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Patterns of First-Graders" Development at the Start of Schooling: Cluster Approach Based on the Results of iPIPS Project

Elena Kardanova, Alina Ivanova (), Pavel Sergomanov, Tatjana Kanonire, Inna Antipkina and Diana Kayky
Additional contact information
Elena Kardanova: http://www.hse.ru/en/org/persons/17257426
Pavel Sergomanov: http://www.hse.ru/en/org/persons/27186740
Tatjana Kanonire: http://www.hse.ru/en/org/persons/134220160

Educational Studies, 2018, issue 1, 8-37

Abstract: Elena Kardanova - Candidate of Sciences in Mathematics and Physics, Associate Professor, Head of Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: ekardanova@ hse.ru Alina Ivanova - Researcher in Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: aeivanova@hse.ru Pavel Sergomanov - Candidate of Sciences in Psychology, Associate Professor, Head of the Center for Leadership, Institute of Education, National Research University Higher School of Economics. E-mail: psergomanov@hse.ru Tatiana Kanonire - PhD, Associate Professor, Institute of Education, National Research University Higher School of Economics. E-mail: tkanonire@hse.ru Inna Antipkina - Researcher in Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: iantipkina@hse.ru Diana Kaiky - Research Assistant in Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: dkaiky@hse.ru Address: 20 Myasnitskaya Str., 101000 Moscow, Russian FederationThe first school year is very important in terms of the further educational trajectories of pupils. Information about the range of individual needs and abilities of children and prognosis of their educational achievements allow the educational system to improve school adaptation and teaching approaches. This study presents the results of an assessment of 7778 first-graders from four Russian cities (Moscow, Naberezhnye Chelny, Tambov and Sevastopol). The children"s results from cognitive (mathematics and reading skills) and noncognitive (personal, social, and emotional skills) assessments were analyzed using the cluster k-mean analysis in order to describe typical patterns of their development. The analysis of both cognitive and noncognitive skills improves the interpretation of the four obtained typical portraits of first-graders. The results can help teachers in the selection and amendment of educational materials and other means regarding children"s education as well as adaptation to school.

Keywords: first-graders; iPIPS; baseline assessment; measurement of individual progress; cognitive development; noncognitive development; cluster analysis (search for similar items in EconPapers)
Date: 2018
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