RUSSIA

Elena G. Pankova, Tatiana V. Soloveva, Dinara A. Bistyaykina, Olga M. Lizina

Книжка 1
ETHNIC UPBRINGING AS A PART OF THE ETHNIC CULTURE

Sholpankulova Gulnar Kenesbekovna

ЗА СВЕТЛИНАТА, КОЯТО ИЗЛЪЧВА… В ПАМЕТ НА ПРОФ. Д.П.Н. АСЕМГУЛ МАЛДАЖАНОВА

Нашата редколегия загуби един все- отдаен и неповторим колега и приятел – проф. д.п.н. Асемгул Малдажанова. Пе- дагог по призвание и филолог по мисия! Отиде си от нас нашият приятел, коле- га и член на редколегията на списанието – професор д.п.н. Асемгул Малдажанова – първи заместник-ректор на Евразийския

2019 година
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EMOTIONAL COMPETENCE OF THE SOCIAL TEACHER

Kadisha K. Shalgynbayeva Ulbosin Zh.Tuyakova

Книжка 5
„ОБРАЗОВАТЕЛНИ КИНОХОРИЗОНТИ“ В ПОЛЕТО НА МЕДИА ОБРАЗОВАНИЕТО

(2018). Образователни кинохоризонти. Международен сборник с научни публи- кации по проект „Естетически и образователни проекции на кинодидактиката“. Бургас: Проф. д-р Асен Златаров. Съставител: Маргарита Терзиева. ISBN 978-954-471-496-3

Книжка 4
ВИСШЕТО МОРСКО ОБРАЗОВАНИЕ В КОНКУРЕНТНА СРЕДА

Бакалов, Я. (2019). Висше морско образование. Лидиране в конкурентна среда. Варна: Стено. ISBN 978-619-241-029-2

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УЧИЛИЩЕТО НА БЪДЕЩЕТО

Наталия Витанова

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КНИГА ЗА УСПЕШНИТЕ НАУЧНИ ПУБЛИКАЦИИ

Кожухаров, А. (2018). Успешните научни публикации. Варна: Тера Балканика. ISBN 978-619-90844-1-0

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POST-GRADUATE QUALIFICATION OF TEACHERS IN INTERCULTURAL EDUCATIONAL ENVIRONMENT

Irina Koleva, Veselin Tepavicharov, Violeta Kotseva, Kremena Yordanova

ДЕЦАТА В КОНСТИТУЦИОННИТЕ НОРМИ НА БЪЛГАРИЯ

Румен Василев, Весела Марева

СЪСТОЯНИЕ НА БЪЛГАРСКОТО ОБРАЗОВАНИЕ

Анелия Любенова Любомир Любенов

ИНТЕРКУЛТУРНИЯТ ТРЕНИНГ КАТО ЧАСТ ОТ СТРАТЕГИЯТА ЗА ГЛОБАЛИЗАЦИОННА ИНТЕГРАЦИЯ

Хубенова, М. (2018). Значение на междукултурната комуникация за направления: политически науки, право, икономика и бизнес. София: Издателски комплекс УНСС. ISBN 978-619-232-072-0

ЕДИН НОВ УЧЕБНИК

Дончева, Ю. (2018). Теоретични и методически основи на запознаване с околния свят в детската градина. Русе: Лени Ан

2018 година
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СТРАТЕГИИ НА ОБРАЗОВАТЕЛНАТА И НАУЧНАТА ПОЛИТИКА НАУЧНО СПИСАНИЕ STRATEGIES FOR POLICY IN SCIENCE AND EDUCATION EDUCATIONAL JOURNAL ГОДИНА XXVI / VOLUME 26, 2018 ANNUAL CONTENTS / ГОДИШНО СЪДЪРЖАНИЕ СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 120 КНИЖКА 2 / NUMBER 2: 121 – 224 КНИЖКА 3 / NUMBER 3: 225 – 336 КНИЖКА 4 / NUMBER 4: 337 – 448 КНИЖКА 5 / NUMBER 5: 449 – 560 КНИЖКА 6 / NUMBER 6: 561 – 664

ДИСКУСИОННО / DISCUSSION 211 – 216: Процедурата за назначаване на ръководител на катедра като причина за вло- шаващото се качество на обучението и микроклимата във висшите учи лища у нас [The Procedure for Appointing a Head of Department as a Reason for the Deteriorating Quality of Education and the Microclimate in the Higher School] / Александър Димит- ров / Alexander Dimitrov

Книжка 5
A NEW AWARD FOR PROFESSOR MAIRA KABAKOVA

The staff of the Editorial board of the journal “Strategies for Policy in Science and Education” warmly and sincerely congratulates their Kazakhstan colleague -

ПРОДЪЛЖАВАЩАТА КВАЛИФИКАЦИЯ НА УЧИТЕЛИТЕ – НОРМАТИВЕН И ИЗСЛЕДОВАТЕЛСКИ ОБЗОР

(научно-теоретично обобщение върху проведени обучения на учители)

ЕТНОЦЕНТРИЗМЪТ И ИНЕРЦИИТЕ ОТ МИНАЛОТО – СЕРИОЗНИ ПРОБЛЕМИ В БЪЛГАРСКАТА ОБРАЗОВАТЕЛНА СИСТЕМА

(Eтнопедагогически аспекти на основното и средното образование) Веселин Тепавичаров

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ХРИСТО БОТЕВ И ПОЗНАВАТЕЛНИЯТ КРЪГОЗОР НА СЪВРЕМЕННИТЕ СТУДЕНТИ ЗА ЕВРОПА

Изследователски разказ за един познавателен подвиг и за една познавателна недостатъчност

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BLENDED EDUCATION IN HIGHER SCHOOLS: NEW NETWORKS AND MEDIATORS

Nikolay Tsankov Veska Gyuviyska Milena Levunlieva

ВЗАИМОВРЪЗКАТА МЕЖДУ СПОРТА И ПРАВОТО

Ивайло Прокопов, Елица Стоянова

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ВЪЗПРИЯТИЯ И НАГЛАСИ НА УЧЕНИЦИТЕ ПО ВАЖНИ ОБЩЕСТВЕНИ ВЪПРОСИ

(Данни от Международното изследване на гражданското образование – ICCS 2016)

2017 година
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(Данни от Международното изследване на гражданското образование – ICCS 2016)

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СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 112 КНИЖКА 2 / NUMBER 2: 113 – 224 КНИЖКА 3 / NUMBER 3: 225 – 336 КНИЖКА 4 / NUMBER 4: 337 – 448 КНИЖКА 5 / NUMBER 5: 449 – 552 КНИЖКА 6 / NUMBER 6: 553 – 672

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ОРГАНИЗАЦИОННА КУЛТУРА В УЧИЛИЩЕ

Ивайло Старибратов, Лилия Бабакова

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КОУЧИНГ. ОБРАЗОВАТЕЛЕН КОУЧИНГ

Наталия Витанова, Нели Митева

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Harari, Y. N. (2016). Homo Deus. A Brief History of Tomorrow. Harvill Secker. ISBN-10: 1910701874

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РЕФОРМИТЕ В ОБРАЗОВАНИЕТО – ПЕРСПЕКТИВИ И ПРЕДИЗВИКАТЕЛСТВА

Интервю с Габриела Миткова, началник на Регионалното управление на образованието – Силистра

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Нели Кънева, Кристиана Булдеева

2016 година
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СТРАТЕГИИ НА ОБРАЗОВАТЕЛНАТА И НАУЧНАТА ПОЛИТИКА НАУЧНО СПИСАНИЕ STRATEGIES FOR POLICY IN SCIENCE AND EDUCATION EDUCATIONAL JOURNAL ГОДИНА XXIV / VOLUME 24, 2016 ANNUAL CONTENT / ГОДИШНО СЪДЪРЖАНИЕ

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2014 година
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КОХЕРЕНТНОСТ НА ПОЛИТИКИ

Албена Вуцова, Лиляна Павлова

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ОБРАЗОВАНИЕТО ПО ПРАВАТА НА ЧОВЕКА ПРЕЗ ПОГЛЕДА НА ДОЦ. ЦЕЦКА КОЛАРОВА

Цецка Коларова. (2013). Образование по правата на човека. София: Авангард Прима. ISBN 978-619-160-234-6

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan Vincent Greaney T. Scott Murray Chapter 4 Translating Assessment Findings Into Policy And Action Although the primary purpose of a system of national assessment is to describe students’ learning, its role is not limited to description. To justify the effort and expenditure involved, the information that an assessment provides about the achievements of students, their strengths and weaknesses, and how they are distributed in the population (for example, by gender or location

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PROFESSIONAL DEVELOPMENT OF UNIVERSITY FACULTY: А SOCIOLOGICAL ANALYSIS

Gulnar Toltaevna Balakayeva Alken Shugaybekovich Tokmagambetov Sapar Imangalievich Ospanov

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РЕФЛЕКСИЯТА В ИНТЕГРАТИВНОТО ПОЛЕ НА МЕТОДИКАТА НА ОБУЧЕНИЕТО ПО БИОЛОГИЯ

Иса Хаджиали, Наташа Цанова, Надежда Райчева, Снежана Томова

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Thomas Kellaghan Vincent Greaney T. Scott Murray Chapter 1 Factors affecting the use and nonuse of national assessment fi ndings The main objectives of a national assessment, as set out in volume 1 of this series, Assessing National Achievement Levels in Education, are to determine (a) how well students are learning in the education system (with reference to general expectations, aims of the curriculum, and preparation for further learning and for life); (b) whether there is evidence of par

2013 година
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РОССИЙСКАЯ СИСТЕМА ОЦЕНКИ КАЧЕСТВА ОБРАЗОВАНИЯ: ГЛАВНЫЕ УРОКИ

В. Болотов / И. Вальдман / Г. Ковалёва / М. Пинская

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Aktolkyn Kulsariyeva Yerkin Massanov Indira Alibayeva

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2012 година
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DEVELOPMENT OF SCIENCE IN KAZAKHSTAN IN THE PERIOD OF INDEPENDENCE

Aigerim Mynbayeva Maira Kabakova Aliya Massalimova

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ПРОУЧВАНЕ НА РОДИТЕЛСКОТО УЧАСТИЕ В УЧИЛИЩНИЯ ЖИВОТ В БЪЛГАРИЯ

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РЕЙТИНГИ, ИНДЕКСИ, ПАРИ

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