Graduate School of Education
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The Graduate School of Education (GSE) at Nazarbayev University aspires to become an influential, world-class graduate school of education, effecting change in educational thinking, policy and practice at all levels of education through scholarly research, quality teaching and persuasive argument. Through its research, teaching and scholarship, the GSE is committed to working to improve education for all, sustaining a vision of education which enables individuals to maximize their own potential, free from the constrains of poverty and background, within a context of mutual understanding and global interdependence.
The GSE at Nazarbayev University shall:
engage in educational research, teaching and scholarship at the highest international standard,
mediate such research, teaching, and scholarship, locating it within broader contemporary frameworks, and
enhance capacity-building in educational research, teaching and scholarship.
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Item Open Access A case study of the language ideology within Armenian families in Kazakhstan(Nazarbayev University Graduate School of Education, 2017-06) Turgaleyeva, AkmaralThis thesis is a case study which investigates the language ideology, language practices and ethnic identity construction among Armenians who were either deported during the Soviet regime or immigrated for other reasons to Kazakhstan. Armenians are a multilingual speech community in Kazakhstan where the process of the language shifts from the heritage language, Armenian, to the national and dominant languages, Kazakh and Russian are not completed yet. The thesis investigates the connection between two fields of research; language ideology and ethnic identity construction. The thesis presents a case study analysis of two Armenian families using a two level conceptual framework (macro, and micro). The observation, which was non-participatory, occurred in home contexts during a ten days period. During these observation sessions, semi-structured interviews regarding the maintenance of the mother tongue, attitudes and beliefs towards language use and the social, multiliteracy and ethnic practices were conducted. The findings indicate the connection between the macro and the micro level, where the macro is an official language policy, economic and social factors and individual families’ language perceptions, and the micro is language practices at a home. The complexity of Kazakhstani language situation and the rapid social, political and economic changes that are taking place in the community make this study particularly valuable in raising awareness of language challenges in immigrant families. Данная работа выполнена в рамках кейс-стади, в котором исследуется языковая идеология, языковая практика и построение этнической идентичности среди армян, депортированных советским режимом и иммигрировавших в Казахстан. Армяне - это полиязычное сообщество в Казахстане, для которого процесс перехода с родного армянского языка на государственный казахский или доминирующий русский еще не завершен. В диссертации исследуется связь между двумя областями: языковой идеологией и этнической идентичностью. Кейс, опираясь на теоретическую концепцию, состоящую из двух уровней: макро и микро, проводился на основе исследования двух армянских семей. В качестве основного метода исследования использовалось внешнее наблюдение, которое происходило в домашних условиях исследуемых семей в течение десяти дней. Во время наблюдений также проводились частично структурированные интервью, касающиеся поддержания родного языка, выявления отношения и убеждений к использованию языков и изучению социальных, мультикультурных и этнических практик. Полученные данные указывают на связь между макро- и микро- уровнями, где макроуровень - это официальная языковая политика, экономические и социальные факторы, а также мнение интервьюируемых о языках, а микроуровень - это языковая практика, используемая в рамках семьи. Социальные, политические и экономические изменения в обществе, а также языковые реформы, проводимые в Казахстане, делают это исследование особенно ценным для повышения осведомленности о языковых проблемах семей иммигрантов.Item Open Access A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model(Gifted Education International, 2015) Hernández-Torrano, Daniel; Saranli, GulsahGifted education and talent development are considered today as key elements for developing human capital and increasing competitiveness within education and the economy. Within this framework, a growing number of countries have begun to invest large amounts of resources to discover and nurture their most able students. As boundaries and differences between cultures become less pronounced in a global world, educational models to guide gifted education and talent development are also becoming more widely applicable. In this context, the Schoolwide Enrichment Model (SEM) stands as a flexible model that enables schools in different regions of the world to provide individuals with opportunities to identify their potentials and to help them reach their highest levels of competence. This paper provides an overview of the SEM and the broad range of regions in which the model is currently implemented, as well as an examination of the reasons for its widespread acceptance among educators around the world. In addition, this paper includes an interview with Dr Joseph Renzulli, inventor of SEM, in which several issues related to the cultural adaptation of the SEM are discussed. Finally, the paper presents an introduction to the SEM International Network, a newly developed project created to connect SEM users around the world and to facilitate the sharing and accessing of ideas and resources for talent development.Item Restricted ACADEMIC AND PROFESSIONAL SUCCESS: PARENTAL EXPECTATIONS AND HIGH SCHOOL STUDENTS’ ASPIRATIONS(Nazarbayev University Graduate School of Education, 2024) Nurzhanova, UlpanThe family environment is the first educational environment in which children get early education and guidance (Roostin, 2018). However, every society and family has unique resources and assets, which may impact the fulfillment of children’s dreams and aspirations in adulthood. Thus, whether children can learn to build their dreams and aspirations in a specific environment is still being determined. Therefore, there is a need for more research to understand this topic better, particularly in the context of Kazakhstan. Although some studies focus on prospective university students’ career choices and professional interests, more comprehensive research should be conducted on the reasons behind those choices, including parents’ perspectives. To address this gap, a qualitative phenomenological study, followed by self-ethnography, was undertaken to examine how various family factors shape parental expectations and high school students’ aspirations. The study involved conducting semi-structured interviews with five high school students and their parents to provide valuable contextual insights. Moreover, self-ethnography was included in the discussion chapter to give the audience a deeper reflective perspective through the researcher’s personal experience. The findings revealed that high school students based their choices on various environmental factors, with personal and academic interests and family being the most influential. Regarding parental expectations, those with higher educational degrees and more financial resources tend to expect more from their children. However, among all factors, parents’ occupations had the least influence on their expectations and students’ aspirations. Moreover, the researcher’s personal story in the discussion chapter proves the experiences shared by the participants. The research emphasizes the significance of the environment in shaping children’s future, suggesting policy interventions, school-based initiatives, and the need for longitudinal studies.Item Open Access Academic and Sociocultural Adjustment Experiences of International Students Studying in Kazakhstan(Nazarbayev University Graduate School of Education, 2020-06) Kim, TatyanaInternationalization of higher education has gained momentum over the last three decades and is now an integral part of strategies and policies at both national and institutional levels. However, research on internationalization in general, and on international students’ adjustment experiences in particular, has received scant attention in Kazakhstan. This study is an attempt to address this gap. Using case study design, the research was undertaken at one private Kazakhstani university hosting a relatively large and diverse body of international students. Fourteen overseas students and four university administrators were interviewed to identify the students’ adjustment experiences and factors affecting them, as well as to reveal how the university contributes to the students’ integration into the host community. The findings suggest that proficiency in local languages was the most important factor that affected the overseas students’ adjustment experiences. Those who spoke the Russian language upon arrival in Kazakhstan adjusted better. Meanwhile, their peers, who were not proficient in local languages, started feeling more adjusted after acquiring either of them. Gender and country of origin were the second most influential factors. Whereas female students experienced issues connected with accommodation to local food, their male peers reported being exposed to bullying. Due to similar cultural and linguistic backgrounds, overseas students from post-Soviet countries adjusted faster than their peers from other countries. Language barrier and cultural differences were major factors that inhibited overseas students’ adjustment. In contrast, faculty support, engagement in friendship networks on campus, as well as cultural proximity, prior cross-cultural encounters, and openness to cultural diversity contributed to the students’ smoother adjustment. The research may be of benefit to current and potential international students, as well as to university administrators. In addition, this study may contribute to the expansion of local and global knowledge pools on academic and sociocultural adjustment of international students.Item Open Access Academic Autonomy in Higher Education in Kazakhstan: Beliefs and Experiences of Faculty Members in a National Higher Education Institution(Nazarbayev University Graduate School of Education, 2018-06) Ogay, SvetlanaIn the rapidly changing and knowledge-driven 21 century higher education has become even more prominent across the globe. This has resulted in the increased role of higher education institutions in society and the need for the institutions to be adaptive and innovative, aligning to the demands of the labor market and responding to the needs of the variety of the stakeholders. Given this, higher education entities require environment conducive to such endeavors. As a solution, governments worldwide have given universities increased institutional autonomy, including the capacity to decide upon academic affairs. While Kazakhstan has also pursued this route, granting national universities more flexibility in the decisions on academic issues, there is lack of understanding of academic dimension of institutional autonomy....Item Open Access Academic burnout among high-school students in Kazakhstan: The protective role of personality and academic motivation.(Nazarbayev University Graduate School of Education, 2017-06) Munko, YekaterinaThe current study aimed to investigate the relationship between Big Five Personality Factors, academic motivation elements and academic burnout of high-school students at NIS, Taraz. Additionally, the relationship between academic burnout and certain student background factors (gender, grade, profile subject, relationship with parents), together with school-related factors (teacher support, teacher attitude, school support, class atmosphere) was examined. Academic burnout manifests itself through feeling of emotional exhaustion, cynicism towards studying and feeling of inadequacy as a student. The study used a non-experimental explanatory cross-sectional survey design. The research site for the study was Nazarbayev Intellectual School of Taraz, Kazakhstan. The participants were selected using non-probabilistic convenience sampling procedure. The sample comprised 113 NIS students of 10th and 11th grades. Data was collected using School Burnout Inventory (SBI), Big Five Inventory (BFI), Academic Motivation Scale (AMS), and Academic Burnout Factors Questionnaire (ABFQ). Data was analyzed using descriptive (mean, standard deviation), inferential (t-test, ANOVA) and bivariate (correlation, regression) analyses. The results of the study showed that the overall level of academic burnout among NIS high-school students is considered average. Furthermore, neuroticism was found to be a significant predictor of academic burnout in school. Intrinsic motivation oriented on accomplishment had a modest negative effect on academic burnout. Considering school-related factors, teacher support and school support were negatively related to academic burnout. Among student background factors, female students’ burnout level was higher than of male students, tenth grade students had a lower academic burnout that eleventh grade, and natural sciences students experienced higher level of academic burnout than students majoring in technical sciences.Item Open Access ACADEMIC DISHONESTY IN KAZAKHSTANI HIGHER EDUCATION: THE CURRENT SITUATION AND ANTECEDENTS(Nazarbayev University Graduate School of Education, 2021-05) Makhmutova, AliyaAcademic dishonesty is a widespread phenomenon that can be detrimental to the country’s intellectual progress. Students who cheat and plagiarize lose the learning opportunities. Thus, it is of great importance to try to understand the reasons for this behavior and to prevent unfavorable outcomes. However, the research on the topic of academic dishonesty in the Kazakhstani context is very limited. The current study aimed to contribute to the knowledge about academic misconduct in Kazakhstani higher educational context by analyzing the causes of the problem. The quantitative anonymous questionnaire adopted from Comas-Forgas and Sureda-Negre (2010) was answered by 180 students and teachers from two universities in Kazakhstan...Item Open Access ACADEMICS AND MANAGERS’ PERCEPTION AND EXPERIENCE OF THE ACCREDITATION PROCESS OF EDUCATIONAL PROGRAMS: A CASE OF ONE KAZAKHSTANI UNIVERSITY(Nаzаrbауеv Unіvеrsіtу Grаduаtе Sсhооl оf Еduсаtіоn, 2023-05) Bopurova, ZhamilyaIn recent decades, Kazakhstani higher education has witnessed considerable transformations in quality assurance, with accreditation emerging as the foremost external quality assurance mechanism. Notwithstanding the abundance of global research on accreditation, studies focusing on Kazakhstan and other Central Asian nations remain scant. This research seeks to investigate the participation of managerial and academic staff in the accreditation process at a Kazakhstani university, as well as their perceptions of continuous improvement. To provide valuable insights for Kazakhstani universities striving to refine their quality assurance mechanisms in alignment with international accreditation standards, this study employs both Cultural Theory and Institutional Isomorphism theory.Item Restricted ACCESS AND EQUITY IN HIGHER EDUCATION IN KAZAKHSTAN: THE CASE OF UNDERGRADUATES STUDENTS AT NAZARBAYEV UNIVERSITY(Nаzаrbауеv Unіvеrsіtу Grаduаtе Sсhооl оf Еduсаtіоn, 2023-05) Kulmanova, AyazhanAccess and equity in higher education are crucial since higher education is an opportunity to diminish inequality among different social classes in any society. Despite the legislative actions and policies to provide higher education to everyone accessibility and equity, several factors such as students’ socio-economic status, academic performance, geographical, and disability remain as a barrier to equal access and fairness in higher education. Therefore, this study research aimed to examine the effectiveness of accessibility and equity policies from the perspective of students. Furthermore, this study analysed the existing factors, which create barriers and opportunities in the process of providing all students with higher education....Item Restricted ADVANCING FORMATIVE USE OF ASSESSMENT IN ADVANCED COMPUTER SCIENCE AT NISS: USING THE RASCH MODEL FOR MOCK EXAMS(Nazarbayev University Graduate School of Education, 2024-04-15) Akim, AngsarAssessment plays a crucial role in shaping education, and this study focuses on enhancing formative assessment practices in Advanced Computer Science at Nazarbayev Intellectual Schools (NIS). The NIS system's incorporation of external assessments for certification purposes has led to modifications in assessment procedures, creating a significant impact on subject structure and content. As students prepare for conclusive external exams, the quality of assessment tools, including mock exams, becomes paramount. However, the absence of statistical testing for the validity and reliability of mock exams in the NIS system raises concerns about assessment accuracy and potential mismatches between teaching and assessment. To address these gaps, this research employs the Rasch model for a secondary analysis of psychometric properties, evaluating reliability, validity, item difficulty levels, and discrimination indices. Utilizing tools like "autopsych: An R Shiny Tool for the Reproducible Rasch Analysis" and "jamovi 2.3.28.0" with the "snowIRT 4.8.8" module, the study aims to enhance the precision of mock exams for a nuanced understanding of student knowledge and skills. Moreover, the research delves into statistical analyses of mock exams in Advanced Computer Science, striving to determine zones of proximal development for individual students. This objective seeks to provide a more accurate measurement of student abilities, thereby facilitating the development of effective approaches for student preparation for summative external assessments. Overall, 61 students answered CS Paper 1 and CS Paper 2 mock items. Paper 1 had 70 scores from 37 questions, and Paper 2 featured 29 questions with varying difficulties. Employing the Rasch model, the study identified key areas for improvement in the Advanced Computer Science mock exam. Findings highlighted the need for refining question design, 8 scoring systems, and overall structure. Additionally, insights into students' Zone of Proximal Development informed tailored interventions supported by tools like Bloom's Taxonomy and Glaser's Levels of Increasing Competence. Dissemination of these findings equips teachers for effective assessment practices, aligning instructional strategies with students' diverse needs. The findings not only contribute to the specific context of Advanced Computer Science but also have broader implications for formative assessment practices across subjects and educational contexts. Future studies could explore the longitudinal impact of the Rasch model on mock exams on students' performance in external assessments, contributing to ongoing research in educational assessment.Item Open Access ALIGNMENT BETWEEN THE PLANNED AND ENACTED CURRICULUM: TEACHERS’ PERCEPTION OF INTEGRATING CRITICAL THINKING IN THE HISTORY CURRICULUM IN TWO LYCEUM SCHOOLS IN ASTANA(Nаzаrbауеv Unіvеrsіtу Grаduаtе Sсhооl оf Еduсаtіоn, 2023-05) Nogaibek, AibibiKazakhstan's education reforms after independence in 1991 have concentrated on the school curriculum. Kazakhstan has implemented several curriculum modifications to replace the curriculum model it inherited from the Soviet Union, which was perceived as too focused on content and less so on developing students’ critical thinking. Modernizing the curriculum has been used to help achieve the country’s development goals. A series of curriculum changes in Kazakhstan collectively known as the "Updated Curriculum Reform" sought to modernize existing teaching strategies by requiring teachers to switch from learner-centered to teacher-centered pedagogy in an effort to foster students' capacity for critical thought, problem-solving, and research....Item Open Access Alumni associations in Kazakhstan: Building the future of higher education institutions through its graduates(Nazarbayev University Graduate School of Education, 2018-06) Sagitova, RozaAs HEIs are becoming autonomous, the sheer need to search for new ways to overcome financial difficulties and diversify the sources of revenue becomes a necessity, not just a choice. The research problem, therefore, is underpinned by the need for higher education institutions to adapt new approaches to income-generating projects, allowing to conduct an investigation of the topic of alumni associations for them historically to serve as one of the fund-raising and networking venture at the universities of the US and Europe...Item Open Access ANALYSIS OF CLIL PRACTICES IN A SECONDARY SCHOOL IN ASTANA(Nazarbayev University Graduate School of Education, 2021-05) Shabdenova, NaziraThe development of a Content and Language Integrated Language (CLIL) - oriented trilingual education policy in Kazakhstan has been inextricable connected to the nationwide endorsement of English as a third curricular language. The fact that CLIL is transitioning from experimental and piloting instruction at NIS to mainstream schools, has sparked off a dire need to analyze practitioners’ views on this approach in secondary education.....Item Open Access ANALYSIS OF FACTORS INFLUENCING TEACHERS’ INSTRUCTIONAL PRACTICES AND INNOVATION IN KAZAKHSTAN: EVIDENCE FROM TALIS 2018(Nazarbayev University Graduate School of Education, 2022-05) Kulmagambetova, AxluTeachers' instructional and professional practices can help students improve in school, and team innovation can help teachers improve their teaching. Based on the TALIS 2018 (Teaching and Learning International Survey) data, this study examines teachers' instructional approaches such as classroom management, clarity of instruction, cognitive activation, self-efficacy in teaching, and professional development in various Kazakhstani schools. Using confirmatory factor analysis and structural equation modelling, this study explores the links between instructional practice and innovation in Kazakhstan. Findings reveal that, in Kazakhstan, there exist few systematic disparities in teachers' preparation in classroom management and instructional practice between schools. Analysis reveals that instructional practice elements, such as self-efficacy in student engagement, clarity of instruction, and the need for professional development in subject matter and pedagogy, are major predictors of team innovativeness among teaching practitioners. In addition, the age group (maturity) and gender (being male) also contribute positively to the level of Kazakhstani team innovativeness among teachers in Kazakhstan. The research adds findings to a better understanding of the components that affect teachers' instructional and innovative practices in Kazakhstan and proposes approaches to improve educators' pedagogical and professional practices. Implications for policy and practice are discussed. Keywords: teachers’ instructional practice, classroom management, innovation, self-efficacy.Item Restricted AN ANALYSIS OF STAKEHOLDERS' VIEWS ON THE DOMESTIC ACCREDITATION SYSTEM AND ACCREDITATION OPPORTUNITIES FOR HIGHER EDUCATION IN KAZAKHSTAN(Nаzаrbауеv Unіvеrsіtу Grаduаtе Sсhооl оf Еduсаtіоn, 2023-05-17) Kobzina, SalidatThe post-Soviet period in Kazakhstan saw the introduction of numerous reforms aimed at improving education, which led to the focus on the quality of higher education. In particular, the country’s higher education system has undergone major changes since joining the Bologna Process in 2010. As a result, education quality and assessment became a national priority and were identified as the country’s leading goal in the MoES Strategic Plan for 2014-2018. Despite introducing an external accreditation system twelve years ago, stakeholders continue to have ongoing disagreements about the domestic accreditation process and its impact on improving education quality. Hence, the purpose of this study is to explore stakeholders' views about the domestic accreditation system, the process and its opportunities, and its impact on higher education based on the experience of one private university. This study utilized a qualitative research design with semi-structured interviews and the respondents consisted of five different stakeholder groups in one private Kazakhstani university....Item Open Access THE ANTECEDENTS OF OLYMPIAD SUCCESS FOR SCIENCE OLYMPIAD COMPETITORS: ANALYSIS OF HIGH SCHOOL STUDENTS IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024) Abdilradov, MadiyarThis thesis investigates the relationship between academic and demographic factors and the success of high school students in Science Olympiads in Kazakhstan. This study uses a quantitative secondary data analysis approach to analyze data from a specialized school in Astana to identify key predictors of Olympiad performance. The research is grounded in the hypothesis that specific, quantifiable factors such as GPA, standardized test scores, and the number of advanced courses taken are closely linked to students' success in these rigorous academic competitions. The methodology involves a thorough statistical examination of the data set, ensuring anonymity and ethical consideration throughout the process. Descriptive statistics provide a detailed account of the student's academic and demographic profiles, while an independent samples t-test was used to compare the difference between the two groups; inferential statistics reveal the strength and nature of the relationships between these profiles and Olympiad outcomes. The results indicate that some academic indicators are significant predictors of Olympiad success, with implications for educators, policymakers, and stakeholders in the realm of gifted education. The discussion contextualizes these findings within the broader educational landscape of Kazakhstan, considering the implications for enhancing academic support structures and policies to foster talent effectively. By delineating the academic and demographic characteristics that contribute to Olympiad success, this thesis contributes to a more nuanced understanding of educational excellence. It offers strategic insights for the development of future educational initiatives and programs in Kazakhstan.Item Open Access Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan(High Ability Studies, 2015-11-07) Hernández-Torrano, Daniel; Tursunbayeva, XeniyaThe purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles describing a typical gifted student with particular demographics and requested to indicate how strongly they believed the student should or should not be recommended for gifted services. Results evidenced that gender, ethnicity, and SES did not influence the Kazakhstani teachers’ referrals. The implications of teacher nominations in students’ identification for gifted programs and the discussion on the role of gifted education as perceived by school teachers in Kazakhstan and elsewhere are provided.Item Open Access ART THERAPY AND ITS INFLUENCE ON THE LIVES OF CHILDREN WITH SEN: TEACHERS' PERSPECTIVES(Nazarbayev University Graduate School of Education, 2021-05-07) Aktanova, ShynarKazakhstan has recently introduced inclusive practices in the area of school education. Presently, the educational system is finding it quite challenging to implement inclusive schooling in mainstream schools for children with Special Educational Needs and Disabilities. However, the governing institutions, nongovernmental organizations, and other stakeholders have taken first steps toward the aim of inclusive education and progress is being made...Item Open Access Artful Research Approaches in #amwritingwithbaby: Qualitative Analysis of Academic Mothers on Facebook(LEARNing Landscapes. Special Issue, Artful Inquiry: Transforming Understanding Through Creative Engagement, 2016) CohenMiller, A. S.This study contemplates one facet of academic motherhood through the use of artful research approaches in qualitative research to examine the (im)balance of being a mother writing academic works while raising and caring for a young child, as presented in an online hashtag Facebook campaign, #amwritingwithbaby. Specifically, this study uses an analysis of online posts and arts-based representations of findings through a comparison of narrative, poem, and word clouds. Through using popular media for representing the findings, this study helps address the accessibility of artful inquiry into the growing body of works seeking equity for women and mothers in academia.Item Open Access Aspirations for Higher Education of Youth in Kazakhstan based on Intersection of Gender and Disability(Nazarbayev University Graduate School of Education, 2018-06) Manuilova, NatalyaDespite legislative action to develop inclusive education in Kazakhstan, the field of higher education has not received sufficient attention so far. This is arguably one of the reasons behind the low number of students with disabilities enrolled in higher education. To determine the factors influencing the decision of students to obtain higher education this qualitative study with phenomenology research design, explored the experience of 10 male and female students with various disabilities such as physical and sensory impairments, and different levels of education ranging from college graduates to PhD candidates. The intersection of participants’ gender and their disability, and its effect on educational and career choices of these students present an interesting research case. The outcomes of higher education were also analyzed in this study to identify the areas that require special attention at the current stage of higher education development to increase the number of students with disabilities in higher educational institutions of Kazakhstan. According to study participants, gender has no direct influence on their educational and career aspirations. However, analysis of their answers still revealed certain implicit gender restrictions. Gender, along with social and financial barriers, as well as the general inaccessibility of the environment for persons with disabilities, often has a negative impact on the formation of their aspirations. This may further limit students with special needs participation in the social life, as well as their career opportunities and professional development. Thus, higher education plays an important role in building general social justice and equality. This research offers recommendations for improving inclusive practices in higher education institutions of Kazakhstan.