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Pedagogical conditions for raising the level of lacking specified number school teachers’ skill // Tomsk State Pedagogical University Bulletin. 2009. Issue 1 (79). P. 32-36

The article analyzes modern models of preparation of lacking specified number school teachers, including authorship, it indicates and characterizes pedagogical conditions of given preparatory models realization: specification of psychological and pedagogical education content on the basis of intersubject connection theory and groups of different ages; the use of practice oriented didactic technology. The authors of the article describe concrete experiment and its results.

Keywords: lacking specified number schools, pedagogical conditions

HISTORICO-PEDAGOGICAL TYPOLOGY OF RURAL FEW COMPLEMENT EDUCATIONAL ESTABLISHMENTS AS THE BASIS FOR DIFFERENT-AGE SCHOOL MODEL // Tomsk State Pedagogical University Bulletin. 2009. Issue 12 (90). P. 39-44

The article analyses five historical stages of modern rural few complement schools formation in Russia, their specificity and leading models of that kind of rural schools

Keywords: historical stages of ruralfew complement schools formation in Russia, different-age school models

WORKING UP A DIFFERENT-AGE RURAL FEW COMPLEMENT SCHOOL MODEL IN THE PROCESS OF MODERNIZATION OF THE GENERAL EDUCATION SYSTEM // Tomsk State Pedagogical University Bulletin. 2009. Issue 12 (90). P. 45-50

The article classifies rural few complement schools (Tomsk region), bases didactic structure peculiarities of such educational establishments (forming contents of education on the basis of themes, complexity; technological complex of different-age education)

Keywords: classification ofruralfew complement school, different-age contents ofeducation, technological complex of different-age education

DEVELOPING AND REALIZATION OF THE MODEL OF MIXED-AGE RURAL UNGRADED SCHOOL // Tomsk State Pedagogical University Bulletin. 2010. Issue 11 (101). P. 32-38

The article deals with historical and pedagogical models of rural ungraded schools, preconditions for their planning at the present stage. It describes two basic models of the modern rural schools of this type.

Keywords: historical and pedagogical models of rural ungraded schools, preconditions, different-age school models.

HISTORICAL AND PEDAGOGICAL ASPECTS OF TEACHING CHILDREN OF DIFFERENT AGES // Tomsk State Pedagogical University Bulletin. 2010. Issue 11 (101). P. 76-79

Taking into consideration the analysis of the models of teaching children of different ages some ways of organization of education process at ungraded schools are suggested in this article.

Keywords: different-age teaching, ungraded school, content of education.

CREATING A MODEL OF MIXED-AGE UNGRADED RURAL SCHOOL AND ITS FUNCTIONING IN TOMSK REGION IN TERMS OF NORMATIVE PER CAPITA FINANCING // Tomsk State Pedagogical University Bulletin. 2011. Issue 13 (115). P. 62-70

The needs of a modern post-industrial society focuses rural ungraded schools on education of competitive person on formation of socially significant qualities, which give the possibility of adaptation and self-realization of rural graduates. The ability of the subject to self-development and self-conscious and active through the assignment of the new social experience becomes a target of the pedagogical process.

Keywords: rural ungraded schools, mixed-age teaching, interdisciplinary, integrative, educational content for different age-education, mixed-age class

FORMATION OF A VIABLE PERSONALITY IN DIFFERENT AGE GROUPS AND CLASSES OF RURAL UNGRADED SCHOOLS // Tomsk State Pedagogical University Bulletin. 2011. Issue 13 (115). P. 90-92

In the frames of the article there is an attempt to clarify certain provisions of the concept of a viable identity, developed by M. P. Gurjanova, in relation to rural ungraded schools.

Keywords: organization of educational process in rural ungraded schools, different-age children teams, teamwork, interpersonal communication

PEDAGOGICAL CONDITIONS OF EFFECTIVE FUNCTIONING OF THE RURAL UNGRADED SCHOOLS // Tomsk State Pedagogical University Bulletin. 2016. Issue 1 (166). P. 138-143

At present, some of the trends that determine the features of a modern school can be observed. The decreasing from year to year population quantity and density in the greater part of subjects of the Russian Federation, long distances between cities and a low degree of infrastructure development are the causes for a significant increase in the number of ungraded schools in rural areas as well as in cities. In the most regional educational systems, the number of small-scale and ungraded educational institutions ranges from 30 percent in densely populated areas and 80 percent in regions of Siberia, Far East and North.

Keywords: rural ungraded school, mixed-age learning, interdisciplinarity, methods of mixed-age education, mixed-age class, mixed-age group, module method