Cluster Approach to Network Interaction in Pedagogical University

APA 6th edition
In-text: (Chekaleva, Makarova & Drobotenko, 2016)
Your Bibliography: Chekaleva, N.V., Makarova, N.S. & Drobotenko, Y.B. (2016). Cluster Approach to Network Interaction in Pedagogical University. International Journal of Environmental and Science Education, 11(17), 10037-10043.

Harvard
In-text: (Chekaleva, Makarova and Drobotenko, 2016)
Your Bibliography: Chekaleva, N., Makarova, N. and Drobotenko, Y. (2016). Cluster Approach to Network Interaction in Pedagogical University. International Journal of Environmental and Science Education, 11(17), pp. 10037-10043.

Chicago 16th edition
In-text: (Chekaleva, Makarova and Drobotenko 2016)
Your Bibliography: Chekaleva, Nadezhda V., Natalia S. Makarova and Yulia B. Drobotenko (2016). "Cluster Approach to Network Interaction in Pedagogical University". International Journal of Environmental and Science Education 11 (17):10037-10043.

Abstract

The study presented in the article is devoted to the analysis of theory and practice of network interaction within the framework of education clusters. Education clusters are considered to be a novel form of network interaction in pedagogical education in Russia. The aim of the article is to show the advantages and disadvantages of the cluster approach as theoretical and practical methodology for pedagogical education management. The following research methods are used to achieve the aim: content analysis of publications (articles, monographs, abstracts of thesis, etc.) and focus-groups. The results of content analysis are summarised into three groups of problems revealing different aspects of network interaction in pedagogical education. The results of focus-groups show experts' attitudes towards the ongoing processes of pedagogical education clusterization. On the basis of the study undertaken in the article the authors consider the perspectives of the cluster approach development in pedagogical education. In conclusion some topics for further discussions in this area are offered.

Keywords: Network interaction, cluster approach, network forms of organization, education cluster, pedagogical education, Pedagogical University, Institutions of General Education

References

Ahtarieva, R. F., Mokshina, N. G., Rakhmanova A. R. (2015). Profession-Oriented Pedagogic Training for Future Teachers under Conditions of Network Interaction with School. Mediterranean Journal of Social Sciences, Vol. 6, N 3, 3.

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, 4 (2). Direct access http://www.irrodl.org/index.php/irrodl/article/view/149/230

Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education. London: Routledge, 374 p.

Davydova, N. N, Igoshev, B. M., Simonova, А. А. & Fomenko, S. L. (2014a). Educational cluster as a system forming component of the regional model of continuous pedagogical education. Pedagogical Education in Russia, 10, 72-77.

Davydova, N. N., Sinyakova, M. G. & Fomenko, S. L. (2014b). Tendencies of social partnership development in the conditions of cluster network integration. Pedagogical journal of Bashkortostan, 5, 36-46.

Delgado, M., Porter, M. & Stern, S. (2010). Clusters and Entrepreneurship. Journal of Economic Geography, 10(4), 495–518.

Dmitriev, N. А. & Verkhovskaya, Е. P. (2013). "School-University" network in continued education: criteria and measures of efficiency. Topical issues of modern psychology and pedagogy: Proceedings of the 15th International Conference. Lipetsk: Publishing center "Gravis", 33-38.

Fedorov, V., Davydova, N. (2014). Control of the research and education network development in modern socio pedagogical conditions. Scientific Bulletin of a National Mining University, 2, 126-133.

Fonseca, D. E. L. (2011). EduCamp Colombia: Social networked learning for teacher training. The International Review of Research in Open and Distance Learning, 12 (3). Direct access: http://www.irrodl.org/index.php/irrodl/article/view/884/1677

Gotlib, A. S. (2005). Qualitative methodology of sociological study: research strategies, existential potential (Doctoral dissertation). Samara, 402 p.

Guruzhapov, V. A., & Margolis, A. A. (2014). Designing Models of practice-oriented undergraduate training program in psychological and pedagogical education (primary school teacher) based on networking of educational institutions, implementing higher education and primary education programs. Psychological science and education, 19(3), 143-159.

Karbanovich, О. V. (2014). Professional-educational cluster as a determinant of the development of professional values of future teacher. Contemporary problems of science and education. Direct access: http://www.science-education.ru/120-16641

Karbanovich, О. V. (2015). Social partnership as a strategic resource of continuous pedagogical education system development. Life-long learning: continuous education for interests of sustainable development, 13 (1), 444-446.

Mayring, P. (2014). Qualitative Content Analysis. Theoretical Foundation, Basic Procedures and Software Solution. Klagenfurt, Austria, 143 p.

Makarova, N. S., & Drobotenko Yu. B. (2014). Focus-group study of changes in university educational process. On-line Journal "Naukovedenie". Direct access: http://naukovedenie.ru/PDF/63PVN214.pdf

Meller, K., Raiala, A. (2003). Growth of strategic networks – New models creation of value. Russian Journal of Management, 6 (4), 113-40.

Mozhaeva, G. (2014). Network Interaction in Distance Education: Analysis of Russian Experience. Procedia - Social and Behavioral Sciences, 152, 1124–1127.

Nagle, B., & Williams, N. (n.d.). Methodology Brief: Introduction to Focus Groups. Center for Assessment, Planning and Accountability, 1-12. Direct access: http://www.mmgconnect.com/projects/userfiles/file/focusgroupbrief.pdf

Ostashewski, N., Reid, D. (2010). Networked teacher professional development: Applying the networked learning framework to online teacher professional development. Proceedings EDGE, 12-15.

Prokhorova, M. P., Semchenko, A.A. (2015). Conceptual bases and mechanisms of realization of innovative development of pedagogical education. Vestnik of Minin University, 4. Direct access: http://vestnik.mininuniver.ru/upload/iblock/892/prokhorova.pdf

Simonova, А. А., Minyurova, S. А. & Rubina, L. Ya. (2014). Pedagogical University in the center of regional educational cluster. Pedagogical education in Russia, 8, 8-22.

Vasilevskaya, E. V. (2007). Network organization as a new type of relations in today’s conditions. Innovative Teachers Network. Direct access: http://it-n.ru/communities.aspx?-cat_no=16413&tmpl=com

Vinogradov, B. A. (2001). Scientific, scientific-technical and innovation policy in the education system of the Russian Federation. Economics of Education, 4, 7-20.

Vinogradov, V. L., Panfilov, A. N., Panfilova, V. M., Rakhmanova, A. R. (2015). Integrated Educational Environment of the University and the School as a Basis for Practice Oriented Teachers Training. Psychological Science and Education, 20 (5), 142-152.

Zalyalova, А. G. (2010). Regional model of teachers’ training in the conditions of educational cluster: PhD Thesis. Kazan: Institute of pedagogy and psychology of professional education, Russian Academy of Education, 216 p.