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

  Shcheglova I., Costley J., Gorbunova E. et al.

  Does activation of higher-order thinking skills lead to students (dis)satisfaction with their academic experience?

  Although satisfaction with academic experience in the context of
  higher education has been an area of research for nearly 40 years, it
  is still unclear how pedagogical practices in the development of
  thinking skills are related to students’ satisfaction. This study aims
  to investigate the relationships between students’ satisfaction and
  the levels of thinking skills aligned with Bloom’s revised taxonomy
  (BRT) taking into account students’ characteristics. Relying on survey
  data (14 341 undergraduate students from five US universities),
  this study shows that when students are engaged in thinking skills
  higher on cognitive hierarchy of BRT, they are more likely to feel
  satisfied. Whereas engaging students in low thinking skills activities
  does not increase satisfaction with their academic experience. This
  study contributes to better understanding of how course design
  can be associated with student satisfaction and how instructors can
  implement the principles of BRT in their courses.

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

  Innovations in Education and Teaching International. 2024. P. 1-14.

• Book chapter

  Gerasimova I., Ершова В. С.

  Will digital platforms help to bridge the gender gap in educational achievement by fostering a growth mindset?

  In bk.: 15th International Technology, Education and Development Conference: Online Conference. 8-9 March, 2021. Valencia: IATED Academy, 2021. P. 5363-5368.

• 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.