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

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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.

Suggested Citation

  • Elena Kardanova & Alina Ivanova & Pavel Sergomanov & Tatjana Kanonire & Inna Antipkina & Diana Kayky, 2018. "Patterns of First-Graders' Development at the Start of Schooling: Cluster Approach Based on the Results of iPIPS Project," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 8-37.
    • Handle: RePEc:nos:voprob:2018:i:1:p:8-37
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    1. Ekaterina Lanina & Aleksandra Bochaver & Inna Antipkina, 2021. "Measuring Parental Control and Its Relationship to Cognitive Abilities of Early-Grade Students," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 152-171.
    2. Alina Ivanova & Elena Kardanova, 2020. "Checking the Possibility of an International Comparative Study of Reading Literacy Assessment for Children Starting School," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 8-36.
    3. Ланина Е. В. & Бочавер А. А. & Антипкина И. В., 2021. "Измерение Родительского Контроля И Его Связь С Когнитивными Результатами Учащихся Младших Классов," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 152-171.
    4. Иванова А. Е. & Карданова Е. Ю., 2020. "Изучение Возможности Проведения Межстранового Сравнительного Исследования Навыка Чтения У Учащихся На Входе В Школу," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 8-36.

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