pp. 317-325 | Article Number: mathedu.2016.035
Published Online: April 10, 2016
Article Views: 262 | Article Download: 599
The article presents the results of comparative study of the American, Russian and Kazakhstan experience of alternative education. It reveals the implementation of alternative ideas in schools of Russia and Kazakhstan. The article describes the students’ attitude to the alternative education in American and Russian schools. The study was held in a number of Montessori schools in Minnesota USA (Sunshine Montessori School, Seward Montessori School, Great River School). Methods of observation, survey, questionnaire, personal interviews with students and teachers of schools were used. Questioning of American students was held in Great River School. The study surveyed 100 school students. They answered questions about their learning experiences in an alternative school. The questionnaire was anonymous and consisted of 14 questions. The questions were both of direct and expanded character, with a choice of options. Russian students from three secondary schools in the Republic of Tatarstan, Kazan answered the same questions. The study showed that despite the differences in the production of alternative education in the United States and Russia, among the characteristics of alternative education inherent in the American and Russian schools, students noted student-centered character of education, overcoming authoritarianism in teaching and creativity and cognitive activity.
Keywords: alternative education, USA, Russia, Kazakhstan, didactical values, educational practice, alternative school, American students, Russian students, educational process
Aronson, S. R. (1995). Alternative Learning Environments (Insights on Education Policy, Practice, and Research, Number 6. Texas, Southwest Educational Development Laboratory.
Balaban, M. A. (2001). Park School. How to build a school without classes and lessons? Moscow: Publishing House "Pervoye Sentyabrya".
Blonsky, P. P. (1979). Objectives and methods of a new public school. In: Selected pedagogical and psychological works in 2 vol. Moscow: Pedagogika, 1, 39-85.
Butchart, R. E. (1986). Dropout prevention through alternative high schools: A study of the national experience. New York: Elmira Board of Cooperative Educational Services.
Gilazova, D. R. (2009). Development of alternative education in Commonwealth countries. PhD thesis. Kazan, Kazan State Pedagogical University.
Jacobs, B. (1994). Recommendations for alternative education. A Report to the joint Select committee to Review the Central Education Agency. Texas Youth Commission.
Kadel, S. (1994). Reengineering high schools for student success. Hot topics: Usable research. Palatka, Florida: SouthEastern Regional Vision for education. (ERIC Document Number 366 076).
Kershaw, C. A. & Blank, M. A. (1993). Student and education perceptions of the impact of an alternative school structure. Paper presented at the Annual Meeting of the American Research Association, Atlanta, GA.
Morley, R. E. (a). Alternative Education: A Way of Restructuring Education /Local Review Process. Retrieved from: http://learningalternatives.net/wp-content/ uploads /legacy /aewrelrp.pdf
Morley, R. E. (b). A Framework for Learning Alternatives Environments in Iowa. Retrieved from: http://learningalternatives.net/wp-content /uploads/legacy/ Alt_Ed_ Framework_for_Alt_Lrng_Envir_10.pdf.
Nagata Y. (2007). Alternative education. Global Perspectives relevant to the Asia-Pacific Region. Springer.
Official Site of the Statistical Committee of the Republic of Kazakhstan. URL: www.stat.gov.kz
Raywid, M. A. (1990). Alternative Education: The definition problem. Changing Schools, 18, 4-5, 10.
Raywid, M. A. (1994). Focus schools: A genre to consider. New York: ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education.
Rogers, P. C. (1991). At-risk programs: Assessment issues. Center for At-Risk Students, 2, 1-4. Newsletter from the former Center for at-Risk Students housed at La Guardia Community College, Long Island City, New York.
Shatsky, S. T. (1964). Pedagogical writings. In 4 vol. Moscow: Publishing House of the Academy of pedagogical Sciences of the RSFSR.
Statistical Bulletin of the Kazakhstan Ministry of Finance. December (2013).
Statistics of the educational system of the Republic of Kazakhstan. National collection. (2014).
The Law of the Republic of Kazakhstan “On Education” dated July 27, 2007 № 319-III.
Tolstoy, L. N. (1990). A general outline of Yasnaya Polyana school. In: Anthology of Russian pedagogical thought of the second half XIX - early XX century. Moscow: Pedagogika.
Tsyrlina, T. V. (1999). The phenomenon of humanistic author school in the twentieth century educational culture. Kursk, KSPU Publ, 196.
Tubelsky, A. N. (2005). Democratic School: lifestyle and expertise. In: New values of education. Anthropological, activity and cultural approaches. Thesaurus. Issue, 5 (24), 25-28.
Valeev, A. A. (2007). Theory and practice of free education in foreign pedagogy (twentieth century). Moscow, ARKTI, 318.
Valeeva, R. A. (1996). Humanistic education: experience of reform schools in Europe (the first half of the twentieth century).Kazan, Kazan State Pedagogical University Publ., 172.
Vetrova, I. N. (2008). Development of alternative secondary education in the United States (second half of the twentieth century). PhD Thesis. Kiev, National Pedagogic University
Wheelock F. & Sweeney M.E. (1989). Alternative education: A vehicle for school reform. Changing schools, 17, (2),Spring/Summer.
Yamburg, E. A. (1997). Theoretical basis and practical implementation of adaptive school model. PhD Thesis. Moscow.
Young,T. W. (ed). (1990). Public alternative education: Options and Choices for Today’s Schools. New York, Teachers College Press, Columbia University.
Zinnatova, D. M. (2013). Development of foreign alternative didactical systems (XX century). PhD Thesis. Kazan, Kazan State University.