News
A study co-authored by IOE analyst Elena Gorbunova and Ohio University research fellows Olga Kondratjeva and Joshua Hawley has been published in the latest issue of Comparative Education Review.
One of the chapters in Springer’s newly released academic volume Transforming Education is co-authored by IOE education innovation researcher Diana Koroleva. Entitled Coup D’etat in the Panopticon: Social Networking in Education, the paper has been inspired by a series of seminars in philosophy Diana was attending on her doctoral track at the IOE Graduate School of Education.
A paper co-authored by IOE expert Ivan Smirnov, which explores how academic achievement shapes students’ peer relationships, and namely friendship networks as suggested by social media data, has recently been published on PLOS One.
A recent study co-authored by IOE education quality monitoring experts Alina Ivanova and Elena Kardanova has been featured in the latest issue of the Early Childhood Research Quarterly international journal.
Young scholars Anastasia Kapuza and Galina Larina, who teach in IOE’s Measurements in Psychology and Education Master’s program, traveled to England and the Netherlands this summer to join international schools for multidisciplinary social researchers at Essex University and Vrije Universiteit Amsterdam. “The schools have provided a host of insights about today’s top-notch approaches to social data analysis and interpretation, and we are absolutely thrilled to be sharing this expertise with IOE students in the new academic year,” Anastasia and Galina say.

Head of IOE Laboratory for University Development and HSE Rector’s Aide Dmitry Semyonov, 31, died in a car crash on August 17 while on vacation in Thailand.
A study by IOE doctoral scholar Ivan Smirnov, which analyzes developments in the complexity of social network messages, has recently received broad coverage by science & research news desks at leading international media. Ivan’s contribution takes us some steps closer to understanding what drives the evolution of social media texting practices and whether the argument about networking sites undermining language literacy and future life achievement actually holds water, MIT Technology Review and The Times say.
