Assessment practices of newly hired teachers in NIS: challenges and changes

The education system is a crucial unit of any country. High quality professional preparation of educators and teaching are two key features of developed education system which influence the rating on any country on the world arena (OECD, 2014). The first Nazarbayev Intellectual School was established in 2008 and the last one in 2015. There are now 21 NIS schools across Kazakhstan. These schools are known as the advanced experimental platform which integrates the best Kazakstani and international educational practices. Thus, NIS are the pioneers which implement educational reforms, in particular, reforms connected with changes in curriculum and assessment (OECD, 2014). However, these changes are perceived differently by different teachers. Firstly, more experienced teachers are hired in NIS from mainstream schools. Many conducted studies show that experienced teachers in the most cases are resistant to changes, especially in assessment (Brodfoot et al., 1996; Dassa, 1990). Secondly, other new teachers in NIS are inexperienced teachers who have just graduated from universities. Often they are more ready for changes in assessment and agree changes improve learning and teaching (Yung, 2001). Consequently, the purpose of this qualitative study is to explore assessment practices of both types of teachers who have recently joined NIS, and investigate challenges they face and changes they experience. Within the qualitative research design, Case study method was used to investigate assessment practice of newly hired teachers. The research sampling included ten teachers with and without prior teaching experience. Two teachers out of these ten were selected as main participants, and individual semi-structured interviews were conducted with them, while, other eight teachers participated in focus group discussions. Non-participant observation was also used as data collection instrument. In compliance with findings, teachers’ prior experience and their understanding of new assessment are two main reasons influencing their present assessment practices. The results of this study facilitate the existed body of knowledge and provide important recommendations on practical and theoretical application

Influence of the Global Economy on Evolution of National Economy Due to the Entrepreneurial Supply Chain Management

Abstract— With the help of comparative and descriptive analysis methods notes and presentations of economics as part of entrepreneurial supply chain management in a number of Russian and Kazakhstani industries were investigated. Parameters of economic development of Kazakhstan, Russia, China and other countries were used to illustrate and support the theoretical background of the investigated issue. According to the information provided by industries within the scope of entrepreneurial supply chain management in Russian and Kazakhstan companies, the strategic goal of building foreign economic relations is the effective participation of the country in foreign trade and integration processes in the interests of sustainable growth of the national economy, the welfare of the population and ensuring non-discriminatory conditions for goods, services and capital. The results and methods of the study can be applied by economist to investigate issues of impact of global economy on national economies in various countries, including as part of entrepreneurial supply chain management of various levels. Results demonstrated that There  is positive  effect of  competence  on supply chain strategies  as  it  is  verified  relationship  competency  of firm’s quality  and  efficiency  orientation

Assessment practices of newly hired teachers in NIS: challenges and changes

The education system is a crucial unit of any country. High quality professional preparation of educators and teaching are two key features of developed education system which influence the rating on any country on the world arena (OECD, 2014). The first Nazarbayev Intellectual School was established in 2008 and the last one in 2015. There are now 21 NIS schools across Kazakhstan. These schools are known as the advanced experimental platform which integrates the best Kazakstani and international educational practices. Thus, NIS are the pioneers which implement educational reforms, in particular, reforms connected with changes in curriculum and assessment (OECD, 2014). However, these changes are perceived differently by different teachers. Firstly, more experienced teachers are hired in NIS from mainstream schools. Many conducted studies show that experienced teachers in the most cases are resistant to changes, especially in assessment (Brodfoot et al., 1996; Dassa, 1990). Secondly, other new teachers in NIS are inexperienced teachers who have just graduated from universities. Often they are more ready for changes in assessment and agree changes improve learning and teaching (Yung, 2001). Consequently, the purpose of this qualitative study is to explore assessment practices of both types of teachers who have recently joined NIS, and investigate challenges they face and changes they experience. Within the qualitative research design, Case study method was used to investigate assessment practice of newly hired teachers. The research sampling included ten teachers with and without prior teaching experience. Two teachers out of these ten were selected as main participants, and individual semi-structured interviews were conducted with them, while, other eight teachers participated in focus group discussions. Non-participant observation was also used as data collection instrument. In compliance with findings, teachers’ prior experience and their understanding of new assessment are two main reasons influencing their present assessment practices. The results of this study facilitate the existed body of knowledge and provide important recommendations on practical and theoretical application