|
|
|
|
Fishman, Irina
- Associate Professor and Chair
- Samara State Teacher Training University,
- Department of Social Management and Education Administration
- Russia
|
|
Irina Fishman is an Associate Professor at Samara State Teacher Training University, Russia. Her research interests include a comparative analysis of curriculum alignment, teacher preparation and student support in different systems of education from the point of view of their influence on access to higher education. She was the member of Samara Region Strategic Team – Participant of Mega project Development of Education in Russia, Open Society Institute. She worked as regional coordinator of British Council Projects, an expert and a project developer in a number of Russian and international research projects on secondary and higher education. Irina Fishman is the author of two books and about twenty articles.
Selected Publications
- Testing Materials for External Assessment of the Level of Students’ key Competences Formation/ In I.S.Fishman, (Ed.) Teachers’ and School Administrators’ Manual. . – Samara: “Ofort”, 2006
- Е.Kogan, G.Golub, I. Fishman Key Competences as a Result of Secondary Education: Approaches to Assessment // Active School: theory, practice, perspectives. – М.: American Councils on International Education, 2005. – p. 108-111, 125-128.
- I.S. Fishman Testing Materials for External Assessment of the Level of Students’ key Competences Formation: Teachers’ and School Administrators’ Manual. . – Samara 2005, 134 p.
- School Management and Leadership: Algebra and Harmony, Moscow: September, 2001 – 160 p. (in co-authorship)
- Humanistic Tendencies in the American Theory of Educational Administration, Samara: SIPKRO – 1999. – 100 p.
|
|
The Role of K-16 in Limiting or Advancing Access to Higher Education
The problem of ensuring equitable access to quality postsecondary education in Russia is of current importance. It has several aspects: cultural, economic, social, political and the aspect connected with the quality of secondary education. After scrutinizing them closely, there are a few concerns I will address in my research. One in particular is the limited access to higher education for individuals from socially and economically disadvantaged groups at the secondary school level.
I am currently working on problems of secondary school students’ key competences formation and classroom (formative) assessment as a means of students’ self-esteem development. I believe that these problems are important for curriculum alignment and teacher preparation, if we want to support disadvantaged students on their way to greater access and equity in higher education admissions.
I look forward to joining together with American colleagues and other international specialists in comparing education programs and instruction from other countries. By brainstorming ways of ensuring equitable access for all students who seek postsecondary education, and proposing practical steps to develop the Russian system of secondary education, I’ll be better prepared to ensure equitable access to tertiary education. These changes include the competence level and formation of the curriculum, working out multilayerunification for the competence of the education system, and working out the technology of classroom (formative) assessment.I am convinced that these tactics will promote the necessary continuity to produce effective programs that will assist in bridging the transition from secondary to higher education. This will be especially valuable for the many disadvantaged students because it will enhance their interest and cognitive results of learning. |
|
|
|
|
|
|
