The School Environment and Its Influence on Student's Individual Progress

The researching question of this work is the association of separate characterization of the school environment with the first grade students’ development. Our research’s relevance depends on necessity to rise the quality of education during the period of transition Sevastopol’s schools into educational area of Russian Federation. The first grade students’ success is the guarantee of successful learning, that’s why the first forms were chosen. The educational methodical packages (EMP), the teacher’s characteristics (formal and teaching training) are taken as the characteristic of the school environment. The unique instrumental iPIPS, the characteristics school environment (the teachers’ questionnaires, the analysis of contextual information and static data) are the tools’ research of the first grade students’ individual progress. Due to our research the significant difference in the first grade students’ individual progress according to the teacher’s education, age, experience, using EMP is not founded. However, the first grade students’ individual progress in reading is higher, when the teacher has higher professional education. The researching beliefs’ shows that the major part of teachers has constructive settings. The first grade students’ individual cognitive progress does not have significant differences when teachers have different approach. However, the progress in Maths is higher, when teacher is constructivist and uses the EMP “Harmony”. The results of this research may be useful for primary school teachers (while correcting individual educational practice), school’s administration (while taking administrative decisions to rise the educational quality), the heads of Sevastopol centre of education development (while making effective educational quality for primary school teachers), the city methodical organization for primary school teachers (while planning and organizing the work).