Психологическая наука и образование (Feb 2017)
Comparison Study on Teachers’ and Parents’ Assessment of Public Participation in Basic Educational Programs Development
Abstract
Psychological Science and Education 2016. Vol. 21, no. 4, 19–31 doi:10.17759/pse.2016210403 ISSN: 1814-2052 / 2311-7273 (online) Comparison Study on Teachers’ and Parents’ Assessment of Public Participation in Basic Educational Programs Development Vachkov I.V., Doctor in Psychology, Doctor in Psychology, professor, Institute of Social Sciences, Russian Presidential Academy of National Economy and Public Administration under the President of the Russian Federation, Moscow, Russia, [email protected] Vachkova S.N., Doctor in Psychology, head of the Institute for System Projects, Moscow State University of Psychology and Education, Moscow, Russia, Москва, Россия, [email protected] Voropaev M.V., [email protected] Zadadaev S.A., [email protected] Remorenko I.M., Ph.D. in Pedagogy, Associate Professor, Rector, Moscow City University, Moscow, Russia, [email protected] Full Text in Russian (PDF, 179 kb)PrintRUIn Russian Abstract This research took place in 74 regions of Russian Federation. 9772 teachers and 4565 parents participated in this study. The aim of the research was to observe the assessment made by teachers and parents (legal representatives) about the degree of public participation in basic educational programs development. The subjects filled specially designed questionnaires. These questionnaires had small differences for teachers and parents. The main assessment criteria of public participation in educational institutions activity were the frequency of approaches to parents (legal representatives) on various issues, their estimation and level of satisfaction in education and personal development methods performed by educational organizations. According to the obtained data, all of the described assessment criteria statistically significantly differ between teachers and parent (legal representatives). The majority of teachers do not approve parents’ attempts to influence the content, specification and methods of education and personal development. On the contrary, parents declare their readiness to do so, while sometimes their requests are unfounded.
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