Drawing on the analysis of discursive shifts in the constructions of teachers' roles during the twentieth century in the Russian Federation, this paper argues that pedagogy becomes redefined based on the political elites' vision for the society's future. During the Soviet era, teachers were expected to play a key role in social transformation. In…

In the past few decades, especially since the 2008-09 economic downturn, the faculty of American colleges and universities has undergone a far-reaching transformation. Multiple factors, mainly extraneous to the campus itself, are reshaping higher education, and as a result a reprioritizing of the internal allocation of resources is occurring. The…

Responses are presented by the Soviet Union's Minister of Higher and Specialized Secondary Education to questions about proposed changes in the Soviet higher education system, the system's strengths and problems, Soviet perceptions of the American system, and efforts to encourage student and faculty initiative in academic planning and curricular…

Examined is the progress of four major goals of school reform in the Soviet Union as an integral part of Soviet leader Mikhail S. Gorbachev's call for a monumental restructuring (perestroika) of society. With the adoption of Fundamental Directions of General Education and Vocational School Reform (1984), four important goals were set in motion;…

Too much homework is having a negative effect, both psychologically and physiologically, on students in the USSR. Normalization of the work load should be based on the sound planning and organization of the educational process, starting with the development of curricular schedules and going right through to individual lesson plans. (RM)

Describes changes at the three levels of the Soviet educational system (primary, basic, and secondary) brought about by Perestroika. The basic level offers a compulsive general studies program while a differentiated secondary curriculum offers more electives. Discusses the teacher's role and the establishment of public governing councils. (SLM)

Sweeping political, economic and social reforms in the USSR have affected educational policy making. Of the many important steps taken within the last 5 years to recast educational matters, at least three merit serious consideration, and these are described and analyzed in this paper. The first, the adoption of Fundamental Directions of General…

Discusses the impact of glasnost and perestroika on Soviet educational reform. Reviews trends in the following areas: (1) the form and content of education; (2) the role of teachers; (3) the structure and mission of educational research; and (4) the effects of political movements on the educational system. (FMW)

Examines the reorganization of teacher training in the USSR. Maintains that the teacher is the central figure in the educational system. Discusses the role of the teacher in modern societies, and assesses teacher education, including curriculum methods and educational theory. Considers the future role of teachers and teacher education. (RW)

Depicts the problems encountered by a Soviet history teacher whose textbooks and materials have not kept pace with the policy of Glasnost and student attitudes. Suggests that textbooks be replaced with original documents, scholarly articles, and memoirs. (SLM)

Among 686 English secondary teachers and 1,208 Soviet secondary teachers surveyed, job satisfaction for both groups was linked primarily to working conditions, followed closely by classroom practices and teacher roles and responsibilities. Results are interpreted in light of ongoing administrative centralization and the culture of professionalism…

G. S. Counts' (1889-1974) perspective on education is more relevant today than a brief review of his controversial pamphlet "Dare the School Build a New Social Order?" suggests. Counts emphasized the broad social responsibility of the educator and the need for broad preparation in education as a social study. (SLD)

In 1972, an education delegation of administrators in higher education visited preschool through higher education schools in Russia and Bulgaria and participated in informal seminars with directors and faculty of various institutions. In this paper one member of that delegation who visited schools in Moscow, Leningrad, and Sophia, Bulgaria…

A Soviet teacher recognizes the difficulty of transforming educational systems and the tendency to revert to dogmatism. Cautions against teachers uncritically adopting current pedagogical fashions. Insists the individual teacher's personality remains the primary instructional influence. Applauds efforts to democratize teacher-student relations.…

Argues that the restructuring of the Soviet educational system needs to continue at a faster rate and can be facilitated best through the communist party. Discusses the importance of increasing teacher responsibility and developing teachers' creative efforts. Suggests that education, science, and culture should be considered priorities for…