GP 11B Ualiyeva Finaldraft PDF

Nazarbayev Intellectual School
of Chemistry and Biology
Global Perspectives and Project Work
Term 4 Research Project done by
11 B student
Ualiyeva Ayaulym
Topic: The system "shanyrak" and its effectiveness in NIS
Supervisor: Ospanova N.A.
Total word count: 5239 words

THE SYSTEM “SHANYRAK” AND IT’S EFFECTIVENESS IN NIS
CONTENT
INTRODUCTION 2
CONTEXT 4
AIMS 8
METHODS 9
RESULTS 11
CONCLUSION 16
EVALUATION 18
FURTHER RESEARCH 20
BIBLIOGRAPHY 21
APPENDIX A - INTERVIEW QUESTIONS 22
APPENDIX B - INTERVIEWEE’S ANSWERS 23
APPENDIX C - INFORMED CONSENT FORM 28
APPENDIX D - FULL SURVEY RESULTS
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1
Introduction
In 2008, a project of creating intellectual schools had been compiled at the enterprise of the
President of the Republic of Kazakhstan and now Nazarbayev Intellectual School of Pavlodar
have been part of the school scene of Kazakhstan for nearly five years. Our mission “To
enhance the intellectual capacity of Kazakhstan through the development and implementation
of an innovative, Mathematics and science-orientated, trilingual, model of school system that
integrates the best of Kazakhstani traditions, and that meets international standards of best
practice(pvl.nis.edu.kz)” For forming the best performance of students Nazarbayev
Intellectual schools makes many projects, such as Summer school, Tugan Yelge Tagzym,
Discover Kazakhstan and etc.
Due to my personal concern, the main project for education teamwork is “shanyrak”.
The”shanyrak” in Kazakh culture has symbolic meaning because in national culture it is the
symbol of a family heirloom, a sign of the continuation of the family name. The picture of
shanyrak is on the State Emblem. In the State Emblem of the Republic, the image of a
shanyrak is a symbol of common home and a single homeland for all peoples living in the
country. The stable development of Kazakhstan depends on the well-being of every citizen,
as the strength and stability of shanyrak depend on the reliability of all its uyks(supports).
In the school life the “shanyrak”, as a little community, which bring students of different age
together. In the “shanyrak” adult take care of younger. The main idea of this system is that
we must cooperate, share and help each other. The community “shanyrak” consists of two
different classes. Every shanyrak can choose the name and create the emblem, motto. Every
shanyrak coordinated by the curator, who is a mentor(nis.edu.kz).
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All around the world, there are school programs similar to Kazakhstan's "shanyrak" and in
this project work, I explore the effectiveness of the system "shanyrak" and their differences
with other foreign systems.
It is important to declare my personal interest in the research as I wanted to know more about
how to take action to increase the effectiveness of the school system “shanyrak” on academic
achievements of students.
3
Context
A few thousand years ago, the first schools appeared in ancient Egypt and soon the first
school association began to appear. School communities created for students, who can feel
accepted and valued, and to which they feel they are making the major contribution. The first
school associations were established in America and were spread all over the world. One of
these associations in Kazakhstan is the system of Nazarbayev Intellectual school -
“shanyrak”.
The system of “shanyrak” is a little community in the NIS consisting of a cooperative
relationship between students. In the system of “shanyrak” merged two different age classes.
Each community has its own name. In accordance with the goals and objectives of education
identified a variety of forms of educational activities: club, excursion, search work; line,
morning fees, "Shanyrak Hour" curatorial hours, quizzes, contests, holidays, conferences,
debates, discussions; socially significant actions, social design; competitions, Hiking
expedition, etc. The feature of work of the system “shanyrak” is the manifestation of
leadership qualities of the students. In the system “shanyrak”, senior high school takes
mentoring about their little-sponsored friends for the purpose of mentoring.
In the Nazarbayev school of Pavlodar exist 15 shanyrak’s: «Zhauzhurek» 7a and 10b;
«Kokboriler» 7b and 9a; «Ak Sunkar» 7c and 8a; «Birlik» 7e and 10a; «Tengry» 7f and 10c;
«Samuryk» 8b, 11d and 12e; «Alash» 8e and 11a; «Alau» 8f and 11b; «Kamkor» 9b, 9d and
12b; «Murager» 9c and 12f; «Zhiger» 9e and 12a; «Ak Orda» 9f and 12c; «Kaharman» 10e
and 11c; «Urpak» 10f and 11f; «Orken» 11e and 12g. Each shanyrak has its emblem, hymn
and slogan. Also, each shanyrak has its defined place in school for providing morning
gathering.
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The new curriculum being introduced in NIS schools is designed to develop learners who not
only have good knowledge and understanding but can apply that knowledge and have the
skills to think critically and creatively about their learning (Cristina Rimini, 2017). Exactly
shanyrak play important role for self-realisation of each learner. Levinson et al. (1978) state
that relationships with mentors enable young adults to successfully enter the adult world and
the world of work by simultaneously assisting in career growth and the establishment of
separate identities.
According to Suzanne Goldsmith, “Communities are not built of friends, or of groups of
people with similar styles and tastes, or even of people who like and understand each other.
They are built of people who feel they are part of something that is bigger than themselves: a
shared goal or enterprise, like righting a wrong, or building a road, or raising children, or
living honourably, or worshipping a god. To build a community requires only the ability to
see value in others: to look at them and see a potential partner in one's enterprise.”
Studies of mentoring have further delineated specific developmental functions provided by
these relationships (Clawson et al., 1979). The mentors offer the role of sponsorship,
modelling, challenging work or protection and friendship. In the assumption of these
functions, an experienced mentor gains support finds satisfaction in enabling a younger
colleague to learn how to navigate in the organizational world and obtains respect from
colleagues for successfully developing younger talent for the organization.
As parents strive to raise children who succeed academically, develop supportive bonds with
others and avoid problem behaviours, they meet many challenges. Mentoring programs aim
to fill such gaps in children’s lives, by matching volunteers with youth who could benefit
from extra support and guidance. These programs have grown rapidly since the mid-1990s,
bolstered by a series of studies showing that mentoring improves the lives of youth (Aseltine,
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Dupre, & Lamlein, 2000; Grossman & Tierney, 1998; LoSciuto, Rajala, Townsend, &
Taylor, 1996). While all forms of mentoring are increasing in prevalence, school-based
mentoring (SBM) is growing particularly rapidly. In 2005, approximately 870,000 adults
were mentoring children in schools (MENTOR, 2006). School-based mentoring is one
intervention designed to address the challenges students face (Herrera et al., 2011).
Research on CBM also indicates that developing a positive mentoring relationship is
associated with improvements in other relationships in adolescents’ lives (DuBois et al.
2002c; Grossman and Rhodes 2002), which suggests that SBM mentoring relationships might
facilitate improved connectedness to teachers, peers, and even to culturally different
classmates (Sanchez and Colon 2005). One way these changes could occur is through the
development of social skills that facilitate stronger relationships with others. For example, a
study of the Big Brothers Big Sisters CBM found the effects of program participation on
academic outcomes were mediated by proximal changes in parental relationship quality,
self-esteem, and attitudes toward school that, in turn, led to improved grades and attendance
(Rhodes et al. 2000). Increased hopefulness and mentees feeling more that they matter to
others also could result from SBM and have an effect on grades.
Given the widespread support an increasing number of SBM programs, research on for whom
SBM works best and under what conditions are critical. While SBM is intuitively appealing
to many, “there is relatively little evaluation research demonstrating positive outcomes as a
result of SBM” (Portwood and Ayers 2005, p. 336). This literature review indicates that key
outcomes targeted by SBMs include grades, school connectedness, and other behavioural and
emotional indices of positive youth development. Karcher et al. (2006) propose that
psychosocial and academic outcomes are likely interrelated. Positive changes in one likely
facilitate improvements in the other, such that promoting either connectedness or grades
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through SBM could prevent underachievement, dropout, and problem behaviour (Thomas
and Smith 2004). Other outcomes associated with risk-taking behaviors that may be
influenced by SBM include self-esteem, social skills, social support, hopefulness and
mattering, which is one’such sense that he or she is important to others (Bramlett et al. 1999;
DuBois et al. 2002a; Marshall 2001; Snyder et al. 2003).
The current study suggests that peer relationships may offer unique developmental
opportunities that should not be overlooked or underestimated. They provide a forum for
mutual exchange in which an individual can achieve a sense of expertise, equality, and
empathy that is frequently absent from traditional mentoring relationships. In addition, peer
relationships appear to have a longevity that exceeds that of most mentoring relationships.
These relationships can provide continuity over the course of a career, seeing individuals
through change and transition, as well as through the day-to-day tasks of work life.
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Aims
The purpose of the research project was to describe the effectiveness of the system
“shanyrak” in NIS. An objective was specific and measurable. Based on the different
educational sources, the aim of this project was to find information about how big the role of
this system in the academic achievements of students, according to learners of NIS. Therefore
in this research, the main research questions were:
How effective is the system of “shanyrak” in NIS?
How big the role of this system in the academic achievements of students?
The outcomes of the research were expected to increase following the influence of school
communities and school-based mentoring to learners and the actions for growing the role of
this system in the academic achievements of students and understand the role of mentors,
parents to educational fulfilment of students.
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Methodology
The research plan combined several different methods. In mixed methods, qualitative and
quantitative methods are combined. This combination provides a better understanding of the
research problem and question than either method by itself. One type of research (qualitative
or quantitative) is not enough to address the research problem or answer the research
questions. All the data from one method will be confirmed, checked and inaccuracies will be
reduced by another. Moreover, this will enable me to increase the overall point of the
research and to enhance reliance in the conclusions.
In order to cover more abstract aspects of the research, I will conduct interviews consisting of
several questions. Along with questionnaires that will be given out to respondents for the
statistical representation of the findings in the study, interviews with the respondents will be
conducted. Qualitative methods were used to strengthen the overall quality of the research.
have selected a conducting of a survey, using SurveyMonkey cite, as the tool of data
collection. I consider SurveyMonkey cite as the most comfortable for both the designer and
the audience website. During the making of my survey, all the information will be
confidentiality. The respondents in this research will all be coming from one single location -
Pavlodar. NIS
The questionnaire was aimed at young people between the ages of 13 and 19. Because it will
cover all age categories in our school. This allowed to taking information from all students
who study in our school and have specific knowledge and experiences related to this issue.
Hence, by comparing these data, the research will credible and accurate. All of the
participants (both managers and employees) were informed in advance about the purposes of
this project, and gave their informed consent to participate in writing. Their identity has been
kept in strict confidentiality.
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Finally, all the information collected in the course of this dissertation has been used only for
the purposes of the study, and will be kept confidential.
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Results
The result section of the paper will attempt to analyze the outcome and reliable information
of two primary methods: qualitative and quantitative. The main purpose of the survey was to
find information about how big the role of this system on academic achievements of students.
In order to achieve the aim, 10 descriptive questions were created. There have been 52
respondents of different age groups who participated in the survey. The survey was
conducted on SurveyMonkey. It has done in order to identify the opinion of respondents on
the school system of “shanyrak” and effectiveness of this system in NIS.
The results of the questionnaire were very useful. The analysis of data for each question is set
out in Appendix. The main findings from the questionnaire can be summarized as:
According to the results of the first question, 75 percentage of respondents thought that they
like their shanyrak
84% people think that this system affect on social life, 73% on support and 67% on
friendship
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41 respondents out of 52 think that this system is productive and they evaluated the
productivity of the system of “shanyrak” by 65%;
According to the 6th question, most of the respondents like in their shanyrak cohesion and
their curators;
They identified different pros and cons of the school system shanyrak. The main advantage is
communication and disadvantage is misunderstanding
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The effectiveness of the school system “shanyrak” is exchange of experience, support and
cooperation, according to students of NIS
A lot of people think that curator is not only teacher, but also friend and mentor.
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According to the results of the survey, a lot of people think that, school system “shanyrak” is
effective, especially their influence on academic performance of students and communication
between them.
Recently I had conducted interviews with 3 people, with curator and students of 11th grade,
who helped me to highlight challenges and problems related to the adaptation and figure out
the efficiency of the program “Shanyrak” in NIS. The results received from the interview
were helpful as I was able to know the opinions of people.
According to the data collected from various individuals, the main challenge that they faced
in the 7th grade is the new program in our school. The second aspect that I noticed from the
interviews is that students, in more cases kids from the dormitory, had the problems with
communication and relationship due to the new surroundings. One more factor that need to
be mentioned, adaptation of the students who leave their homes in order to study in this
school. One of my interviewers is from the dormitory and, from her point of view, one of the
most significant challenges was deprivation of the attention and support from her family.
The next essential thing to note is that respondents agree, that mentoring helps cultivate a
sense of collaboration and a feeling of worthiness among students thereby reducing
unhealthy competition among them.
Moreover, I asked respondents about the qualities that mentors need to have. In accordance
with their answers, mentors should have experience in this field, be responsible for the
mentee, and provide support when it needs.
The majority of respondents said that they spend a lot of time on doing homework. Even
sometimes because of bad time management, they cannot devote themselves to their hobbies
and other extracurricular activities.
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Over time, many have learned to be sociable and active in carrying out various activities with
ыhanyrak. As a result, children who in the 7th grade had difficulty in communicating with
another class in ыhanyrak, learned to be more friendly.
The presence of school-based natural mentoring relationships encouraged school attachment
which, in turn, was associated with increasing the academic performance of mentee and
changes in character. They started to be friendlier and develop their communication skills.
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Conclusion
The work done showed that students of our school are informed about mentoring and think
that the Shanyrak program has a high efficiency. The respondents give many examples by
providing their own experiences, so all the data is reliable.
This study demonstrated how natural mentors within the school context can support prosocial
behavior, particularly school engagement, and deter risk behaviors amongst adolescents.
School is a place where various aspects of development beyond academic learning can occur.
So mentoring is the good way to handle with these issues
The study’s findings have implications for formal mentoring programs. School-based
mentoring programs and researchers alike can consider ways to better integrate mentors into
the school structure in ways that encourage school attachment and reduced problem
behaviors.
Mentoring effectiveness has been proven by providing the results of the survey and interview.
According to materials collected from respondents and interviewees, it became obvious again
that the main criteria by which students adapt to new school program is the mentoring.
However, one aspect that needs to be taken into consideration is the difference in age of the
mentee and mentors. This factor can have large influence on the efficiency of this program,
because not fully informed students do not have enough profession skills to teach and give
advices to others.
NIS school focuses on the interests of an individual, which is characterized by encouraging
students to make conscious choices and independent decisions and responsibly participate in
social life. An innovative model of education that introduced in Nazarbayev Intellectual
Schools is to bring up a highly educated individual, proactive and able to compete
internationally. The development of an innovative model requires that a number of steps
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determining the quality of education should be taken. Those are reinforcing the values,
changing the structure and content of education, using active learning methods and effective
assessment of student achievements, and establishing a system of relationships.
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Evaluation
In order to begin refining what is the effectiveness of this topic I conducted an extensive
reading of online journals, articles and created two research questions to gain a greater
understanding. The research process of literature review helped me refine my topic, think
more deeply about the concepts and confirm my initial assumptions. In my opinion, the
research was conducted productively and the main questions were answered.
The background research was provided by different credible sites. My research processes
began with research on the Cambridge Assessment website. Because this site is reliable and
extremely useful as it had all the most up to information. Finding information for my research
was the next process necessary and this went complicated and difficult. I located several
books, articles, websites and pamphlets to identify information which applied to my topic and
wrote relevant notes. I also used primary sources, such as people in my local community, to
gain more specific knowledge about our school system “shanyrak”. The archive of articles in
the school library and on the internet assisted me greatly in the effectiveness of this system.
These articles proved incredibly helpful because they involved students recounting their own
first-hand encounters with the school system "shanyrak". These articles were relevant to my
topic because they were all based in NIS. My outcome was valuable as it has raised my
awareness of the fact that the program of "shanyrak" is very effective, and I included all this
information in my final outcome. I also conducted the survey and interviews with the curators
of the school and with students of Nazarbayev Intellectual schools. A written survey was
handed out to some of my surrounding friends and acquaintances to find out the information
about their relationship on the school program “shanyrak”. The feedback I had sought from
the students throughout the course of my surveying was almost entirely positive and very
useful as I discovered that most people believe that this program is effective and had a
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positive influence on students, especially on their academic achievements and affects the
relationship between them.
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Further Research
I would highly recommend implementing further research as my topic is comprehensive and
requires wide observation work. In order to fully reveal the theme of the school system
“shanyrak”, the comparison and critical analysis of the school programs would be a better
idea to take into account. By making these “parallels”, it would be possible to vividly identify
the strengths and weaknesses, features and novelty of our education. It could have built a
clear insight into the current condition of the Kazakhstani system.
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Bibliography
http://www.cambridgeassessment.org.uk/insights/cristina-rimini-blog/
http://nisa.edu.kz/
http://nis.edu.kz/ru/schools/nis-kok/
http://krg.nis.edu.kz/school_life/shkolnye-shanyrak/
http://nis.edu.kz/ru/projects/shanyrak/
http://www.nis.edu.kz/en/main/news/?id=6171
http://www.fcpq.qc.ca/sites/24577/English/Le%20projet%20educatiff%20et%20le%20plan%
20de%20reussite%20EN.pdf
https://bobcat.militaryfamilies.psu.edu/sites/default/files/placed-programs/Herrera%20et%20
al%202011%20-%20Impact%20Study%20in%20Child%20Devt.pdf
https://pdfs.semanticscholar.org/f341/fe57bca757cb10bc44d3ee37f80d26471cd7.pdf
https://www.mentoring.org/ext/mpbulletinKarcher_2008_SMILE_PrevSci.pdf
http://www.bu.edu/sph/files/2012/01/Kram_Mentoring-Alternatives.pdf
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Appendix A - Interview questions
How productive do you think the system of “shanyrak” in the NIS is? Justify your answer.
What the shanyrak’s system affect?
How does the Shanyrak system affect the academic performance of students?
What are the pros and cons of the shanyraks you know?
What would you like to change in the system “shanyrak” and why? Justify your answer.
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Appendix B - Interviewee’s answers
Как мы знаем сообщество шаныраков действует с момента основания Назарбаев
Интеллектуальной школы и я считаю что это очень хороший опыт, потому что
шаныраки обьединяют разные возрастные группы детей, то есть обьединяют старший
класс и младший класс. А также сейчас в нашей школе практикуются в одном
шаныраке иметь классы с казахским языком обучения и с русским языком обучения.
Это также позволяет детям общаться, осваивать тот или иной язык лучше, а также
здесь работает первенство поколений, так как старший класс шефствует над младшим
и на всяких мероприятиях, различных конкурсах два класса могут друг-друга
взаимовыручить, оказать взаимопомощь и это очень круто потому что в шаныраке
развивается командный дух, развиваются также лидерские качества, потому что мы
знаем в каждом шаныраке есть лидер шанырака, это очень непростая задача, которая
стоит перед лидером шанырака. Здесь нужно сплотить коллектив, нужно повести за
собой, нужно видеть в каком направлений вы идете, какие у вас цели и поэтому быть
лидером шанырака, быть в составе шанырака для учащихся бесценный опыт и эта
система должна развиваться дальше, совершенствоваться, а также внедряться в другие
коллективы. Потому что здесь плюсов очень много и это неоспоримая вещь.
Я считаю что система шаныраков влияет на все аспекты которые касаются развития
личности. именно сейчас я имею в виду учащегося потому что в шаныраке
формируется взаимное уважение друг к другу, развивается здоровая конкуренция
между учащимися потому что, оценивается. академическая успеваемость детей,
оценивается социальная активность ребенка, а также творческое развитие, также
вовлеченность в внутришкольные мероприятия, также осуществляется именно данная
система потому что дети не работают в классах, то есть это не просто один коллектив
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это - объединение двух коллективов которые работают в одном направлении. и как я
говорила преемственность поколений здесь очень хорошо отражается в том плане
когда старшие классы могут помочь в освоении программы помочь своим опытом. в
участии в мероприятиях подготовке к конкурсам. то есть система шаныраков влияет
очень благоприятно на развитие и рост учащихся.
Также система раков очень благоприятно влияет на академическую успеваемость детей
,потому что, учащиеся будучи членом шанырака понимают, что его учебные
достижения также составляют какую-то единицу от общего рейтинга шанырака.
Успеваемость ребенка его достижения по каждому, даже отличнику, выявляется
рейтинг и ребенок очень четко понимает что он ответственный не только за свою
учебу, но и за рейтинг шанырака. Если взять в таком плане, что это мотивирует быть
академический успешным каждого ребенка.
На сегодняшний день работы назарбаев интеллектуальных школ, я могу отметить, что
никаких минусов именно с теми шаныраками, пока на моем опыте не встречалось,
потому что, система шанырака, всегда способствует формированию единой
сплоченной команды также совместное проведения досуга именно с учениками
шанырака развивают коммуникабельность каждого ребенка, развивают личностный
рост и вообще система шаныраков формирует именно в ребенке независимость,
самостоятельность, ответственность. Поэтому. именно в этой системе есть только
плюсы.
С момента создания системы шаныраков, система несколько раз объявлялось, то есть
положение в сообществе шаныраков и с каждым годом все условия на которых именно
работает сообщество шанырак очень хорошо развита. Поэтому какие то изменения я
вносить не рекомендовала бы, потому что сейчас все функционирует очень хорошо.
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По моему мнению, система шаныраков очень даже продуктивна. К примеру для меня
почти каждый год новый шанырак и каждый год нахожу себе больше новых друзей,
сплоченность нашего класса увеличивается и мы становимся более дружелюбными и
это помогает для общения с окружающим и для помощи в учебных целях.
По моему мнению, система шаныраков может очень хорошо помочь в академической
успеваемости, так как допустим когда я была в седьмом, восьмом классе у нас был
старший класс десятый, девятый. Они нам много чего объяснили, что такое
формативки, суммативки, а также когда мы писали проект по информатике они дали
нам свои образцы и таким образом, мы не завалили учебу и в общем-то хорошо
закончили учебный год.
На самом деле, мне кажется, у шаныраков больше плюсов чем минусов, но тем не
менее одним из таких ярко выдающихся минусов является тот факт, что не все члены
шанырака знают друг друга. не все активные в каких-то мероприятиях или еще
что-нибудь, и в какой то степени эта продуктивность является результатом не всех сил
и всего, имея в виду, что не все помогают в развитии шанырака.
Больше всего мне не нравится тот факт, что с 8 го класса начинается восьмой и
девятый, уже десятый и одиннадцатый класс, мы всегда бываем старшими классами
даже в восьмом классе когда мы не настолько хорошо были адаптированы. у нас уже
был свой седьмой класс, которым мы должны были помогать. Я считаю, что чтобы
таких случаев не было, все должны хорошо это проконтролировать, чтобы в шаныраке
между классами была хотя бы разница в два года и еще для большей продуктивности
было бы еще круче если бы шаныраки оставались одинаковыми все шесть лет. Таким
образом все бы знали друг-друга и общались бы так же, как будто в своем классе.
25
I do believe that the system “shanyrak” in our school is highly effective as it obtains an
important stance in the development of NIS. It encourages and empowers all students to
prosper together with strong friendship and unity! Shanyrak creates efficient cooperation
between curators and students and builds a resilient environment for development. In this
case, my shanyrak is real evidence of this successful system, where we share our experience
and support each other.
Personally, I believe that this system is mainly effects on the relationship between students,
the productivity of students’ academic and social performance and discipline between school
members.
It plays a significant role in this case. As my experience has shown, shanyrak mainly assists
students to exchange experience among each other. Mutual help and support make a great
contribution to the evolvement and success of students’ academic performance.
I do insist advantages of this system overweight its drawbacks. First of all, shanyrak creates a
deep understanding and good relationships between its members which is really vital,
because they are the base of well-being and a piece among all students and curators.
Secondly, as I mentioned before, all students are able to successfully share their experience
and obtain a plentiful and endless amount of knowledge. Furthermore, shanyrak truly reveals
different treats and sides of students’ personalities. They become more sociable and
communicative. Personally, I think there are no disadvantages of this system as it has been
producing only positive vibes
I would change nothing as I believe that today we have what has been evolving through a
long time, through so many years. In the beginning, it was “raw” material that almost has
undergone through uncountable changes and challenges. I appreciate the current system we
26
have as I have already been given so many opportunities that changed my life to the positive
side. Shanyrak still helps me to “chill” from the school routine and to actively be involved in
social life
27
Appendix C - Informed consent form
ФОРМА ИНФОРМИРОВАННОГО СОГЛАСИЯ
Стабилизация валютного курса тенге
Дата____________________
ФИО____________________
Я, Уалиева Аяулым, ученица 11 «В» класса в Назарбаев Интеллектуальной Школе
химико-биологического направления в городе Павлодар. В рамках требований по
предмету Глобальные Перспективы и Проектная Работа, я буду проводить
исследование и приглашаю Вас, принять участие в моем проекте.
Описание:
Исследование, в которых вас просят принять участие это интервью. Вам будет
предложено несколько вопросов о школьной системе “шанырак” и его влиянии на
академическую успеваемость учащегося Назарбаев Интеллектуальной школы.
Время участия: Вам будет предложено 5 вопросов, на которые потребуется 10 минут.
Дата собеседования и время будут согласованы с Вами заранее.
Риски и преимущества: Нет никаких известных рисков или неудобств, связанных с
этим исследованием. Ожидаемая польза для участия в этом исследовании является то,
что все Ваши идеи и точки зрения будут приняты во внимание и будут использованы в
ходе исследования. Данное исследование-это шанс выразить свое мнение на влияние
28
различных школьных программ, в особенности школьной системы “шанырак”, на
школьников Казахстана.
Права участников: Если вы прочли эту форму и решили участвовать в этом проекте,
Вам следует знать, что Ваше участие является добровольным, и вы имеете право
отозвать ваше согласие или прекратить участие в любое время без ущерба вам и вашей
деятельности, на которые вы имеете право. Результаты этого исследования могут быть
представлены в научных и профессиональных собраниях и опубликованных в научных
журналах. Все собранные данные будут конфиденциальными. Данные будут храниться
на моем компьютере, и только я буду иметь доступ к данным и я могу показать
некоторую часть данных, чтобы мой научный руководитель проверил и дал
рекомендацию по сбору и анализу данных. Интервью будет записываться на диктофон
в целях анализа собранной информации
КОНТАКТНАЯ ИНФОРМАЦИЯ:
Вопросы: если у вас возникли вопросы, замечания или жалобы по поводу этого
исследования, его процедуры, риски и выгоды, свяжитесь со мной или моим
руководителем, Оспановой Назым Аскаровной.
Оспанова Н. А.
Телефон: 8-701-341-76-52
электронная почта: ospanova_n@pvl.nis.edu.kz
29
Уалиева Аяулым
Телефон: 8-776-208-70-25
электронная почта: ayau060802@gmail.com
Пожалуйста, подпишите согласие, если вы согласны участвовать в этом исследовании.
* Я внимательно прочитал предоставленную информацию;
* Мне была предоставлена полная информация о цели и процедуры исследования;
* Я знаю, что мое интервью будет записываться;
* Я понимаю, как собранные данные будут использоваться, и что любая
конфиденциальная информация будет рассматриваться только для исследователей и не
будет раскрыта кому-либо еще;
* Я понимаю, что я имею право отозвать свое участие из исследования в любое время
без объяснения причин;
* С полным знанием всего вышеизложенного, я согласен, по своей воле, принять
участие в этом исследовании.
Подпись: _________________
Дата: ____________________
Дополнительную копию подписанной и датированной формы согласия останется у вас.
30
Appendix D - Full Survey Results
-Do you like your “shanyrak”?
Yes
No
-What does this system affect?
◙ academic achievements
◙ social life
◙ hobby
◙ leadership qualities
◙ knowledge
◙ future career
◙ support
◙ sponsorship
◙ friendship
-Is the system productive?
Yes
No
-How productive do you think this system is?
From 0 to 100 persentage
-Why do you think so?
-What do you like in your “shanyrak”?Describe it in ONE word.
-What are the advantages of the system “shanyrak”?
◙ communication
◙ support
31
◙ understanding
◙ sympathy
◙ help
◙ my family
◙ the freedom of action
◙ protection
◙ care
◙ attention
-What are the disadvantages of the system “shanyrak”?
◙ responsibility
◙ conflicts
◙ misunderstanding
◙ no cohesion
◙ different views on anything
◙ different age category
-What is the effectiveness of the school system “shanyrak”?
◙ exchange of experience, support and cooperation
◙ the relationship of students in solving their problems
◙ mutual confidence of all students
◙ participation in competitions, promotions, projects, discussions
◙ compliance of all ethical and moral standards
◙ active participation of all in freely agreed learning activities leading to intended outcomes
-What is the role of the curator in the effectiveness of the “shanyrak”?
◙ friend
32
◙ assistant
◙ teacher
◙ educator
◙ mentor
33

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Nazarbayev Intellectual School

of Chemistry and Biology

Global Perspectives and Project Work

Term 4 Research Project done by

Topic: ​The system "shanyrak" and its effectiveness in NIS

Supervisor​: Ospanova N.A.

Total word count​: 5239 words

APPENDIX A - INTERVIEW QUESTIONS 22

APPENDIX B - INTERVIEWEE’S ANSWERS 23

APPENDIX C - INFORMED CONSENT FORM 28

APPENDIX D - FULL SURVEY RESULTS

of an innovative, Mathematics and science-orientated, trilingual, model of school system that

practice(pvl.nis.edu.kz)” For forming the best performance of students Nazarbayev

Discover Kazakhstan and etc.

shanyrak coordinated by the curator, who is a mentor(nis.edu.kz).

with other foreign systems.

these associations in Kazakhstan is the system of Nazarbayev Intellectual school -

The system of “shanyrak” is a little community in the NIS consisting of a cooperative

debates, discussions; socially significant actions, social design; competitions, Hiking

mentoring about their little-sponsored friends for the purpose of mentoring.

In the Nazarbayev school of Pavlodar exist 15 shanyrak’s: «Zhauzhurek» 7a and 10b;

According to Suzanne Goldsmith, “Communities are not built of friends, or of groups of

Studies of mentoring have further delineated specific developmental functions provided by

modelling, challenging work or protection and friendship. In the assumption of these

functions, an experienced mentor gains support finds satisfaction in enabling a younger

colleagues for successfully developing younger talent for the organization.

mentoring (SBM) is growing particularly rapidly. In 2005, approximately 870,000 adults

were mentoring children in schools (MENTOR, 2006). School-based mentoring is one

Research on CBM also indicates that developing a positive mentoring relationship is

associated with improvements in other relationships in adolescents’ lives (DuBois et al.

facilitate improved connectedness to teachers, peers, and even to culturally different

academic outcomes were mediated by proximal changes in parental relationship quality,

to many, “there is relatively little evaluation research demonstrating positive outcomes as a

DuBois et al. 2002a; Marshall 2001; Snyder et al. 2003).

in this research, the main research questions were:

How effective is the system of “shanyrak” in NIS?

parents to educational fulfilment of students.

research and to enhance reliance in the conclusions.

kept in strict confidentiality.

the purposes of the study, and will be kept confidential.

conducted on SurveyMonkey. It has done in order to identify the opinion of respondents on

the school system of “shanyrak” and effectiveness of this system in NIS.

like their shanyrak

productivity of the system of “shanyrak” by 65%;

communication and disadvantage is misunderstanding

cooperation, according to students of NIS

effective, especially their influence on academic performance of students and communication

were helpful as I was able to know the opinions of people.

sense of collaboration and a feeling of worthiness among students thereby reducing

unhealthy competition among them.

mentee, and provide support when it needs.

and other extracurricular activities.

another class in ыhanyrak, learned to be more friendly.

The presence of school-based natural mentoring relationships encouraged school attachment

providing their own experiences, so all the data is reliable.

So mentoring is the good way to handle with these issues

NIS school focuses on the interests of an individual, which is characterized by encouraging

social life. An innovative model of education that introduced in Nazarbayev Intellectual

Schools is to bring up a highly educated individual, proactive and able to compete

internationally. The development of an innovative model requires that a number of steps

assessment of student achievements, and establishing a system of relationships.

relationship between them.

Topic: The system "shanyrak" and its effectiveness in NIS

Supervisor: Ospanova N.A.

Total word count: 5239 words