Among teachers of general secondary education there are 80.8, specialized – 89.3.

Among teachers of general secondary education there are 80.8, specialized – 89.3.

The level of formation of end-to-end skills in primary school students

Monitoring showed that more than half of the groups of third-graders who participated in the study have all the necessary cross-cutting skills at a sufficient and topics for a narrative essay high level.

In groups of secondary school students there are lower rates for all cross-cutting skills compared to groups of students in specialized and pilot schools.

The biggest difference in the groups of students of different types of institutions was revealed by skills: cooperation, decision-making, problem-solving, substantiation of one’s own position, initiative, creativity. For all these skills, higher results were shown by groups of students of pilot schools, the lowest – by secondary schools.

Groups of students from specialized schools show higher results in the development of skills related to "solid skills" – "reading comprehension", "critical and systematic thinking". Among the groups of students who did not cope with the competence tasks, groups from schools located in rural areas predominate.

It is noteworthy that groups of students in high classes (more than 30 students) coped with competency tasks better than groups of students in classes with medium (from 20 to 30 students) and low (up to 20 students).

Observation of students ‘and teachers’ work in lessons

During the research, in particular, the work of primary school students and teachers in the classroom was observed. The results showed that the time spent on different forms of organizing students ‘activities is not balanced: the general class form of organizing students’ work, led by the teacher, prevails, and students work in pairs and small groups, where they can be autonomous , make decisions, solve conflicts without the direct influence of the teacher, is given about 5 minutes per lesson.

For example, in math lessons, adaptive activities take longer when students work in notebooks; work with the textbook; participate in the knowledge test. Less – non-adaptive, when students show creative / research activity; take part in didactic and other games, etc. That is, teaching mathematics in primary school has little support for the development of creative potential of students.

In Ukrainian language lessons in specialized schools and pilot classes, students expressed more interesting provocations, their own significant suggestions and ideas, and asked significant questions than in general secondary education institutions. That is, in specialized schools and pilot classes, students are more involved in the learning process than in general secondary education.

Also in pilot schools much more often, twice and more times than in others, students performed tasks to find their own solutions, looked for the necessary information in several sources, chose sources for reading and explained the choice, solved problems taken from everyday life, told about their creative experience. Instead, they listened less to the teacher read and rewrote the text.

Observations of lessons have shown that students ask more questions during the lesson (mostly spontaneous or organizational, rather than asking them to justify something) than they do. According to the study, this corresponds to their age characteristics. They need the support and attention of the teacher.

During lessons, teachers in all types of educational institutions (general, specialized, pilot), regardless of the location of the school or class size, more often support the type of interaction with students: dominance / conflict. Manifestations of cooperation between teacher and students in the classroom are twice as rare as manifestations of teacher dominance. When offering students collaboration, teachers are less likely to encourage them to work as a team or to discuss and talk.

The results of a survey of students, parents, teachers and interviews with heads of educational institutions about the attitude to the reform of NUS

Favorite lessons in the third grade, as well as in the second, students called math, physical education and fine arts. In the pilot schools, mathematics was considered a favorite subject by slightly fewer students, while here they prefer fine arts and computer science.

In the second grade, students loved to "read something," "work with someone in pairs or groups." Students in large cities more often than others said that they liked to "make something by hand (cut, glue, paint)" and "do research." Among the favorite types of work, the students of the pilot schools indicated "conducting research" and "making something by hand (cutting, gluing, drawing)". They liked a little less "reading something", "doing homework". The students liked the least "discussing something in class with classmates and the teacher."

Younger students say that the educational environment at school is generally friendly, but the motivation and support of students by teachers is still insufficient: almost a third of students said that they very rarely receive praise for success from the teacher.

There was also a survey of teachers to find out the conditions in which teachers work (workload, occupancy of students in the classroom, the possibility of advanced training), what forms and methods of work are used during classes in Ukrainian language (reading) and mathematics, what is their attitude to different approaches in the educational process, whether they integrate the educational content and teaching methods in primary school.

According to the study, most primary school teachers are experienced teachers with higher education and more than 20 years of experience working full time. Over the past two years, 68.2 primary school teachers have completed refresher courses. Less often, teachers from villages (58.6) took courses, more often – from small (77.3) and large cities (75.4).

The teaching materials developed within the NUS reform are used in the work of the majority of teachers of the pilot schools – 76.3, they also combine new materials and materials of previous years – 69.2 and use their own teaching and methodological developments – 22. These materials also used in secondary (23.1) and specialized (24.7) educational institutions.

All teachers of the pilot schools noted that they practice the integration of educational content. Among teachers of general secondary education there are 80.8, specialized – 89.3. Less often, an integrated approach to teaching is used by teachers of rural schools – 72.9.

The most important features of integration are what teachers call "Students ask questions to teachers and peers" and that "Students are motivated to be active."

A survey of parents was also conducted to find out how much they support the concepts of NUS, what successes and shortcomings of the reform they observe.

Most parents are positive about the New Ukrainian School reform. Parents are satisfied with the quality and amount of feedback provided by the school regarding the child’s education in the educational institution. Parents of pilot school students are more likely to receive feedback through personal communication with the teacher (87) than parents of specialized school students (81) or general education students (83). Instead, parents of students in specialized and secondary schools are more likely to receive feedback from the school through diary entries than parents of students in pilot schools.

However, 49 parents of pilot school students believe that their children’s school life lacks assessment according to clear criteria.

Parents of third-graders support the principles and concepts of NUS reform: child-centeredness, education on values, pedagogy of partnership, etc. At the same time, they support more traditional ideas about learning and the role of school: 75 of them believe that the child should ask permission from the teacher to go to the toilet during the lesson, 50 – that the main task of the school is to give the child specific knowledge of facts and concepts. 41 – that the child should not question what the teacher says.

Parents themselves often talk to their children about homework. Also popular are conversations about what they like about school lessons, whether they evaluated and how they evaluated the work of children at school, how things are with children with classmates. Much fewer respondents regularly ask how a teacher treats a child, and even fewer, unfortunately, parents talk to their children about the importance of treating people with disabilities well.

For parents of pilot school students the primary challenges are problems related to the educational process (large number of students in the classroom, homework overload, complex curriculum, lack of extracurricular activities) – 33, insufficient educational and methodological support (lack of textbooks) – 28, poor nutrition – 15, insufficient material and technical support – 12, problems related to the evaluation of learning outcomes – 10. Problems related to evaluation and educational and methodological support are typical only for pilot schools.

In order to obtain comprehensive information on the professional and managerial challenges of the leader related to the implementation of the NUS reform at the local level, they were interviewed.

The study showed that the heads of educational institutions are highly informed about the reform of NUS and most of them are positive about it. The positive changes introduced by the NUS reform in the pedagogical component, the heads of institutions called the new content of education, changing educational standards (40), greater teacher freedom (40), child-centeredness (39), partnership pedagogy (29) , modern educational environment (29), as well as a new structure, new forms and methods of working with children (23); in management – decentralization, greater autonomy of the educational institution (59), fair funding (27), changing the management style of the institution to a more democratic (13) and reducing paperwork (3).

Some managers are concerned about the overload of the program (10), the closure of small schools (7), the pointless assessment system (6), excessive play activity (5), and so on.

School leaders have different views on the implementation of inclusive education: some support and consider it necessary, some consider it inappropriate or premature, fear that children with certain disorders may be dangerous or interfere with the learning of other children in the classroom.

Heads of educational institutions noted certain technical difficulties in implementing the NUS reform, in particular, delays in funding and receipt of equipment (8), insufficient space to accommodate the necessary training centers (5), overcrowding and overcrowding of teachers (4), etc …

The vast majority of surveyed heads of educational institutions (99, including 61 – in full, 39 – in part) are convinced that the changes envisaged by the NUS reform can improve the quality of school education in Ukraine. The improvements they expect from the implementation of the NUS reform are the development of the child as a person, the acquisition of knowledge and skills necessary in life, the increase of students ‘motivation to study and teachers’ work, which will improve the quality of education and improve the material and technical base of educational institutions. …

  • February 25, 2020
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