By Jeanne Sutherland
Read Online or Download Schooling in New Russia: Innovation and Change, 1984-95 PDF
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Extra info for Schooling in New Russia: Innovation and Change, 1984-95
Example text
Soloveichik and V. Matveev, the Chief Editor of UchiteVskaia gazeta. 1984 School Reform 37 Shatalov was a teacher of physics at a school in Donetsk where he had his experimental laboratory, and author of the books Pedagogicheskaia proza and Kuda i kak izchezli troiki (Where and how the threes disappeared). He was an unknown school director when he began his experiments in teaching in the 1950s. His methods are to teach without using compulsion or the threat of failure. The journalist and writer, Soloveichik, an ardent supporter of Shatalov, said of him, that he developed children's abilities, gave them the joy of success and made them want to learn.
Eighty per cent of the pupils went to the University at Akademgorodok, 10 to 15 per cent to Moscow, to the Institute of Physics, Moscow State University or the Mendeleev Institute. Some went to Leningrad, a few to the military institutes, and one or two each year deserted science for the humanities. There were 28 or 30 nationalities represented in the school. The students' knowledge of Russian varied. Extra courses in Russian were available as were courses in most foreign languages. If pupils had difficulty writing in Russian they could write their paper in their native language.
To the long-established schools for art, music and dance there had been added the special schools for physics and mathematics, foreign languages and sport. The special schools on the whole had better teachers, were better supplied with books, had smaller classes and were generally to be found in the better residential urban areas. By the 1980s they, particularly the special language schools, and to some extent the music schools, were being used by parents who were aware of their advantages and wished their children to enjoy the benefits.
