@ARTICLE{26543118_221353910_2018, author = {Yulia Koreshnikova and Andrey Zakharov and Fedor Dudyrev}, keywords = {, educational inequality, education quality, vocational education, high school, teaching mathematics, teaching practicesteachers}, title = {

Differences in General Education in Vocational and High Schools: Characteristics of Teachers and Teaching Practices in Mathematics

}, journal = {Educational Studies Moscow}, year = {2018}, number = {2}, pages = {228-253}, url = {https://archive_vo.hse.ru/en/2018--2/221353910.html}, publisher = {}, abstract = {Yulia Koreshnikova — Analyst, Institute of Education, National Research University Higher School of Economics. E-mail: koreshnikova@hse.ruAndrey Zakharov — Candidate of Sciences in Pedagogics, Associate Professor, Laboratory Head, International Laboratory for Educational Policy Research, Institute of Education, National Research University Higher School of Economics. E-mail: abzakharov@hse.ruFedor Dudyrev — Candidate of Sciences in History, Director, Centre for the Studies of the Secondary Vocational Education, Institute of Education, National Research University Higher School of Economics. E-mail: fdudyrev@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.More and more middle school graduates opt for vocational schools every year. They are normally less academically successful students from lower economicand cultural backgrounds. Still, the vocational education system must provide the chance to have a quality general education to anyone who follows this trajectory after the ninth grade. The article uses findings of the Trajectories in Education and Careers longitudinal study to compare the important conditions of obtaining a general mathematical education, i. e. the professional and demographic characteristics of vocational and high school teachers and their teaching practices. The comparison reveals an inequality in students’ access to educational resources depending on the chosen trajectory.The differences revealed are related to the institutional characteristics of the two trajectories and make it possible to say that the latter embrace different types of general education.}, annote = {Yulia Koreshnikova — Analyst, Institute of Education, National Research University Higher School of Economics. E-mail: koreshnikova@hse.ruAndrey Zakharov — Candidate of Sciences in Pedagogics, Associate Professor, Laboratory Head, International Laboratory for Educational Policy Research, Institute of Education, National Research University Higher School of Economics. E-mail: abzakharov@hse.ruFedor Dudyrev — Candidate of Sciences in History, Director, Centre for the Studies of the Secondary Vocational Education, Institute of Education, National Research University Higher School of Economics. E-mail: fdudyrev@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.More and more middle school graduates opt for vocational schools every year. They are normally less academically successful students from lower economicand cultural backgrounds. Still, the vocational education system must provide the chance to have a quality general education to anyone who follows this trajectory after the ninth grade. The article uses findings of the Trajectories in Education and Careers longitudinal study to compare the important conditions of obtaining a general mathematical education, i. e. the professional and demographic characteristics of vocational and high school teachers and their teaching practices. The comparison reveals an inequality in students’ access to educational resources depending on the chosen trajectory.The differences revealed are related to the institutional characteristics of the two trajectories and make it possible to say that the latter embrace different types of general education.} }