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Curriculum Vitae Marina P. Bonser (Pushnaya)H. 530-647-8481, C. 530-902-3686 3155 Sly Park Road Pollock Pines CA 95726 USA
http://www.spbappo.ru/modules/Dissertations/;
Education (Russia) Ph.D., Education (Pedagogy). St. Petersburg Academy of Postgraduate Pedagogical Education, 2004. M.S., Mathematics, St.Petersburg’ State Pedagogical University, 1995. Refresher course in Theory and Practice of Global Education. St. Petersburg State University of Pedagogical Skills, 2002
Career to date (Russia) 2004-2005. Visiting Research Fellow. Department of Education in Natural Sciences, St.Petersburg Academy of Postgraduate Pedagogical Education. Developing and conducting workshops for teachers in the field of Global Education. 2003 – 2004. Vice Director for experimental work. School 631 of Global Education, Primorsky district of St.Petersburg. Developed and conducted workshops in global thinking development for high school students (ages 14-17) including classes in English. Developed an evaluation system for Global Thinking and its associated technology. 2001-2004. Full-time doctoral student of St.Petersburg Academy of Postgraduate Pedagogical Education. Research work with teaching practice in the field of Global Education at the Department of Theory and Methods of Education in Natural Sciences.
1989-1995. Teacher/ Instructor of extracurricular education; 1995-2001. Senior Teacher/ Senior Lecturer in extracurricular education. The State Extracurricular Activities Center, Krasnoselsky district of St.Petersburg. Developed and led programs for teenagers and youth. Organized and led activities to foster multidimensional personal development of youth. Developed 3-year program “A person and the Universe" which includes courses in mathematics, physics, astronomy, philosophy and psychology as well as the psychological trainings, trainings in gym and outdoor trips. Ages taught: 12-17
1993-1996. Teacher of Mathematics. School 270, Krasnoselsky district, St.Petersburg. Taught algebra, geometry and calculus to high school students (ages 15-17) and general mathematics to middle school children (ages 11-12).
Additional activity (Since 1994) created original program called “Spiritual backpacking” combining ecology and field trips, designed to help people to increase their level of health, spirituality and ecological awareness. Organized and led special sessions for adults and high school students. The program received appreciation in both Russia and at the international level. It was presented to teachers and students at the Ecological Symposium, Woodleaf Outdoor School, USA, CA, 1997; at the Sustainable Development Conference, University of Leeds, UK, 2000. Academic CV (statement of research interests) Marina P. Bonser (Pushnaya) Research fields and interests. Creativity and Systems Thinking Development, Global Education, Environmental Education, Sustainable Development. My research work opens a spectrum of possible applications and future research interests. Content of PhD thesis “Global Thinking Development of High School Students in the Integration Process of Curricular and Extracurricular Education”. I have developed an evaluation system for Global Thinking and its associated technology. Results of the research were experimentally verified with students from 5 St. Petersburg’s schools. Found parameters of sustainable way of thinking (Global Thinking) - integrity, dynamic, alternativity by open a new content of term “Global Thinking” (GT) in considering of its nature. I found that GT is creative thinking which became systematic by operating with the categories of whole world. Based on this understanding I found parameters of Global Thinking (sustainable way of thinking) - integrity, dynamic, and alternativity. Then I developed the scale of Global Thinking (GT) via calibrating each parameter by levels. Quantity of thinking operations on each level accumulates and turns into thinking operation of a new quality. This provides transition from one level to another. I developed an evaluation system for GT by assessing students playing games associated with solving global and large scale problems. I discovered the personal and educational process parameters that GT depends on. Levels of motivation, intellect and creativity determine the maximum level of GT a person can reach. The age impact to GT development was also considered. I found that high school age is the best time for the formation of Global Thinking. The parameters of Educational Process providing GT development by building Global Worldview are: unity of values and meanings in Curricular and Extracurricular Education; global-oriented content of programs of Curricular or Extracurricular Education; use of educational technologies for creativity development. I built up a technology for GT development. Teachers manage this process by interaction between a teacher and students via student’s solutions of tasks. Content of tasks is directed to the GT parameters development (separately and in a system). Developing a diagnostic of GT at each stage of solving tasks assists the teacher in choosing following tasks until the goal of the educational process is reached. This research work was based on my previous research and teaching practice at the Extracurricular Activities Center. It is connected to my additional activities (see attached CV). The research work was evaluated as of a high standard by professors in Russia, UK, and Finland. Now I am developing a new methodology as a new research project. It is based on my completed research and determining the affect of Social Environment on the Global Thinking Development of Youth. Teaching details I have 15 years successful teaching experience in developing and conducting educational programs. I use wide spectrum of teaching methods and developing them into a teaching system. I take into account the dynamics of educational process, characteristics of a group of students as a whole, and the personal parameters of each student in a group when appropriate. My teaching system combines lectures and interactive dialogues with students. Educational process in my classes includes stages of individual, group and frontal work. Individual work with students after lectures is directed to developing their research abilities and enhancing their study process. Positive results of my methods are based on student feedback at each stage of the educational process. I successfully communicate with my colleagues and students. I have experience working in a team and leading a team as well. I enjoy teaching especially if it is connected with research work. Awards - Russian Ministry of Education Grant for research project, 2001. - Teacher of the Year, State Extracurricular Activities Center, 1995. - Honorary certificate for outstanding service in many years, State Extracurricular Activities Center, 1993. |