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Шустова И. Ю. Ресурсы развития личности обучающегося в условиях сетевого взаимодействия // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2015. Вып. 4 (39). С. 82-94. DOI: 10.15382/sturIV201539.82-94
Key tasks, for disclosure of resources of network interaction in the development of the individual student personality are allocated in the article. Bases of network interaction in creation of educational space are presented. This space where subjects (educational and cultural institutions, groups, certain participants and so forth) tightly and also constantly connected with a common goal, which takes into account the interests of everyone. Achievement of the general significant results, their assessment, monitoring is important. Network interaction is presented as an output to a specifi c student, where he comes in all sorts of interaction. Two interconnected logics of network interaction are allocated: the external — formal and organizational (the organization of educational space for students through cooperation and association of social resources) and internal — subjective (the logic of the interpersonal relations, self-determination and self-realization which is trained in a network). The teacher has to carry out pedagogical assistance of student subjectivity, his conscious activity in the network by means of resources of network interaction and personal communication. Assistance of the teacher is represented as the act of his joint behavior and activity with students (group of students), as an interaction component. Possible strategies of student behavior in a network are opened: imitation, reproduction, communicative, collective, author's, sociocultural. The teacher, understanding and taking into account the possible strategies of behavior, creates conditions for manifestation of a particular strategy, promotes transition for strategy of more expressed subjectivity. Stages of pedagogical assistance of student subjective logic of the network interaction in organizational and formal logic are allocated. The possible directions of pedagogical assistance of subjective logic of the student network interaction, promoting development of his personality are given.
network, network interaction, horizontal communications, resources of network interaction in education of the personality, formal and organizational and subjective logic of network interaction, strategy of behavior in networks, pedagogical assistance

1. Burdel'naja Ju. A. Stanovlenie otkrytoj sistemy profil'nogo obuchenija v setevom vzaimodejstvii obrazovatel'nyh uchrezhdenij: avtoref. dis. ... kand. ped. nauk (Forming of Open System of Profile Education in Network Interaction of Educational Institutions: Dissertation Abstract), Moscow, 2008.
2. Karakozov S. D., Mitrofanov K. G. Setevaja organizacija obrazovanija: tendencii i perspektivy: Monografija (Network Organization of Education: Tendencies and Perspectives: Monography), Barnaul, 2011.
3. Pikulik O. V. Pedagogicheskoe soprovozhdenie samorazvitija obuchajushhihsja v uslovijah setevogo vzaimodejstvija: avtoref. dis. ... kand. ped. nauk (Pedagogical Conduct of Self-Development of Pupils in Conditions of Network Interaction: Dissertation Abstract), Saratov, 2013.
4. Susakova O. N. Organizacionno-pedagogicheskie uslovija setevogo vzaimodejstvija uchrezhdenij obrazovanija i kul'tury po vospitaniju tolerantnosti u starsheklassnikov: avtoref. dis. ... kand. ped. nauk (Organizational-Pedagogical Conditions of Network Interactoin of Educational and Cultural Institutions for Education of Tolerance by Elder School Pupils: Dissertation Abstract), Moscow, 2010.
5. Shepilo A. G. Integrativnaja model' setevogo vzaimodejstvija uchrezhdenij gorodskoj obrazovatel'noj sistemy po realizacii tehnologicheskogo profilja obuchenija starsheklassnikov: avtoref. dis. ... kand. ped. nauk (Integrative Model of Network Interaction of Institutions of City Educational System for Realization of Technological Profile of Elder School Education: Dissertation Abstract), Velikij Novgorod, 2008.
6. Shustova I. Ju. 2013 “Model' vospitanija v ramkah refleksivno-dejatel'nostnogo podhoda” (Model of Education in the Context of Reflexive-Active Approach), in Novoe v psihologo-pedagogicheskih issledovanijah, 2013, vol. 3/31, pp. 156–170.
Шустова Ю. Э. Азбуки-прописи конца XVII – начала XVIII в. из частных собраний // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2019. Вып. 53. С. 72-89. DOI: 10.15382/sturIV201953.72-89
This article deals with two ABC-books for writing skills (Russ. азбуки-прописи) of the late 17th — early 18th centuries kept in private collections. They are of considerable scientifi c interest and complement our knowledge about ABC-books in scrolls and about the culture of teaching writing skills. ABC-books for writing skills are also of interest for the history of educational thought in Russia, are important sources in the history of education and history of study materials in literacy. Both ABC-books are written in columns in tachygraphy (Russ. скоропись) and are manuals in teaching how to write. Both ABC-books are defective, they lack initial segments of the columns. It came to be possible to make oneself familiar with the ABC-books during presales at the Auction House “Litfond” in 2016. The fi rst ABC-book, according to paleographic features dated the late 17th — early 18th centuries, begins from the letter L. This article describes in detail the features of the alphabet, identifi es the sources of the texts included in the ABC-book as examples for writing, analyses the content of the aphorisms. The ABC-book also contains a text written in secret script; its possible reading is proposed. The second ABC-book is dated the end of the 17th — fi rst quarter of the 18th centuries, judging by paleographic features and an exercise text, typical of the time of Peter I. This ABC-book belongs to the type of explanatory ABC-books (Russ. толковая азбука), in which variants of writing of the characters is accompanied by an alphabetic acrostic, which is very frequent both in handwritten ABC-books for writing skills and in printed ABC-books. For the fi rst time, it was printed by Ivan Fedorov in the ABC-book of 1574. The MS begins from the letter I. The article studies the features of the alphabet, gives a detailed description of the acrostic, identifi es its sourses and variae lectiones with regard to the known texts in printed ABC-books and handwritten ABC-books for writing skills. The article also identifi es sources of the texts for exercises in writing which are placed at the end of the ABC-book and analyses their content. The article is accompanied with a supplement, in which the ABC-books in question are published.
ABC-books for writing skills of 17‒18 centuries in scrolls, acquiring writing skills, school and education in Russia, explanatory ABC-books, alphabet acrostic, alphabet, ABC-books
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  3. Burmistrov S., Bardin S., Bocharova A., Mikheeva A., Chistova Iu. [Shustova Iu.] (2016) Auktsion VII. Redkie knigi, rukopisi, avtografy i fotografi i : Moskva, 4 fevr. 2016 g.: katalog [Auction VII. Rare Books, MSs, Autographs, and Photos. Catalogue]. Moscow (in Russian).
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  10. Lur’e Ia. (1988) “Beseda trekh sviatitelei” [Interlocution of the Three Saints], in Slovar’ knizhnikov i knizhnosti Drevnei Rusi [Dictionary of Scribes and Book Culture of Ancient Rus’], 2/1. Leningrad, pp. 89–93 (in Russian).
  11. Mishina E. (2006). “Azbuki-svitki XVII – XVIII vv.” [Scroll ABC-Books of the 17th — 18th Centuries], in Ot Srednevekov’ia k Novomu vremeni: sbornik statei v chest’ Ol’gi Andreevny Belobrovoi [From Middle Ages to Modern Time. A Collection of Papers in Honour of O. A. Belobrova]. Moscow, pp. 419–431 (in Russian).
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  14. Ramazanova D., Shustova Iu. (2018) Kirillicheskie Bukvari iz sobraniia Nauchno-issledovatel’skogo otdela redkikh knig Rossiiskoi gosudarstvennoi biblioteki: opisanie izdanii i ekzempliarov [Cyrillic ABC-Books from Collection of the Research Department of Rare Books, Russian State Library: Description of Editions and Copies]. Moscow (in Russian).
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Shustova Yuliya
Academic Degree: Candidate of Sciences* in History;
Academic Rank: Associate Professor;
Place of work: Russian State University for the Humanities; 6 Miusskaya Sq., Moscow, 125993, Russian Federation; Russian State Library; 3/5 Vozdvizhenka Str., Moscow, 119019, Russian Federation;
Post: Professor;
ORCID: 0000-0002-8909-4976;
Email: shustova@yandex.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Шустова И. Ю. Общение со сверстниками: решение проблемы негативного статуса школьника // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2021. Вып. 63. С. 114-130. DOI: 10.15382/sturIV202163.114-130
The article describes the study of students ' difficulties caused by the negative status of a teenager in the educational team. The data is presented based on a survey for primary school students and teachers. The survey involved 314 teachers, 203 students of grades 6-8. The questions concerned the negative status of the student, the conditions for the formation of favorable relations between students, the well-being of the student in the school class, his role there, the difficulties faced by students, which can create a situation of rejection of the child in the school team, which can help him overcome this situation, pedagogical actions necessary to support a child with a negative status, etc. Based on the analysis, a number of conclusions are made: the main reason for the negative status of a child in the team is primarily considered his personal characteristics and the nature of his interaction with classmates; negative status affects the success in learning; to support a child with a low status, it is necessary to create conditions for joint activities of children, their communication; schoolchildren believe that common interesting things and the manifestation of friendly feelings can help a classmate to establish relations in the classroom; the most valuable thing for modern teenagers is friendly communication with classmates; teachers note that relations between classmates depend primarily on the teacher; teachers note the following difficulties of modern teenagers in communication: the inability to cope with a conflict situation, to give in, the inability to interact with others. In conclusion, the article provides methodological recommendations for the formation of a child-adult community in interaction with schoolchildren.
negative status, friendly communication, interaction, joint activity, child-adult community, student's difficulties, educational team
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Shustova Inna
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 16 Ul. Zhukovskogo, Moscow 105062, Russian Federation;
Post: leading researcher;
ORCID: 0000-0002-4418-9218;
Email: innashustova@yandex.ru. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.