QUALITY OF THE SECONDARY SCHOOL EDUCATIONAL ENVIRONMENT: A COMPARATIVE STUDY USING THE SACERS RATING SCALE

Ivanova Elena Vladimirovna, Vinogradova Irina Anatolyevna, Nesterova Oksana Valeryevna

DOI: 10.23951/2782-2575-2021-2-5-17

Информация об авторе:

Elena V. Ivanova, PhD in Psychology, Associate Professor, Head of the Laboratory of Educational Infrastructures of the Research Institute of Urban Studies and Global Education of the Moscow City Pedagogical University (2nd Selskokhozyaistvenny proezd, 4, Moscow, Russia, 129226). E-mail: IvanovaEV@mgpu.ru Irina A. Vinogradova, PhD in Psychology, Associate Professor, Leading Researcher, Laboratory of Educational Infrastructures, Research Institute of Urban Studies and Global Education, Moscow City University (2nd Selskokhozyaistvenny Proezd, 4, Moscow, Russia, 129226). E-mail: vinogradovaia@mgpu.ru Oksana V. Nesterova, PhD in Psychology, Chief Specialist of the Center for the Development of Regional Systems of Inclusive Professional Education of the Federal State Educational Institution of Higher Professional Education “GINFO” (Avtozavodskaya st., 16, p. 5, Moscow, Russia, 115280). E-mail: nesterova_ov@mail.ru

The quality of education is the main priority in most states’ policy, and Russia is no exception. Russia pays much attention to the accessibility of quality education for all citizens regardless of their place of residence and social status. The quality of education is considered a complex characteristic of educational activity and students’ training. We will consider it within the framework of this article in the context of the assessment and development of the school educational environment. The quality of the educational environment is provided by the following factors: content components relating to the interaction between participants of an educational relationship; organization of the educational process; conditions for professional staff growth and comfortable environment for exceptional children. The study using the SACERS rating scale revealed that schools in different districts of the metropolitan area differ in terms of providing students with equal conditions in their educational environment. The most significant differences were revealed in the following components of the educational environment: the creation of organizational conditions for extracurricular activities and additional education; interior solutions to ensure privacy, the comfort of communication, and motor activity; conditions for the learning and development of students with special educational needs. The study showed that schools with a higher quality index of the educational environment have quite homogeneous educational conditions. They provide relatively equal access to quality education compared to a group of structural units with a lower quality index. The differences in the compared educational organizations specifying the heterogeneity of educational conditions are related to characteristics such as the variability or uniformity in the use of resources, resource availability or its active use, whether it is a systematic or fragmented working process, and the focus on control norms or development.

Ключевые слова: variability and use of school resources, quality of the educational environment, heterogeneity of educational conditions, educational environment, equal access to quality education, SACERS rating scale, schools with different educational environment quality indices

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