The article deals with improving the corporate culture of the educational organization. The author's technology of modeling of the process of increasing the educational potential of the corporate culture of the educational organization is presented, which consists of nine steps of activities of its leader, which contribute to the planning and implementation of actions to improve corporate culture. In the article diagnostic tools for the study of corporate culture of the educational organization are provided.

The article reveals the peculiarities of the organization of graduate support of graduates of the targeted training program in the context of supporting the life cycle of the teacher's profession. Important stages of the life cycle of the pedagogical profession are described. The model of the teacher's special training and contract employment is offered, the mechanisms of its implementation in the context of the trajectory of the entrance, promotion and exit after the completion of the targeted training program are defined. The mechanism of graduate support of graduates as one of the elements of the model of targeted training of teachers is presented, its priority goals and tasks are described, as well as the fundamental principles that determine the logic of the graduate's graduate support process. The tools of the mechanism of postgraduate accompaniment are developed, among which the defining role is played by the electronic interactive multifunctional online support service. The article describes the results obtained during the approbation of the developed mechanism for graduate support of graduates of the targeted training program and their impact on the solution of the problem of updating the teaching staff.

The article covers teacher training according to the needs of regional educational system. The authors analyse  the experience of professional support modelling of employer-sponsored teacher training in Altai Krai by participation of the Altai State Pedagogical University. The conclusions are drawn following the approbation of experimental approach in the Altai Krai in the framework of Federal Target Program of Education Development for 2016-2020. It is approved, that experimental model made by Minin University includes effective procedures of training and employment of students that are the most motivated for pedagogical job, but this model needs certain adjustment according to the social and economic characteristics of concrete Russian regions.

The article discusses the need of increase of innovative activity of University teachers. The relevance of the problem is due to paradigmatic processes of modernization of Russian system of higher education. Summarizes the experimental work to test the effectiveness of the developed methods of engagement in innovative activities of high school teachers. The author describes the experience of monitoring of innovative activity of teachers of Minin University. The results of monitoring of innovation activity according to three criteria: the publication activity of the lecturer position in the individual ranking of scientific and pedagogical workers, satisfaction with the innovative environment of the University. Research of innovative activity of teachers is carried out at three levels: low, medium and high. Levels is described through the description of the indicators for each indicator.

The publication purpose – to reveal intrinsic characteristics of the leading teacher and to develop pedagogical conditions of formation of leadership skills of students – future preschool teachers in educational process of higher education institution. Methodological principles of article are the theory of leadership and development of the personality. When carrying out a research were used the analysis of scientific-theoretical provisions of the concept "leader" of the system of modern professional and pedagogical knowledge.

Content – the analysis of the studied problem has allowed authors to define that the leading teacher is a personality to whom trust and who is recognized; capable to lead group of children (parents, colleagues), awakening their activity and interest; to influence interaction process, regulating relationship; to responsibly organize performance of this or that activity. The conclusion is drawn that in the conditions of modernization of educational system the leading teacher becomes the important strategic resource of all transformations capable to generate and perceive innovations, ready to show activity and creativity.

The fundamental qualities causing purposeful development of the important personal and professional characteristics leading the personality to the leader's position have defined independence and responsibility.

Three groups of the pedagogical conditions in total forming special leader space, approving social, active and creative essence of the identity of students and forming qualities of the successful leading teacher are proved: reflexive and motivational, substantial and informative and activity.

Authors join in structure of qualities of the leading teacher: the motivational focused, intellectual and strong-willed, behavioural, social and communicative qualities. It is shown that existence of the marked-out qualities though increases development of the teacher as leader, but possession of them not necessarily turns the individual into the leader.

The theoretical provisions submitted in work supplement basic provisions of the theory of leadership, enriching the theory and a technique of continuous professional education.

This article is devoted to the urgency of the development of creative personality, ability to self-development and self-improvement and formation of professional competence in future pedagogues of professional education in the field of Decorative and applied arts and design. The theoretical fundamentals of competence approach in higher education are considered, the essence and structure of the general cultural, professional and special competences are revealed.

The professional competence is an important constituent of person’s professionalism. And for the future pedagogue of professional education in the field of Decorative and applied arts and design it is the development of skills and habits of creative activity, creative thinking, creative abilities, which are considered by the authors as the constituents of creative component in special competences for this area of training. The creative component reveals in the creative approach to the solution of any professional problems.

As a result of the analysis of theoretical literature, standards, programs, practical experience of pedagogues in this field and the authors own experience, the pedagogical conditions for the effective development of the creative component in special competences for a profile of Decorative and applied arts and design are proposed. The pedagogical conditions are experimentally verified at practical classes. The students made practically-oriented projects in the course of their professional training and then they participated with these projects in various  creative contests and exhibitions

In the article there are the examples of the creative projects made by the students under the guidance of the pedagogues-practitioners, folk masters of the Republic of Buryatiaa.

The main goal of vocational education is the preparation of highly skilled workers for the country's economy. The training of a skilled worker predetermines his productive activities. This article is devoted to the study of the content of professional education, the establishment of the relationship between the content of education, theoretical training, production training and production process. The peculiarities of the content of vocational education have been singled out, related to the requirements of the federal state educational and professional standards of the scientific and technological revolution and social progress, highlighting the general scientific, professional and special cycles of the academic disciplines, highlighting the integrative and differentiated parts of the content of education, and analyzing the content of labor activity of workers. The article establishes the relationship between the analysis of work activity and the professional and qualification characteristics of the work profession, which includes the following elements (the socio-economic importance of the profession, the production and technical conditions of work, the content of labor, the requirements of production for vocational training, the level of qualifications, and the psychophysiological characteristics of the profession). A qualitative change in the content of vocational education is an increase in its scientific and theoretical level, the role of industrial training in the system of polytechnical education, the importance of theoretical and industrial training, and improved communication between education and training in general. Also, the article outlines the principles of researching the content of vocational education: the relationship between general professional and vocational training; communication theory and practice; the relationship between education and work, the principles of integration and differentiation of the content of training, the establishment of intersubject communications, the continuity of labor, polytechnical production training; the principle of mobility; the principle of communication between education and upbringing, which determine the structure of curricula and curriculum programs.

The article proposes a new understanding of improving teaching methods and improving the quality of student learning, it discusses the need to revise the methods of presentation of educational information. The authors consider the need for training of highly qualified specialists in the context of using information and communication technologies. The authors point out the importance of information and communication technologies in the modern system of higher education. The authors identify the following principles of training as the most promising: scientific character, availability, consistency, a certain structuring of the presentation of educational information. The authors point out that professionally relevant information intended for assimilation by the student gradually extends in its content and becomes more complex structurally, which creates certain difficulties for its representation, extraction, absorption and utilization. Speaking about the importance of using information and communication technology in teaching economic disciplines, the authors emphasize that it contributes to the quality of students ' knowledge. The procedure of drawing up of additional professional programs is considered. This program allows to greatly facilitate the work of the teacher, to promote students ' learning motivation, efficiency and the quality of education that enables students to better adapt to the environment and the changes that take place in it.

Positions of scientists and results of author's researches on problems of the organization of research activity at the universities of Russia and the United States of America are presented in article. Motives of the choice of a scientific subject and personal meanings of graduate students to performance of scientific research are considered. Mechanisms of the choice of a problem of a research are defined and functions of the research supervisor and the researcher at a stage of a plan of scientific work are opened. Authors brought and compared educational models of the organization of scientific research of students and graduate students in Russia and in the USA. In article are also given the content of activity of research supervisors in a foreshortening presented models of relationship them with young researchers at a stage of the choice of a problem and a subject of a research. Sources of scientific problems and ways of the description of the problem field of a research are shown. The similarity and difference of positions of research supervisors in the USA and Russia is determined by interaction problems with young researchers during preparation them to defense of a thesis. Article represents discussion of results of the author's research conducted in six higher education institutions of Russia and the USA.

The article describes and analyzes the revolutionary events of 1905 in educational institutions of Russia. On the basis of studying of archival documents of the State archive of Nizhny Novgorod region and Ryazan region, and earlier studies, the historical reconstruction of events is produced. On the actual material the position of students, teachers, parents and managers of the educational system in a difficult situation of social shocks is disclosed and analyzed. The authors analyze both the negative and positive consequences of these events.

Among the positive processes a growing consolidation of parents and students, the acquisition of them of some experience of democratic forms of struggle for their rights, the birth of new long-term forms of cooperation and a certain democratization of the education system as a whole are noted.

The article reflects the actual statistics on the activities of the regional resource centers and educational organizations of higher education engaged in training of persons with special needs and disabilities received in the course of monitoring. Simultaneously, comprehensive conclusions following the results of testing of the monitoring forms that were modeled and discussed by the professional community are formulated. Examples of quantitative data and analytical insights on the most important indicators of the monitoring data with respect to dynamics are given. The article tackles the issue of accessibility and quality of higher education for persons with special needs and disabilities. The problems of activities of educational institutions of higher education and the regional resource centers are estimated. The negative factors affecting the processes of higher education and professional development of persons with special needs and disabilities are described. The list of possible solutions is provided.

The paper examines tutors’ written feedback to students. Feedback has strong developmental and teaching potential, which is frequently left unrealized, since no or few constructive changes in learners’ academic behavior occur. The aim of the present study is to analyze barriers hindering good interaction between the teacher and the learner in feedback giving and -receiving, and outline ways to overcome them through establishing dialogic relationships between the education stakeholders. Among specific pedagogic measures to achieve this the following were proposed: use of “negotiated” feedback at the task outset; focus on organizational and conceptual aspects of the feedback “text”; work on developing metacognitive skills of students necessary to interpret the teacher’s message. Employing these tools of enhancing the teacher’s feedback effectiveness is likely to positively affect education process quality and increase learners’ overall satisfaction as receivers of educational services.

This article considers the current state of the higher education system of the Russian Federation in the context of teaching disciplines of strength cycle with the use of information educational technologies. The educational process in the discipline «Structural Mechanics» is shown by using the Controlling-Training Software on the sample program "Statically Determinate Plane Truss". Such software makes it possible not only to consolidate but also to independently assess the acquired theoretical knowledge. The Controlling-Training Software was developed by employees of the Department of Structural Mechanics of the Institute of Architecture and Civil Engineering of Volgograd State Technical University to heighten student's interest in calculations of building structures while using computer-based teaching methods, as well as to simplify the existing monitoring procedure. The use of vivid visuals and interactive hints can significantly simplify the process of perception of the theoretical material and to a large extent to promote the features of calculations of building structures using methods of structural mechanics.

The article examines the main foreign and domestic approaches and theories of the face perception and the facial expression recognition. It also goes behind the existing studies on the face perception by representatives of different ethnic groups, as well as the recognition of facial expression by different ethnophores, the influence of the display rules and emotion recognition, the effect of intragroup advantage, orientation of culture, closeness and openness of the ethnos, localization of facial expressions on the success of recognition of emotion, describes the characteristics of representatives of Asian culture. On the basis of the empirical study, the differences in the of facial expression recognition by the subjects are confirmed, which consist in the fact that subjects from Russia, on the whole, better recognize the basic emotions, and also better recognize them on faces of European and African descent.

The article presents the results of an empirical research that deals with students’ attitude to the main tendencies of the modern education reform. We have analyzed high school students’ views concerning functions of school as a social institution in modern society and its social niche, school educational resources and teacher professionalism, forms of interaction between family and school and their responsibility for the quality of the education that child gets, variability and differentiation of education, structure and rating of educational institutions. The research has shown that the implementation of the goals declared in the education reform doesn’t correspond with the real psychological and pedagogical conditions. The model of education proposed to the society meets the requirements and challenges of modern world better than the former one; however, the economic situation, which this model is being implemented in, significantly reduces its potential. The growth of extra expenses, paid by family so that their children could get a quality secondary education, is an important sign of problems in the system of school education.

The article deals with the problem of the attitude of the adults involved in the education process (teachers and parents) towards the education reform being conducted in Russia and describes their idea of the ongoing changes.

The study was conducted on the basis of a number of Moscow schools. We used a multidisciplinary questionnaire specially designed to identify the attitude of the participants of the education process towards the topical problems of modern Russian schools (school considered as a social institution of modern society; the status of education in the system of social relations; modern trends of development of the education system; professionalism of a modern teacher; interaction of family and school; school information environment). In addition to the main questionnaire, the respondents were asked a question that they answered in a free written form: "What, in your opinion, is the purpose of the current education reform?"

The study has shown that there are some significant differences between teachers’ and parents’ attitudes towards the main trends of development of Russian education. It has been found out that modern teachers have a fuzzy professional identity, don’t understand the public significance of their professional activities well enough, don’t consider education as a most important social service. Teachers’ attitude towards the main directions of reforming education is generally more conservative than parents’ position.

Parents, as compared to teachers, respond to the alteration of the school system more actively and flexibly. They show a marked tendency to overcoming paternalistic attitudes in education, support changes in the content of education, approve of innovations that meet the criteria of variability and availability of school education.

Despite the differences between the attitudes towards specific aspects of reforming the education system, teachers and parents generally evaluate the ongoing education reform negatively, emphasize its destructive nature and do not fully understand the purpose of all the changes.

Current article is dedicated to connection between traditional forms of bullying and cyberbullying. It is suggested that cyberbullying is a social response to bullying situation at school. Research sample numbers 717 adolescents of 11-18 ages, who are students of secondary schools in Nizhny Novgorod. Bullying and cyberbullying were assessed with D. Olweus Bully/Victim Questionnary. The results section contains the data about scale of both bullying and cyberbullying. It was found that active bullying participants (bullies, victims and bully victims) are more likely to become victims and bullies in context of cyberbullying. Risks of becoming victims and bully is the highest for bully-victims, i.e. adolescents who behave as bullies in some situations and are victims in others. In general, adolescents revealed to be victims of cyberbullying twice more often than  to be cyberbullies.  

The doctrine Saint Basil the Great's about distinction between God's essence and God's energy which has arisen in the course of long-term fight of Saint Basil against the heresy of Arius is researched in this article. The basic principle of the heresy of Arius is that God the Son is not born, but only created by God the Father. God the Son is the original creation, and, therefore, there is not God. The doctrine Saint Basil the Great's arises, strictly speaking, as reaction to heresy of Evnomy who was the most radical follower of Arius. According to Evnomy, the Son isn't similar in anything to the Father and, therefore, the essence of the Son isn't similar to essence of God Father. God is entirely known and there is absolutely simple. To connect absolute not cognoscibility of God to cognoscibility of God, complexity and plurality of God to absolute simplicity of God, Saint Basil allocates two conditions of existence of God, namely: existence "in essence" and existence "out of essence". Saint Basil separates God's essence from God's numerous actions and properties as which he understands energy. God's essence is entirely not learned, but God is learned on the numerous actions and energy.  God's essence is absolutely simple, but God is difficult and diverse on the numerous actions.

The article describes philosophical and pedagogical aspects of an idea of the ‘virtual philosopher’ project developed at creative sessions at Minin University and technically concretized during interaction with the Laboratory of Mobile Services. ‘Virtual philosopher’ is thought to deliver creative automation of routine operations; producing contingent matter for philosophical processing as well as elements of the philosophical artificial intelligence and forms of ‘artificial life’. Project implementation may lead to the creation of an unparalleled educational technology that functions on the principles of flexibility, nonlinearity, affective inclusion and gamification of the educational process. Based on specific character of problems raised, rhizomatic analysis of the philosophical communities’ requests, assessment of their technical feasibility and technical development, provisions are made on the feasibility, prospects and productivity of this project.