No 1 (2021)

The necessity to perform diagnostic procedures within the contemporary process of teaching mathematics is caused by the importance of timely obtaining of the information on the current maturity level of the subject, meta-subject, and personal learning outcomes of students. The task is to choose an assessment technique adequate in educational trends and scientifically grounded. The authors propose to solve the issue of estimation of cognitive universal activities of the 7-9 grades’ students at the mathematics lessons in the conditions of two-subject monitoring. The paper shows that cognitive universal learning activities are a dynamic and important newly formed structure of a person depending on the age peculiarities in the formation process and should be considered in the maturity level assessment. The authors propose and substantiate the structure and step-by-step composition of the cognitive universal learning activities, which allow demonstrating them in a diagnosable view. It made it possible to identify and characterize the maturity level and criteria of the considered learning activities, assessment stages and procedures, and diagnostic tools. The paper presents the author’s conceptual model to assess cognitive universal learning activities when teaching mathematics, which demonstrates the important characteristic of the assessment process - a nonlinear nature. The research resulted in the identification of a specific principle of the assessment of cognitive universal learning activities - a two-subject principle. The implementation of this principle makes it possible to use the subject material to determine the maturity level of both the subject and meta-subject learning results. The authors describe the diagnostic tools, present the diagnostics process chart, the system of assessing certain tasks and give an example of typical assignments on the Equations topic of Algebra course for 7^th grade.

A significant proportion of students of educational institutions of the RF Ministry of Internal Affairs (the RF Interior Ministry) are students of the correspondence courses. Moreover, there is practically no relevant sociological understanding in the literature of the conditions to implement the educational process with their participation. In this regard, the authors set a goal - based on studying the public opinion of students and teaching staff, to conduct a sociological analysis of the conditions of the educational process implemented in the educational organization of the system of the Ministry of Internal Affairs of Russia in correspondence form. The students and teachers of the Far-Eastern Law Institute of the RF Interior Ministry were the subjects of the research. A combination of quantitative and qualitative (focus group interviews) sociological surveys used in the paper ensured the results’ reliability. The authors conclude that the main cause for entering an educational organization of the system of the Ministry of Internal Affairs of Russia is an opportunity to obtain a legal education. The interviewed students consider the practical, law enforcement orientation of the education received and the discipline and strictness of the educational process implementation as the main substantive advantages of education at the Institute. The respondents see the difficulties of the educational process, first of all, in the insufficient amount of time for the examination period, i.e., face-to-face interaction with lecturers. In a separate block, the authors describe the state and the prospects of extramural education using distance learning technologies: the paper shows the dualism of perception of such technologies by the teaching staff and students, determines the relations between the training level of the respondents and the assessments of these prospects and reveals the altruistic moods of lecturers regarding the possible full transfer of distance education on the remote form.

In the context of the modern stressful labor market, mobbing prevention in organizations becomes very relevant as bullying towards an employee from the staff, its certain persons, or a chief happens increasingly frequently. Conflict interaction affects the health and mental state of an object of bullying, creates a toxic working climate, and adversely affects financial indicators: labor efficiency goes down, employee turnover increases, and the staff becomes less consolidated. It is necessary to understand the prevention of this problem. The paper deals with identifying the peculiarities of mobbing in organizations and specifying the list of prompt preventive measures against bullying. Based on the results of contemporary studies, the author carried out a theoretical review and analysis of the mobbing process structure and identified the most sensitive professions. Using the proposed typologies of the mobbing process initiators (subjects), the paper presents the evident personal attributes of bullies and their stereotypic strategies in working teams. The author highlights factors raising a possibility that a person will be chosen as a mobbing object and the most common mobbing actions against such person. As a result of the study, the author created a list of preventive measures in an organization ensuring timely identification of the mobbing process and overcoming the bullying forms existing among the staff. The paper suggests the counteracting, preventing, correcting, and controlling measures, which, when timely carried out, will promote the solving of mobbing problems in organizations.

Early identification of special features of interaction of teacher reactions in the frustrating everyday situations and professional relationships makes it possible to predict the activity effectiveness, adjust attitudes towards response, and create a positive professional scenario. For this purpose, the author studied school teachers’ reactions to frustration in the context of everyday and professional situations. The study involved 120 teachers having more than seven years of work experience. As a result, the study showed that most teachers’ reactions in everyday frustrating situations were extra-punitive reactions with a fixation on self-defense. In situations of frustration, teachers reveal a tendency towards self-defense reactions much more often than they admit the presence of an obstacle, which determines their vulnerability in problem situations that require the independent overcoming of difficulties. The study proved statistically that the less manifested the tendency of teachers in everyday frustrating situations to emphasize the presence of an obstacle and the more manifested the inclination to believe that someone else should solve a problem, the more often in conflict pedagogical situations, their reactions are directed towards a student (individual). The identified predominance of teachers’ reactions towards an individual, as well as reactions with the fixation on a task and explanation in conflict pedagogical situations, reflects the insufficient formation of their internal locus control. Statistical analysis of interdependence between the reactions of teachers in everyday and pedagogical situations using the Pearson coefficient and the Spearman coefficient indicates a significant integration of professional-pedagogical attitude into the structure of the everyday consciousness of a person, which determines the necessity of psychological support for further development of the professional career of teachers.