International Laboratory for Evaluation of Practices and Innovations in Education

Publications

• Book

  Higher Education in Federal Countries: A Comparative Study

  Higher Education in Federal Countries: A Comparative Study is a unique study of higher education in nine federal countries—the United States, Canada, Australia, Germany, Mexico, Brazil, Russia, China and India. In this book, leading international scholars discuss the role of federalism and how it shapes higher education in major nation-state actors on the world stage. The editors develop an overarching comparative analysis of the dynamics of central and regional power in higher education, and the national case studies explain how each federal and federal-like higher education system has evolved and how it functions in what are highly varied contexts.  

  The book makes a major contribution to higher education studies and defines a new field of comparative analysis. It also provides important insights into comparative governance and the study of federalism and federal arrangements, with their particular historical, political, legal and economic dimensions.

  L.: Sage, 2018.

• Article

  Terentev E., Shcheglova I., Federiakin D. et al.

  Active versus Passive Teaching: Students’ Perceptions and Thinking Skills

  Most studies show that active teaching approaches positively affect student development when compared to passive teaching approaches. However, the literature is still unclear if an active teaching approach is more effective in all circumstances. This is because some studies find no differences in learning gains between the two approaches. Therefore, this study looks at how different levels of knowledge from Bloom’s taxonomy are affected by the active versus passive teaching approach. The research was conducted with a group of students of economics and management. A validated standardized instrument to assess microeconomic and macroeconomic competencies (TUCE Test) allows us to model added value to the following cognitive levels: knowledge and understanding, explicit application, and implicit application. The cognitive levels are constructed in accordance with a revised version of Bloom’s taxonomy. The results show that the active teaching approach is positively linked to academic performance at two cognitive levels: recognition and understanding and explicit understanding, with no significant relationship at the level of implicit understanding. On the other hand, a passive teaching approach has a negative relationship with academic outcomes at all the three cognitive levels.

  Educational studies. 2024. Vol. 1. No. 3. P. 129-150.

• Book chapter

  Lysova-Golomzina E., Kapuza A.

  VALIDATION OF THRESHOLD CONCEPTS IN CASE OF SOCIAL SCIENCE AT MIDDLE SCHOOL USING CONCEPT MAPS

  In bk.: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024. EDULEARN24 Proceedings. IATED, 2024. P. 2290-2295.

• Working paper

  Larina G., Kuzmina Y., Georgijs K.

  The Precision of Symbolic Numerical Representation in Verbal Format Has an Indirect Effect on Math Performance in First Grade

  Numerical information can be represented in three formats: two symbolic (visual (digits) and verbal (number words)) and one nonsymbolic (analog) format. Studies have shown that the precision of symbolic numerical representation is associated with math performance. The precision of symbolic representation is mostly discussed as the precision of representation in a visual format, whereas the precision of representation in verbal format and its relation with math performance is less studied. The current study examines the precision of symbolic numerical representation in visual and verbal formats and the relationship between such precision and math performance when controlling for prior math performance, nonsymbolic numerical representation, phonological processing, reading skills and working memory. We used data from 367 Russian first graders (mean age, 7.6 years; 53% girls). To assess the precision of symbolic numerical representation, magnitude comparison tasks with digits and number words were used. It was found that the precision of symbolic representation in verbal format did not have a direct effect on math performance, but has an indirect effect via visual format of symbolic representation, even when controlling for prior math performance and other cognitive abilities.

  PSYCHOLOGY. WP BRP. Издательский дом НИУ ВШЭ, 2020. No. 120.