Management of educational systems. Shamova T.I., Tretyakov P.I., Kapustin N.P.

M.: 2002. - 320 p.

The manual gives a general description of the educational systems operating in our country and their management; special attention is paid to the school; the essence of the educational process is deeply revealed.

The manual is addressed to students of pedagogical educational institutions of all levels; will be useful to employees of the system of additional vocational education.

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CONTENT
Preface 5
Chapter 1. General characteristics of education management in RUSSIA 6
§one. Education in RUSSIA as a system 6
§2. Education authorities 9
§3. A systematic approach is a methodological basis for managing an educational institution 17
§four. School as a socio-pedagogical system 25
Chapter 2. Internal School Management as a System 32
§one. General characteristics within school management 32
§2. The main content of the practical management activities 47
§3. Management of innovation processes in school 136
Chapter 3. Management of the educational process at school 162
§one. Educational process as a system 162
§2. Lesson as a system 168
§3. Management of the quality of the results of the educational process 183
§four. Educational technologies 189
Chapter 4. Management of the development of educational systems in an educational institution 198
§one. Main difficulties in practice 196
§2. Nose level management of educational systems 203
§3. Adaptive educational system 209
§four. Development of school government 220
§5. Methodology for measuring the level of upbringing of students 231
§6. Stages of development of an adaptive educational system 243
§7. Interaction between family and school 249
Applications 258
Annex 1. Curriculum of the course Management of image systems ".258
Appendix 2. The program of the course "Management of the educational process in school" 263
Appendix 3. The program of the course "Management of the development of educational systems in an educational institution 264
Annex 4. Model Sample School Outcome Plan 269
Appendix 5. Algebra 300 Core Lines
Appendix 6. Mathematics. 1 class; Grade 2; 3rd class 303
Annex 7. Projects; " Drinking water: chlorinate, ozonize or...?, "Our pond" 311

11 / 03 / 2020

Program video: https://yadi.sk/d/n2qahuubEQUwcg The next enrollment for training is scheduled for April 2020. Program professional retraining"Management in Education" is intended to form and expand knowledge and competencies in the field of theory and practice of managing educational systems, organizations and their divisions in the context of modernization...

26 / 02 / 2020

On February 22, the course "Presentation of Relevant Research in the Field of Education Management" was launched for students of the Master's programs "Management in Education" and "Management of Projects and Programs". Within the framework of the discipline, it is supposed to consider the issues of methodology of preparation for the defense of final qualification works. The topics of the seminars will be...

17 / 02 / 2020

Employees of the Department of Management of Educational Systems named after T.I. Shamova ISGO MSGU took part in the XVII International Conference "Trends in the Development of Education". The main topic of this year's discussions is how to plan and implement effective educational reforms. On February 13 and 14, plenums, round tables and master classes...

13 / 02 / 2020

On February 12, within the framework of advanced training at the Moscow State Pedagogical University under the guidance of Professor Natalia Lvovna Galeeva, the directors of schools in Tomsk, Yekaterinburg and Nadym with their teams studied the educational and research space “Environment of Enlightenment” at the Prosveshchenie publishing house. We got acquainted with high-tech equipment, specialized programs and advanced technologies....

11 / 02 / 2020

February 10, 2020 at ISGO Department of Management of Educational Systems named after. T.I. Shamova received guests who came to the advanced training courses "Intra-school system for assessing the quality of education as a resource for implementing the requirements of the Federal State Educational Standard and the teacher's professional standard." Among the thirty students there were principals and directors of schools...

06 / 02 / 2020

February 5, 2020 Associate Professor of the Department of Management of Educational Systems named after T.I. Shamova of the Institute of Social and Humanitarian Education of the Moscow State Pedagogical University Lidia Vasilievna Kozilova acted as an expert of the II Interregional Scientific and Practical Conference “Together we research and design”. The conference is organized by the partner of the department - School No. 2097 of Moscow and...

27 / 01 / 2020

For those who want to become an effective education manager! Recruitment for the professional retraining program "Management in Education" is announced. The program "Management in Education" is aimed at the formation of methods of managerial activity based on modern theories and practices of management; on the formation, development and improvement of students' professional competencies,...

27 / 01 / 2020

Despite the great teaching experience and interest in working at school, we are increasingly immersed in the scientific space of the university. Participation in 2018 and 2019 in the Week of Remembrance of T.I. Shamova and then in the "Shamov Pedagogical...

From Wikipedia, the free encyclopedia

Shamova Tatyana Ivanovna(November 22 - July 28) - Russian scientist in the field of pedagogy, corresponding member of the Russian Academy of Education, full member of the International Academy of Sciences of Pedagogical Education, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, Head of the Department of Management of Educational Systems of Moscow Pedagogical State University .

Biography

Tatyana Ivanovna Shamova was born on November 22, 1924 in the village of Kuzminka (now the Vengerovsky district of the Novosibirsk region) in the family of an army veterinary assistant Ivan Grigoryevich Borodikhin and Maria Ksenofontovna Nikolaenko.

In the first year of the Great Patriotic War, Tatyana joined the Komsomol. Soon she entered the working faculty at the Yakut State Pedagogical Institute. At the workers' faculty, Tatyana became interested in sports: ground gymnastics, became the Champion of the Yakut Republic in the 400 meters. During the war, Tatyana moved to Novosibirsk and, due to financial difficulties, missed a year of study at.

On September 1, 1942, the Beloglazovsky RONO of the Altai Territory appointed her as a teacher of physics and mathematics at the Bestuzhev seven-year school. Since then, Tanyusha has become Tatyana Ivanovna.

In 1947, Tatyana Ivanovna graduated from the Novosibirsk Pedagogical Institute, and on August 15, 1947, Bolotinsky RONO, NSO, she was appointed teacher of physics in grades 6-10 of the city's secondary school. At the school where Tatyana Ivanovna began to work, physics was poorly taught. The previous teacher did not pay due attention to either this subject or the children, and the office was in desolation. Tatyana Ivanovna, being a young teacher, was at first completely at a loss. She gathered in the city and went to her institute to the teacher Elya to get advice on how she should be in this situation. After listening to her, he firmly replied that it was against this background that it was necessary to prove oneself and gain authority among the students. To begin with, he invited her to furnish the physics classroom, thereby showing the scientific basis. Back at school, the young teacher went straight to the headmaster. She wrote an application and received permission to go to the Novosibirsk educational collector to obtain the necessary equipment to equip the physics room. Soon the circle began. The children were drawn to classes with a teacher who managed to captivate and interest them in physics. The film projector played a significant role in this. The children clung to him and tried to master him. By the winter holidays, Tatyana Ivanovna, her wards and laboratory assistant organized an exhibition based on the results of the work of children in a physics circle. On the walls of the office, they fixed a metal railroad, along which a tram ran. Everyone who came to the office was completely delighted.

On February 19, 1949, Tatyana Ivanovna was appointed as a physics teacher for grades 6-10 at the Bagan secondary school, and from August 15, 1950, she began working as a physics teacher at the Chistoozernaya secondary school Novosibirsk region where she soon became head teacher.

On July 23, 1959, Tatyana Ivanovna was transferred to the Novosibirsk Pedagogical Institute, she was appointed head teacher of the basic school No. 10 in the city of Novosibirsk. In the same year, she became a member of the CPSU, was awarded the badge "Excellent worker in education of the USSR".

In 1959, Tatyana Ivanovna was awarded the badge "Excellent worker in education of the USSR."

In 1960, speaking at the All-Union Conference on Problems of Programmed Education, where Tatyana Ivanovna was a member of a delegation of teachers from the Novosibirsk Region, she substantiated the expediency of understanding learning as a self-governing activity. At this meeting, she met a member of the Presidium of the USSR Academy of Pedagogical Sciences, Academician, Doctor of Pedagogical Sciences, Professor Nikolai Kirillovich Goncharov, who subsequently supported scientific views T. I. Shamova at the defense of her doctoral dissertation. During these years, at the All-Russian Pedagogical Readings in the city of Kazan, Tatyana Ivanovna made a presentation on the problem of enhancing the cognitive activity of students. At these readings, she was lucky enough to meet a doctor of pedagogical sciences, professor, full member of the Academy of Pedagogical Sciences of the RSFSR Fedor Filippovich Korolev - an outstanding scientist, methodologist, theorist of the new national school, a major historian of pedagogy.

Since 1948, he headed the department in the journal "Soviet Pedagogy", in 1963 he became its editor-in-chief. It was on his initiative that T. I. Shamova was included in the editorial board of the journal. The All-Russian Pedagogical Readings gave Tatyana Ivanovna a significant meeting with one of the founders of Soviet pedagogy, the largest didactic and methodologist of Russian education, Mikhail Alexandrovich Danilov. Tatyana Ivanovna notes that scientific works of this scientist on the problems of didactics expanded her views and became the foundation for her research in this area.

In 1960, Tatyana Ivanovna wrote her first article "Some methods for establishing relationships between general educational and industrial and technical knowledge."

Since 1961, Tatyana Ivanovna began to work on problems that were later developed in her Ph.D. thesis. Marat Iskhakovich Enikeev, Associate Professor of the Department of Pedagogy of the Novosibirsk State Pedagogical Institute, who moved from Kazan to Novosibirsk, became her supervisor. In the same year, T. I. Shamova writes an article “Introducing best practices”, where she touches on the problems of improving the quality of education, talks about how schools of advanced pedagogical experience work, reveals ways to disseminate it, and talks about solving the problem of repetition.

From January 2, 1961 to March 28, 1969, Tatyana Ivanovna headed the Regional Institute for the Improvement of Teachers, on Red Avenue in Novosibirsk. The prerequisites for this appointment were the high assessment of T.I. “She boldly experimented in the interests of the educational process, created numerous manuals for students, organized the best physics classroom in the village,” recalls Nikolai Fedorovich Kotov. Subsequently, E.K. Ligachev supported the candidacy of Tatyana Ivanovna for the post of director of the Institute for the Improvement of Teachers.

Larisa Dmitrievna Khalina, former head teacher of the Novosibirsk Institute for the Improvement of Teachers, recalls: “I am one of the former “Eaglets of Tatiana’s Nest”, which originated in the 60s of the last century within the walls of our institute. It was here that the foundations of the remarkable school of T. I. Shamova were laid, it was from here that the difficult path of becoming a scientist, then still our director, a charming young woman, very energetic, smart, with an extraordinary human talent as a psychologist and organizer, began. She had to struggle with the routine of teacher training at the local teacher training institute, where she was ardently supported by the teachers, especially the young ones. She had to spend a lot of nervous energy in order to get through the bureaucrats from the regional department of public education, life credo which was - "No matter what happens." But on the other hand, what a wonderful team of methodologists, created by Tatyana Ivanovna, carried away by the ideas of developmental education, then worked at the Institute for the Improvement of Teachers. How many real, thinking teachers have taken the path of developing the independence of thinking of their pupils, how many interesting forms of work with schoolchildren in this direction have been found. Starting from the primary grades, the forms and methods of perspective teaching of children developed, what excellent results were given by the unusual forms of lessons for older children, especially the ability to trace each stage of the mental activity of students in the cognitive process using algorithms, using original technical devices to establish feedback. And how pleased the teachers were with the desire of the children to learn to think, to gain knowledge not only from textbooks, but also the desire to use various reference books, to look for sources of knowledge. And when Tatyana Ivanovna defended her first dissertation with brilliance, her school became the property of teachers not only in the Novosibirsk region.

In 1962, the journal "Physics at School" No. 2 published an article by Tatyana Ivanovna "On the credit system for recording knowledge in physics." In 1963, she published articles: "Tests as one of the forms of testing knowledge, skills and abilities", "Factory schools in the countryside."

In 1966, Tatyana Ivanovna brilliantly defended her dissertation for the degree of candidate of pedagogical sciences on the topic: “Organization of cognitive actions of students in conditions problem learning(based on the subjects of the natural-mathematical cycle).

In 1969, Tatyana Ivanovna traveled abroad to the Polish People's Republic, and in 1970, her article "Improving the qualifications of teachers in Poland" was published in the journal "People's Education", which notes significant changes in the system of Polish education. In the same year, two articles "The influence of students' actions on the assimilation of knowledge" and "According to new programs" are published.

May 16, 1978 at the Academic Council at the Moscow State Pedagogical Institute. V. I. Lenina Tatyana Ivanovna defended her doctoral dissertation “The problem of activating the teaching of schoolchildren (didactic concept and ways to implement the principle of activity in learning)”. The content of this dissertation research was reflected in 47 publications by T. I. Shamova, three of which were published in Bulgaria and Hungary. The meeting of the council was chaired by full member of the USSR APS, Doctor of Pedagogical Sciences, Professor Yu. K. Babansky, and the opponents were full member of the USSR APS, Doctor of Pedagogical Sciences, Professor E.I. Skatkin, as well as Doctor of Pedagogical Sciences, Professor P. I. Pidkasisty. According to Tatyana Ivanovna, the scientific works of Mikhail Nikolayevich Skatkin, an outstanding scientist and teacher dealing with the methodology of pedagogical science, and, above all, issues of teaching and the content of education, were key in didactics, were fundamental for her.

By the decision of the Higher Attestation Commission under the Council of Ministers of the USSR of November 3, 1978, T. I. Shamova was awarded the degree of Doctor of Pedagogical Sciences. This year Tatyana Ivanovna is leaving for Cuba with lectures.

In 1982, Tatyana Ivanovna was appointed dean of the faculty for advanced training and professional retraining of educators of the Moscow Order of V.I. Lenin and the Order of the Red Banner of Labor of the State Pedagogical Institute. V. I. Lenin. In the same year, such publications were published: "Activation of the teachings of schoolchildren" and "An important link in the system of public education."

In 1984, Tatyana Ivanovna leaves with lectures in Czechoslovakia.

In 1992, on the initiative and under the direct supervision of T. I. Shamova, the first in Russia Master's program for the training of education managers was opened, which makes it possible for managers to receive a full-fledged professional education.

April 7, 1993 was a significant day for Tatyana Ivanovna - she was elected a corresponding member of the Russian Academy of Education. An important role here was played by the rector of the Moscow Pedagogical State University Viktor Leonidovich Matrosov, who supported the candidacy of Tatyana Ivanovna at the general meeting of the Russian Academy of Education. By the Decree of the President of the Russian Federation dated July 9, 1998, Tatyana Ivanovna was awarded the honorary title "Honored Worker of Science of the Russian Federation". In 2000, by order of the Ministry of Education of the Russian Federation, Tatyana Ivanovna was awarded the medal “K. D. Ushinsky "On August 30, 2004, Tatyana Ivanovna was awarded the medal" V. A. Sukhomlinsky”, on which is written: “I give my heart to children”.

On January 29, 2009, the "First International Shamov Pedagogical Readings" were held, dedicated to the 40th anniversary of the scientific school of educational systems management, created by T. I. Shamova. This tradition continues to this day.

Scientific activity

Since 1969, Tatyana Ivanovna worked as deputy director for scientific work of the Research Institute of the Ministry of Education of the RSFSR. A significant milestone in the creative path of Tatyana Ivanovna was her work on the editorial board of the journal "Soviet Pedagogy", and since 1978 as deputy editor-in-chief.

In 1976, Tatyana Ivanovna was enrolled as head of the sector of technological disciplines of the Research Institute of Labor Training and Vocational Guidance.

In 1978, Tatyana Ivanovna defended her doctoral dissertation on the topic: "The problem of activating the teaching of schoolchildren (a didactic concept and ways to implement the principle of activity in learning)".

In 1982, Tatyana Ivanovna was appointed dean of the faculty for advanced training and professional retraining of educators of the Moscow Pedagogical State University, and then the head of the department of educational systems management, having worked in this position until July 28, 2010.

On January 29, 2009, the First Pedagogical Shamov Readings were held on the issue of "Formation and development of management science in the system of advanced training of education leaders", dedicated to the 40th anniversary of the scientific school of Tatyana Ivanovna Shamova. Indeed, over the forty years of the existence of the scientific school under the guidance of Tatyana Ivanovna and her students, 320 candidate and 30 doctoral dissertations were defended, more than 8000 were published. scientific works. The scientific school of Tatyana Ivanovna Shamova has a reputation, a scientific reputation, a high research level of scientific work, the activities of the school have been time-tested. It should be noted that Tatyana Ivanovna's research style of thinking is supported by her students and followers, which indicates the transmission of traditions, and hence the preservation of a special scientific vision and continuity of scientific views.

Pupils of Tatyana Ivanovna recognized [by whom?] leaders of pedagogical education: T. I. Berezina, S. G. Vorovshchikov, T. M. Davydenko, O. Yu. Zaslavskaya, I. V. Ilyina, B. I. Kanaev, Yu. A. Konarzhevsky, E. V. Litvinenko, M. P. Nechaev, L. M. Plakhova (Asmolova), L. P. Pogrebnyak, G. N. Podchalimova, P. I. Tretyakov, G. M. Tyulyu, A. A. Yarulov and others.

All modern textbooks of pedagogy necessarily pay worthy attention to the concept of activation. learning activities T. I. Shamova, who considers activity as a quality of this activity, in which the personality of the student himself is manifested with his attitude to the content, nature of the activity and the desire to mobilize his moral and volitional efforts to achieve educational and cognitive goals. Tatyana Ivanovna Shamova entered the history of the domestic theory of intra-school management as the author of a holistic concept of the management cycle.

Tatyana Ivanovna Shamova began her scientific career in the 60s of the XX century, the prerequisite for which was her work at school, love for children and the teaching profession, talent and meeting with fateful people. She devoted her whole life to pedagogical science, to the cause of national education. Her invaluable scientific works, such as "Activation of the teaching of schoolchildren", "Pedagogical analysis of the lesson in the system of intra-school management", "Research approach in school management", "Management in school management", etc. are relevant to this day.

Bibliography

1. Shamova, T. I. Introducing best practices // National education. - 1961. - No. 10. - S. 70-73.
2. Shamova, T. I. Basic schools in the countryside // National Education. - 1963. - No. 11. - S. 19-21.
3. Shamova, T. I. Rational organization of students' activities / T. I. Shamova, S. M. Yuzhakov, M. I. Enikeev // Soviet Pedagogy. - 1964. - No. 9.
4. Shamova, T. I. Problematicness is a stimulus cognitive activity// Public education. - 1966. - No. 4. - S. 32-37.
5. Shamova, T. I. From our experience // Public education. - 1968. - No. 3. - S. 11-15.
6. Shamova, T.I. Influence of students' actions on the assimilation of knowledge // Soviet Pedagogy. - 1969. - No. 11.
7. Shamova, T. I. Improvement of teachers' qualifications in Poland // Public education. - 1970. - No. 12. - S. 98-100.
8. Shamova, T. I. Increase the effectiveness of training in new programs. Narodnoe obrazovanie. - 1971. - No. 3. - S. 115-125.
9. Shamova, T. I. From the experience of preventing academic failure // Kezneveles (Budapest), 1971. - No. 20.
10. Shamova, T. I. To the question of the analysis of the structure of students' cognitive activity // Soviet Pedagogy. - 1971. - No. 10. - S. 18-25.
11. Shamova, T. I. Recommendations for junior researchers of the institute and teachers: a pedagogical experiment. - M.: Research Institute of Schools MP RSFSR, 1973. - 160 p.
12. Shamova, T. I. The content and forms of intra-school control // Soviet Pedagogy. - 1973. - No. 8.
13. Shamova, T. I. On the implementation of new programs in primary classes // Public education. - 1974. - No. 11. - S. 119-123.
14. Shamova, T. I. On the issue of teaching and learning methods // Soviet Pedagogy. - 1974. - No. 1. - S. 40-50.
15. Shamova, T. I. Improving the management of a rural school // National education. - 1975. - No. 9. - S. 116-126.
16. Shamova, T. I. Activation of the teaching of schoolchildren: a guide. - M.: Research Institute of Schools MP RSFSR, 1976. - 100 p.
17. Shamova, T. I. School textbook and problems of active learning // Soviet Pedagogy. - 1976. - No. 9. - S. 10-17.
18. Shamova, T. I. Activation of the teaching of schoolchildren. - M.: "Knowledge", 1979. - 96 p.
19. Shamova, T. I. Pedagogical foundations for activating the teaching of schoolchildren: methodological recommendations for school leaders. - M.: MGPI im. V. I. Lenin, 1981. - 86 p.
20. Shamova, T. I. Pedagogical analysis of the lesson in the system of intra-school management / T. I. Shamova, Yu. A. Konarzhevsky; ed. S. I. Arkhangelsky. - M.: MGPI im. V. I. Lenin, 1983-100 p.
21. Shamova, T. I. Prevention of formalism in the managerial activity of school leaders is the most important condition for increasing its effectiveness / T. I. Shamova, Yu. A. Konarzhevsky // Improvement of managerial activity of school leaders: methodological recommendations. - M.: MGPI im. V. I. Lenin, 1983. - S. 4-17.
22. Shamova, T. I. Planning work at school: methodological recommendations for students of the FPC school directors / T. I. Shamova, K. A. Nefedova. - M.: MGPI im. V. I. Lenin, 1984. - 79 p.
23. Shamova, T. I. Education of conscious discipline of schoolchildren in the learning process / T. I. Shamova, K. A. Nefedova. - M.: Pedagogy, 1985. - 104 p.
24. Shamova, T. I. Work with teaching staff in the context of the implementation of school reform: guidelines for students of the FPPK organizers of public education / T. I. Shamova, K. A. Nefedova. - M.: MGPI im. V. I. Lenin, 1985. - 50 p.
25. Shamova, T. I. Development of democratic foundations in school management / T. I. Shamova, Yu. L. Zagumennov // Pedagogy. - 1986. - No. 12. - S. 57-61.
26. Shamova, T. I. Lesson in modern school and its pedagogical analysis / T. I. Shamova, T. K. Chekmareva. - M.: MGPI im. V. I. Lenin, 1987. - 81 p.
27. Shamova, T. I. Inspection of managerial activity of school leaders / T. I. Shamova, T. N. Chekmareva. - M.: MGPI im. V. I. Lenin, 1987. - 80 p.
28. Shamova, T. I. Educational management game as a teaching method at the FPPK ONO: guidelines / T. I. Shamova, R. B. Kozina, V. N. Mordukhovskaya, V. V. Pikan; ed. T. I. Shamova. - M.: MGPI im. V. I. Lenin, 1987. - 62 p. # Shamova, T. I. Professiogram of the director of a general education school / T. I. Shamova, K. N. Akhlestin. - M.: MGPI im. V. I. Lenin, 1988. - 66 pp. # Shamova, T. I. Use of a computer in school management / T. I. Shamova, L. M. Perminova. - M.: MGPI im. V. I. Lenin, 1989. - 66 p. # Shamova, T. I. Improving the system of intra-school pedagogical information as the most important condition for the implementation of school reform / T. I. Shamova, T. K. Chekmareva. - M.: MGPI im. V. I. Lenin, 1989. - 66 p.
29. Shamova T.I. T. I. Shamova. - M.: MATI, 1990. - 160 p.
30. Shamova, T.I. Reserves of intra-school management// Democratization of the management of public education: Materials of the republican scientific and practical. conferences. Minsk, February 13-14, 1990 - Minsk: RIUU, 1990. - S. 34-37.
31. Shamova, T. I. Research approach in school management. - M .: APP CITP (library "Modern School: Leadership Problems"), 1992. - 66 p.
32. Shamova, T. I. The role of the FPPK ONO in updating school management / T. I. Shamova, K. N. Akhlestin // Union of Pedagogical Science and School Practice: Abstracts of Mat. Conf. dedicated to the 20th anniversary of the FPPK ONO MSGU; ed. T. I. Shamova, P. I. Tretyakov. - M.: MPGU, 1992. - S. 3-8.
33. Shamova, T. I. Updating the content of training and advanced training of school leaders based on the maximum consideration of changes in the management object // Actual problems of advanced training of school leaders: methodological recommendations. - M.: Prometheus, 1993. - S. 3-11.
34. Shamova, T. I. Innovative processes in school as a meaningful basis for its development / T. I. Shamova, A. N. Malinina, G. M. Tyulyu. - M.: New school, 1993.
35. Shamova, T. I. Management of the educational process at school based on teacher's technological cards: methodological recommendations for school leaders and teachers / T. I. Shamova, V. A. Antipov, T. M. Davydenko, N. A. Rogacheva. - M.: MPGU FPK i PPRO, 1994. - 35 p.
36. Shamova, T. I. Pedagogical technologies: what is it and how to use them at school / T. I. Shamova, K. N. Akhlestin, T. M. Davydenko, N. P. Kapustin and others; ed. T. I. Shamova, P. I. Tretyakov. - Moscow-Tyumen: MPGU, TIPC, 1994. - 277 p.
37. Shamova, T. I. Management in school management: textbook. listening aid. syst. PPC organizers of education / T. I. Shamova, N. V. Nemova, K. N. Akhlestin, and others; ed. T. I. Shamova. - M.: IChP "Publishing House Master", 1995. - 226 p.
38. Shamova, T. I. Management of the development of innovative processes at school / T. I. Shamova, P. I. Tretyakov, G. M. Tyulyu et al.; ed. T. I. Shamova, P. I. Tretyakov. - M.: MPGU im. V. I. Lenin, 1995. - 217 p.
39. Shamova, T. I. Management of an adaptive school: problems and prospects: A practice-oriented monograph / T. I. Shamova, T. M. Davydenko, N. A. Rogacheva. - Arkhangelsk: Publishing House of the Pomor Pedagogical University, 1995. - 162 p.
40. Shamova, T. I. Personality-oriented approach in working with a teacher // Practice of managing the development of education in the region: Sat. abstract report II All-Russian. Scientific and Practical Conf., April 17-19. 1996; ed. V. G. Illarionov. - Bryansk: BIPCRO, 1996. - S. 37-38. # Shamova, T. I. Management of the educational process in an adaptive school / T. I. Shamova, T. M. Davydenko. - M.: Center "Pedagogical Search", 2001. - 384 p.
41. Shamova, T. I. Management of the quality of education - the main direction in the development of the system: essence, approaches, problems / T. I. Shamova, P. I. Tretyakov // Quality management of education: Sat. mat. Scientific session of the FPC and PPRO MSGU. - M.: MPGU, Bachelor, 2001. - S. 4-8.
42. Shamova, T. I. Management of the development of the quality of education - the key problem of the new century / T. I. Shamova, P. I. Tretyakov // Management of the development of the quality of education in the city: Mat. reg. scientific and practical. conf., 1-2 Nov. 2001; ed. P. I. Tretyakova. - M.: 2001. - S. 9-1.
43. Shamova, T. I. Management of educational systems: a textbook for students of higher education. textbook institutions / T. I. Shamova, P. I. Tretyakov, N. P. Kapustin; ed. T. I. Shamova. - M.: Humanit. ed. center "VLA-DOS", 2002. - 320 p.
44. Shamova, T. I. Efficiency, accessibility, quality / T. I. Shamova, P. I. Tretyakov // "Education for the XXI century: accessibility, efficiency, quality": Proceedings of the All-Russian Scientific and Practical Conference - M .: MANPO, 2002. - S. 7-13.
45. Shamova, T. I. Educational monitoring as a mechanism for managing the development of the quality of professional retraining of heads of educational institutions // Monitoring of pedagogical systems in professional retraining of managerial personnel in education: Sat. mat. scientific session of the FPPC and the PPRO of the Moscow State Pedagogical University. - M.: MPGU, 2003. - S. 4-16.
46. Shamova, T. I. How does a school prepare for a unified state exam / T. I. Shamova, G. N. Podchalimova, I. V. Ilyina // Public education. - 2004. - No. 3. - S. 61-76.
47. Shamova, T. I. Selected / comp. T. N. Zubreva, L. M. Perminova, P. I. Tretyakov. - M.: LLC "Central Publishing House", 2004. - 320 p.
48. Shamova, T.I. The system of activities of the faculty of advanced training of the Moscow State Pedagogical University in the preparation of heads of educational institutions in Moscow and the Moscow region for the implementation of the concept of modernization of education in Russia // Sat. mat. VIII International scientific and practical conference: in 2 hours. Part 1. - M .: APK and PRO, 2004. - S. 3-11.
49. Shamova, T. I. Structuring competencies and their connection with competence / T. I. Shamova, V. V. Lebedev // Sat. mat. VIII International scientific and practical conference: in 2 hours. Part 1. - M .: APK and PRO, 2004. - S. 26-35.
50. Shamova, T. I. The system of postgraduate education for heads of educational institutions: experience, problems, prospects // Teacher Education and science. - 2004. - No. 3. - S. 3-9.
51. Shamova, T. I. Educational system of the school: essence, content, management / T. I. Shamova, G. N. Shibanova. - M.: TsGL, 2005. - 200 p.
52. Shamova, T. I. Development professional competence participants in the educational process as a leading condition for ensuring the quality of education // Development of professional competence of participants in the educational process as a leading condition for ensuring the quality of education: Sat. mat. IX International scientific and practical. conf. - Moscow-Tambov: TOIPKRO, 2005. - S. 12-19.
53. Shamova, T. I. Management of educational systems: Textbook for students. higher textbook institutions / T. M. Davydenko, G. N. Shibanova; ed. T. I. Shamova. - M.: Academy, 2005. - 384 p.
54. Shamova, T. I. Management of specialized training based on a student-centered approach: Teaching aid/ T. I. Shamova, G. N. Podchalimova, A. N. Khudin and others - M .: Center "Pedagogical Search", 2006. - 160 p.
55. Shamova, T. I. Competence-based approach in education - a response to the challenges of the 21st century // Problems and prospects for the development of professional competence of educational organizers: Sat. mat. scientific and practical. conferences. - M.: MPGU, MANPO, 2006. - S. 3-5.
56. Shamova, T. I. Management of the development of professional retraining of school leaders at the municipal level: a new look at the problem / T. I. Shamova, I. V. Ilyina, P. M. Kukhtenkov // Problems and prospects for the development of professional competence of education organizers: collection of articles . mat. scientific and practical. conferences. - M.: MPGU, MAN-PO, 2006. - S. 274-282.
57. Shamova, T. I. Expert activity in the process of school certification: Educational and methodological manual / T. I. Shamova, A. N. Khudin, G. N. Podchalimova and others - M .: Pedagogical Society of Russia, 2006. - 112 With.
58. Shamova, T. I. Cluster approach to the development of educational systems // Interaction of educational institutions and social institutions in ensuring the effectiveness, accessibility and quality of education in the region: materials of the X Intern. educational forum: at 2h. (Belgorod. 24 - 26 Oct. 2006) / BelSU, MSGU, MANPO; resp. ed. T. M. Davydenko, T. I. Shamova. - Belgorod: BelGU, 2006. - part I - 368 p.
59. Shamova, T. I. Health-saving foundations of the educational process at school / T. I. Shamova, O. A. Shklyarova // Management of the development of a health-saving environment at school on a resource basis: Sat. materials of the scientific session of the FPK and PPRO MSGU (January 25, 2007). - M.: OOO UTs "Perspektiva", 2007. - S. 3-11.
60. Shamova, T. I. Modern means of assessing learning outcomes at school: Educational and methodological manual / T. I. Shamova, S. N. Belova, I. V. Ilyina, G. N. Podchalimova, A. N. Khudin. - M.: Pedagogical Society of Russia, 2007. - 212 p.
61. Shamova, T. I. Theory and technology of certification of heads of educational institutions of the system of general secondary education / T. I. Shamova, E. V. Litvinenko. - M.: Prometheus, 2008. - 178 p.
62. Shamova, T. I. Cluster organizational technology in the development and self-development of participants in the educational process // Theory and practice of implementing a competency-based approach in managing the development of subjects of the educational process: Sat. articles. - M.: "Prometheus", 2008. - S. 15-25.
63. Shamova, T. I. Technology of managing the development of the subjectivity of a teacher in the conditions of a general educational institution / T. I. Shamova, I. V. Ilyina // Theory and practice of implementing a competency-based approach in managing the development of subjects of the educational process: Sat. articles. - M.: "Prometheus", 2008. - S. 133-148.
64. Shamova, T. I. Experimental schools as an effective way of interaction between pedagogical science and practice / T. I. Shamova, S. G. Vorovshchikov, M. M. Novozhilova // Education Management. - No. 1. - 2009. - S. 58-70.
65. Shamova, T. I. Actual problems of education management // Education Management. - 2009. - No. 1. - S. 5-8.
66. Shamova, T. I. Experimental sites: an effective way of interaction between pedagogical theory and practice / T. I. Shamova, S. G. Vorovshchikov, M. M. Novozhilova // Vorovshchikov S. G. Development of educational and cognitive competence of students: design experience of the intra-school system of educational, methodological and managerial support / S. G. Vorovshchikov, T. I. Shamova, M. M. Novozhilova, E. V. Orlova and others - M .: “5 for knowledge”, 2009. - P. 14-28.
67. Shamov. T. I., Tsibulnikova, V. E. Formation of school management in the first half of the 20th century / T. I. Shamova, V. E. Tsibulnikova / / Management of education. - 2010. - No. 3. - S. 22-27
68. Shamova, T. I., Tsibulnikova, V. E. The system of school education in Russia and the requirements for the professional activity of a school principal in the 17th-19th centuries // Improving the professional competence of educators: current problems and promising solutions: Collection of articles of the Second Pedagogical Readings Scientific School of Education Management (January 25, 2010) / T. I. Shamova, V. E. Tsibulnikova.

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Literature

1. Tsibulnikova, V. E. Tatyana Ivanovna Shamova. Life and work / Compiled by V. E. Tsibulnikova. - M.: APK and PPRO, 2009. - 208 p.
2. Tsibulnikova, V. E. Scientific publications by T. I. Shamova from the 90s of the last century to the present - a historiographical excursion / / Innovative resources for the development of a modern lesson: materials of the XII International scientific and practical conference: at 3 o'clock (Moscow) Novosibirsk, April 21-23, 2009) - Novosibirsk: NGPU, 2009. - Part 1 - S. 239-249
3. Tsibulnikova, V. E. Scientific school of T. I. Shamova: a retrospective analysis // Formation and development of management science in the system of advanced training of education leaders: Collection of articles of the First pedagogical readings of the scientific school of education management (January 29, 2009) - M .: Moscow State Pedagogical University, 2009. - S. 38-45
4. Tsibulnikova, V. E. Management of educational systems - scientific school T. I. Shamova// School management. - 2009. - No. 21. - S. 41-46.
5. Tsibulnikova, V. E. Scientific and historiographic approaches to the identification of a scientific school // Education Management, - 2009. - No. 2. - P. 13-21

An excerpt characterizing Shamova, Tatyana Ivanovna

The horses were given. Denisov was angry with the Cossack because the girths were weak, and, having scolded him, sat down. Petya took up the stirrup. The horse, out of habit, wanted to bite his leg, but Petya, not feeling his weight, quickly jumped into the saddle and, looking back at the hussars moving behind in the darkness, rode up to Denisov.
- Vasily Fyodorovich, will you entrust me with something? Please… for God's sake…” he said. Denisov seemed to have forgotten about the existence of Petya. He looked back at him.
“I’ll tell you about one thing,” he said sternly, “obey me and not meddle anywhere.
During the entire journey, Denisov did not say a word to Petya and rode in silence. When we arrived at the edge of the forest, the field was noticeably brighter. Denisov said something in a whisper to the esaul, and the Cossacks began to drive past Petya and Denisov. When they had all passed, Denisov touched his horse and rode downhill. Sitting on their haunches and gliding, the horses descended with their riders into the hollow. Petya rode next to Denisov. The trembling in his whole body grew stronger. It was getting lighter and lighter, only the fog hid distant objects. Driving down and looking back, Denisov nodded his head to the Cossack who was standing beside him.
- Signal! he said.
The Cossack raised his hand, a shot rang out. And at the same moment there was heard the clatter of galloping horses in front, shouts from different directions, and more shots.
At the same moment as the first sounds of trampling and screaming were heard, Petya, kicking his horse and releasing the reins, not listening to Denisov, who shouted at him, galloped forward. It seemed to Petya that it suddenly dawned brightly, like the middle of the day, at the moment a shot was heard. He jumped to the bridge. Cossacks galloped ahead along the road. On the bridge, he ran into a straggler Cossack and galloped on. There were some people in front—they must have been Frenchmen—running from the right side of the road to the left. One fell into the mud under the feet of Petya's horse.
Cossacks crowded around one hut, doing something. A terrible cry was heard from the middle of the crowd. Petya galloped up to this crowd, and the first thing he saw was the pale face of a Frenchman with a trembling lower jaw, holding on to the shaft of a pike pointed at him.
“Hurrah!.. Guys…ours…” Petya shouted and, giving the reins to the excited horse, galloped forward down the street.
Shots were heard ahead. Cossacks, hussars, and ragged Russian prisoners, who fled from both sides of the road, all shouted something loudly and incoherently. A young man, without a hat, with a red frown on his face, a Frenchman in a blue greatcoat fought off the hussars with a bayonet. When Petya jumped up, the Frenchman had already fallen. Late again, Petya flashed through his head, and he galloped to where frequent shots were heard. Shots were heard in the courtyard of the manor house where he had been last night with Dolokhov. The French sat there behind the wattle fence in a dense garden overgrown with bushes and fired at the Cossacks crowded at the gate. Approaching the gate, Petya, in the powder smoke, saw Dolokhov with a pale, greenish face, shouting something to people. "On the detour! Wait for the infantry!” he shouted as Petya rode up to him.
“Wait?.. Hurrah!” Petya shouted and, without a single minute's hesitation, galloped to the place where the shots were heard and where the powder smoke was thicker. A volley was heard, empty and slapped bullets screeched. The Cossacks and Dolokhov jumped after Petya through the gates of the house. The French, in the swaying thick smoke, some threw down their weapons and ran out of the bushes towards the Cossacks, others ran downhill to the pond. Petya galloped along on his horse along the manor's yard and, instead of holding the reins, strangely and quickly waved both hands and kept falling further and further from the saddle to one side. The horse, having run into a fire smoldering in the morning light, rested, and Petya fell heavily to the wet ground. The Cossacks saw how quickly his arms and legs twitched, despite the fact that his head did not move. The bullet pierced his head.
After talking with a senior French officer, who came out from behind the house with a handkerchief on a sword and announced that they were surrendering, Dolokhov got off his horse and went up to Petya, motionless, with his arms outstretched.
“Ready,” he said, frowning, and went through the gate to meet Denisov, who was coming towards him.
- Killed?! exclaimed Denisov, seeing from a distance that familiar to him, undoubtedly lifeless position, in which Petya's body lay.
“Ready,” repeated Dolokhov, as if pronouncing this word gave him pleasure, and quickly went to the prisoners, who were surrounded by dismounted Cossacks. - We won't take it! he shouted to Denisov.
Denisov did not answer; he rode up to Petya, dismounted from his horse, and with trembling hands turned towards him Petya's already pale face, stained with blood and mud.
“I'm used to anything sweet. Excellent raisins, take them all,” he remembered. And the Cossacks looked back in surprise at the sounds, similar to the barking of a dog, with which Denisov quickly turned away, went up to the wattle fence and grabbed it.
Among the Russian prisoners recaptured by Denisov and Dolokhov was Pierre Bezukhov.

About the party of prisoners in which Pierre was, during his entire movement from Moscow, there was no new order from the French authorities. On October 22, this party was no longer with the troops and convoys with which it left Moscow. Half of the convoy with breadcrumbs, which followed them for the first transitions, was beaten off by the Cossacks, the other half went ahead; the foot cavalrymen who went ahead, there was not one more; they all disappeared. The artillery, which had been seen ahead of them for the first time, was now replaced by the huge convoy of Marshal Junot, escorted by the Westphalians. Behind the prisoners was a convoy of cavalry things.
From Vyazma, the French troops, who had previously marched in three columns, now marched in one heap. Those signs of disorder that Pierre noticed on the first halt from Moscow have now reached the last degree.
The road they were on was paved on both sides with dead horses; ragged people, lagging behind different teams, constantly changing, then joined, then again lagged behind the marching column.
Several times during the campaign there were false alarms, and the soldiers of the convoy raised their guns, fired and ran headlong, crushing each other, but then again gathered and scolded each other for vain fear.
These three gatherings, marching together - the cavalry depot, the depot of prisoners and Junot's convoy - still constituted something separate and integral, although both, and the other, and the third quickly melted away.
In the depot, which had at first been one hundred and twenty wagons, now there were no more than sixty; the rest were repulsed or abandoned. Junot's convoy was also abandoned and several wagons were recaptured. Three wagons were plundered by backward soldiers from Davout's corps who came running. From the conversations of the Germans, Pierre heard that more guards were placed on this convoy than on prisoners, and that one of their comrades, a German soldier, was shot on the orders of the marshal himself because a silver spoon that belonged to the marshal was found on the soldier.
Most of these three gatherings melted the depot of prisoners. Of the three hundred and thirty people who left Moscow, now there were less than a hundred. The prisoners, even more than the saddles of the cavalry depot and than Junot's convoy, burdened the escorting soldiers. Junot's saddles and spoons, they understood that they could be useful for something, but why were the hungry and cold soldiers of the convoy standing guard and guarding the same cold and hungry Russians, who were dying and lagging behind the road, whom they were ordered to shoot - it was not only incomprehensible, but also disgusting. And the escorts, as if afraid in the sad situation in which they themselves were, not to give in to the feeling of pity for the prisoners that was in them and thereby worsen their situation, treated them especially gloomily and strictly.
In Dorogobuzh, while, having locked the prisoners in the stable, the escort soldiers left to rob their own shops, several captured soldiers dug under the wall and ran away, but were captured by the French and shot.
The former order, introduced at the exit from Moscow, that the captured officers should go separately from the soldiers, had long been destroyed; all those who could walk walked together, and from the third passage Pierre had already connected again with Karataev and the lilac bow-legged dog, which had chosen Karataev as its master.
With Karataev, on the third day of leaving Moscow, there was that fever from which he lay in the Moscow hospital, and as Karataev weakened, Pierre moved away from him. Pierre did not know why, but since Karataev began to weaken, Pierre had to make an effort on himself in order to approach him. And going up to him and listening to those quiet groans with which Karataev usually lay down at rest, and feeling the now intensified smell that Karataev emitted from himself, Pierre moved away from him and did not think about him.
In captivity, in a booth, Pierre learned not with his mind, but with his whole being, with his life, that man was created for happiness, that happiness is in himself, in satisfying natural human needs, and that all misfortune comes not from lack, but from excess; but now, in these last three weeks of the campaign, he learned another new, comforting truth - he learned that there is nothing terrible in the world. He learned that just as there is no position in which a person would be happy and completely free, so there is no position in which he would be unhappy and not free. He learned that there is a limit to suffering and a limit to freedom, and that this limit is very close; that the man who suffered because one leaf was wrapped in his pink bed, suffered in the same way as he suffered now, falling asleep on the bare, damp earth, cooling one side and warming the other; that when he used to put on his narrow ballroom shoes, he suffered in the same way as now, when he was completely barefoot (his shoes had long been disheveled), his feet covered with sores. He learned that when he, as it seemed to him, of his own free will married his wife, he was no more free than now, when he was locked up at night in the stable. Of all that he later called suffering, but which he then hardly felt, the main thing was his bare, worn, scabbed feet. (Horse meat was tasty and nutritious, the nitrate bouquet of gunpowder used instead of salt was even pleasant, there was not much cold, and it was always hot during the day on the move, and at night there were fires; the lice that ate the body warmed pleasantly.) One thing was hard. First, it's the legs.
On the second day of the march, having examined his sores by the fire, Pierre thought it impossible to step on them; but when everyone got up, he walked limping, and then, when warmed up, he walked without pain, although in the evening it was still more terrible to look at his feet. But he did not look at them and thought about something else.
Now only Pierre understood the whole force of human vitality and the saving power of shifting attention, invested in a person, similar to that saving valve in steam engines, which releases excess steam as soon as its density exceeds a certain norm.
He did not see or hear how backward prisoners were shot, although more than a hundred of them had already died in this way. He did not think about Karataev, who was weakening every day and, obviously, was soon to undergo the same fate. Even less did Pierre think of himself. The more difficult his position became, the more terrible the future was, the more independent of the position in which he was, joyful and soothing thoughts, memories and ideas came to him.

On the 22nd, at noon, Pierre walked uphill along a muddy, slippery road, looking at his feet and at the unevenness of the road. From time to time he glanced at the familiar crowd surrounding him, and again at his feet. Both were equally his own and familiar to him. The lilac, bow-legged Gray ran cheerfully along the side of the road, occasionally, as proof of his dexterity and contentment, tucking his hind paw and jumping on three and then again on all four, rushing barking at the crows that were sitting on the carrion. Gray was more cheerful and smoother than in Moscow. On all sides lay the meat of various animals - from human to horse, in various degrees of decomposition; and the walking people kept the wolves away, so that Gray could eat as much as he wanted.
It had been raining since morning, and it seemed that it was about to pass and clear the sky, as after a short stop it started to rain even more. The road, soaked with rain, no longer accepted water, and streams flowed along the ruts.
Pierre walked, looking around, counting steps in three, and bending on his fingers. Turning to the rain, he inwardly said: come on, come on, give more, give more.
It seemed to him that he was thinking of nothing; but far and deep somewhere his soul thought something important and comforting. It was something of the finest spiritual extract from his yesterday's conversation with Karataev.
Yesterday, at a night's halt, chilled by an extinct fire, Pierre got up and went to the nearest, better burning fire. By the fire, to which he approached, Plato sat, hiding himself, like a robe, with his overcoat on his head, and told the soldiers with his argumentative, pleasant, but weak, painful voice, a story familiar to Pierre. It was past midnight. This was the time at which Karataev usually revived from a feverish fit and was especially animated. Approaching the fire and hearing Plato's weak, painful voice and seeing his miserable face brightly lit by fire, something unpleasantly pricked Pierre in his heart. He was afraid of his pity for this man and wanted to leave, but there was no other fire, and Pierre, trying not to look at Plato, sat down by the fire.
- What, how is your health? - he asked.
- What is health? Crying at an illness - God will not let death, - said Karataev and immediately returned to the story he had begun.
“... And now, my brother,” Plato continued with a smile on his thin, pale face and with a special, joyful gleam in his eyes, “here, you are my brother ...
Pierre knew this story for a long time, Karataev told this story to him alone six times, and always with a special, joyful feeling. But no matter how well Pierre knew this story, he now listened to it as to something new, and that quiet delight that Karataev apparently felt while telling, was communicated to Pierre. This story was about an old merchant who lived decently and God-fearing with his family and who once went with a friend, a wealthy merchant, to Macarius.
Stopping at the inn, both merchants fell asleep, and the next day the merchant's friend was found stabbed to death and robbed. The bloodied knife was found under the old merchant's pillow. The merchant was judged, punished with a whip, and, pulling out his nostrils, - as follows in order, said Karataev, - they were exiled to hard labor.
- And now, my brother (at this place Pierre found Karataev's story), the case has been going on for ten years or more. The old man lives in hard labor. As it should, he submits, he does no harm. Only the god of death asks. - Good. And they get together, at night, hard labor then, just like you and me, and the old man with them. And the conversation turned, who suffers for what, what God is to blame for. They began to say that he ruined the soul, that two, that set it on fire, that fugitive, so for nothing. They began to ask the old man: why, they say, grandfather, are you suffering? I, my dear brothers, say, I suffer for my own and for human sins. And I didn’t destroy souls, I didn’t take someone else’s, except that I clothed the poor brethren. I, my dear brothers, are a merchant; and had great wealth. So and so, he says. And he told them, then, how the whole thing was, in order. I, he says, do not grieve about myself. It means that God found me. One thing, he says, I feel sorry for my old woman and children. And so the old man cried. If the same person happened in their company, it means that the merchant was killed. Where, says grandfather, was it? When, what month? asked everyone. His heart ached. Suitable in this manner to the old man - clap at the feet. For me, you, he says, old man, disappear. The truth is true; innocently in vain, he says, guys, this man is tormented. I, he says, did the same thing and put a knife under your sleepy head. Forgive me, says grandfather, you are me for the sake of Christ.
Karataev fell silent, smiling joyfully, looking at the fire, and straightened the logs.
- The old man says: God, they say, will forgive you, and we all, he says, are sinners to God, I suffer for my sins. He burst into tears himself. What do you think, falcon, - brighter and brighter, beaming with an enthusiastic smile, said Karataev, as if what he had now to tell contained the main charm and the whole meaning of the story, - what do you think, falcon, this murderer showed up most according to his superiors . I, he says, ruined six souls (there was a big villain), but all I feel sorry for this old man. Let him not cry at me. Showed up: written off, sent the paper, as it should. The place is far away, while the court and the case, while all the papers have been written off as they should, according to the authorities, that means. It came to the king. So far, the royal decree has come: to release the merchant, to give him rewards, how many were awarded there. The paper came, they began to look for the old man. Where did such an old man suffer innocently in vain? The paper came out from the king. They began to search. - Karataev's lower jaw trembled. “God forgave him—he died.” So, falcon, - finished Karataev and for a long time, silently smiling, looked in front of him.
Not this story itself, but its mysterious meaning, that enthusiastic joy that shone in Karataev’s face at this story, the mysterious meaning of this joy, now vaguely and joyfully filled Pierre’s soul.

– A vos places! [In places!] – suddenly shouted a voice.
Between the prisoners and the escorts there was a joyful confusion and the expectation of something happy and solemn. The cries of the command were heard from all sides, and from the left side, trotting around the prisoners, cavalrymen appeared, well-dressed, on good horses. On all faces there was an expression of tension, which people have in the vicinity of higher authorities. The prisoners huddled together, they were pushed off the road; the convoys lined up.
- L "Empereur! L" Empereur! Le marechal! Le duc! [Emperor! Emperor! Marshal! Duke!] - and the well-fed escorts had just passed, when the carriage thundered in a train, on gray horses. Pierre caught a glimpse of the calm, handsome, fat and white face of a man in a three-cornered hat. It was one of the marshals. The marshal's gaze turned to the large, conspicuous figure of Pierre, and in the expression with which this marshal frowned and turned his face away, compassion and a desire to hide it seemed to Pierre.
The general who led the depot, with a red, frightened face, urged on his thin horse, galloped behind the carriage. Several officers came together, the soldiers surrounded them. Everyone had excited faces.
- Qu "est ce qu" il a dit? Qu "est ce qu" il a dit? .. [What did he say? What? What?..] – heard Pierre.
During the passage of the marshal, the prisoners huddled together, and Pierre saw Karataev, whom he had not seen this morning. Karataev was sitting in his overcoat, leaning against a birch. In his face, in addition to the expression of yesterday's joyful tenderness at the story of the innocent suffering of the merchant, there was also an expression of quiet solemnity.
Karataev looked at Pierre with his kind, round eyes, now covered with tears, and, apparently, called him to him, wanted to say something. But Pierre was too scared for himself. He acted as if he hadn't seen his eyes and hurried away.
When the prisoners started off again, Pierre looked back. Karataev was sitting on the edge of the road, by a birch; and two Frenchmen said something over him. Pierre did not look back anymore. He walked limping up the hill.
Behind, from the place where Karataev was sitting, a shot was heard. Pierre heard this shot clearly, but at the same moment he heard it, Pierre remembered that he had not finished the calculation he had begun before the marshal's passage about how many crossings were left to Smolensk. And he began to count. Two French soldiers, one of whom held a shot, smoking gun in his hand, ran past Pierre. They were both pale, and in the expression of their faces - one of them looked timidly at Pierre - there was something similar to what he saw in a young soldier at an execution. Pierre looked at the soldier and remembered how this soldier of the third day burned his shirt while drying at the stake and how they laughed at him.
The dog howled from behind, from the place where Karataev was sitting. “What a fool, what is she howling about?” thought Pierre.
The comrade soldiers, walking next to Pierre, did not look back, just like he did, at the place from which a shot was heard and then the howling of a dog; but a stern expression lay on all faces.

The depot, and the prisoners, and the convoy of the marshal stopped in the village of Shamshev. Everything was huddled around the fires. Pierre went up to the fire, ate roasted horse meat, lay down with his back to the fire and immediately fell asleep. He slept again in the same dream as he slept in Mozhaisk after Borodino.
Again the events of reality were combined with dreams, and again someone, whether he himself or someone else, spoke to him thoughts, and even the same thoughts that were spoken to him in Mozhaisk.
“Life is everything. Life is God. Everything moves and moves, and this movement is God. And as long as there is life, there is the enjoyment of the self-consciousness of the deity. Love life, love God. It is most difficult and most blessed to love this life in one's suffering, in the innocence of suffering.
"Karataev" - Pierre remembered.
And suddenly Pierre introduced himself as a living, long-forgotten, meek old man who taught geography to Pierre in Switzerland. "Wait," said the old man. And he showed Pierre the globe. This globe was a living, oscillating ball, without dimensions. The entire surface of the sphere consisted of drops tightly compressed together. And these drops all moved, moved, and then merged from several into one, then from one they were divided into many. Each drop strove to spill out, to capture the greatest space, but others, striving for the same, squeezed it, sometimes destroyed it, sometimes merged with it.
“This is life,” said the old teacher.
“How simple and clear it is,” thought Pierre. How could I not have known this before?
- In the middle is God, and each drop tends to expand in order to reflect him in the largest size. And it grows, merges, and shrinks, and is destroyed on the surface, goes into the depths and emerges again. Here he is, Karataev, here he spilled and disappeared. - Vous avez compris, mon enfant, [You understand.] - said the teacher.
- Vous avez compris, sacre nom, [You understand, damn you.] - shouted a voice, and Pierre woke up.
He got up and sat down. By the fire, squatting on his haunches, sat a Frenchman, who had just pushed a Russian soldier away, and fried the meat put on the ramrod. Wiry, tucked up, overgrown with hair, red hands with short fingers deftly turned the ramrod. A brown, gloomy face with furrowed brows was clearly visible in the glow of the coals.
“Ca lui est bien egal,” he grumbled, quickly addressing the soldier behind him. - ... brigand. Va! [He doesn't care... Rogue, right!]
And the soldier, turning the ramrod, looked gloomily at Pierre. Pierre turned away, peering into the shadows. One Russian soldier, a prisoner, the one who was pushed away by the Frenchman, sat by the fire and ruffled something with his hand. Peering closer, Pierre recognized a purple dog, which, wagging its tail, was sitting next to the soldier.
- Did you come? Pierre said. “Ah, Pla…” he began and did not finish. In his imagination, suddenly, at the same time, connecting with each other, there arose a memory of the look with which Plato looked at him, sitting under a tree, of a shot heard in that place, of a dog howling, of the criminal faces of two Frenchmen who ran past him, of smoking gun, about the absence of Karataev at this halt, and he was ready to understand that Karataev had been killed, but at the same moment in his soul, taking God knows where, there arose a memory of the evening he had spent with the beautiful Polish woman, in the summer, on balcony of his Kyiv house. And yet, without connecting the memories of the current day and not drawing a conclusion about them, Pierre closed his eyes, and the picture of summer nature mingled with the memory of bathing, of a liquid oscillating ball, and he sank somewhere into the water, so that the water converged over his head.
Before sunrise, he was awakened by loud, frequent shots and screams. The French ran past Pierre.
- Les cosaques! [Cossacks!] - shouted one of them, and a minute later a crowd of Russian faces surrounded Pierre.
For a long time Pierre could not understand what happened to him. From all sides he heard the cries of joy of his comrades.
- Brothers! My darlings, doves! - crying, shouted the old soldiers, hugging the Cossacks and hussars. Hussars and Cossacks surrounded the prisoners and hurriedly offered some dresses, some boots, some bread. Pierre sobbed, sitting in the middle of them, and could not utter a word; he embraced the first soldier who approached him and, weeping, kissed him.
Dolokhov stood at the gates of a ruined house, letting a crowd of disarmed French pass him by. The French, excited by everything that had happened, spoke loudly among themselves; but when they passed Dolokhov, who lightly lashed his boots with a whip and looked at them with his cold, glassy look, promising nothing good, their speech fell silent. On the other side stood the Cossack Dolokhova and counted the prisoners, marking hundreds with a line of chalk on the gate.
- How? Dolokhov asked the Cossack, who was counting the prisoners.
“On the second hundred,” answered the Cossack.
- Filez, filez, [Come in, come in.] - Dolokhov said, having learned this expression from the French, and, meeting the eyes of the passing prisoners, his eyes flashed with a cruel brilliance.
Denisov, with a gloomy face, taking off his hat, walked behind the Cossacks, who were carrying the body of Petya Rostov to a hole dug in the garden.

Since October 28, when frosts began, the flight of the French only acquired the more tragic character of people freezing and roasting to death at the fires and continuing to ride in fur coats and carriages with the loot of the emperor, kings and dukes; but in essence the process of flight and disintegration of the French army has not changed at all since the departure from Moscow.
From Moscow to Vyazma, out of the seventy-three thousand French army, not counting the guards (who did nothing during the whole war except robbery), out of seventy-three thousand, thirty-six thousand remained (out of this number, no more than five thousand dropped out in battles). Here is the first member of the progression, which mathematically correctly determines the subsequent ones.
The French army was melting and destroyed in the same proportion from Moscow to Vyazma, from Vyazma to Smolensk, from Smolensk to Berezina, from Berezina to Vilna, regardless of a greater or lesser degree of cold, persecution, blocking the path and all other conditions taken separately. After Vyazma, the French troops, instead of three columns, huddled together and so went to the end. Berthier wrote to his sovereign (it is known how remotely from the truth the chiefs allow themselves to describe the state of the army). He wrote:
“Je crois devoir faire connaitre a Votre Majeste l"etat de ses troupes dans les differents corps d"annee que j"ai ete a meme d"observer depuis deux ou trois jours dans differents passages. Elles sont presque debandees. Le nombre des soldats qui suivent les drapeaux est en proportion du quart au plus dans presque tous les regiments, les autres marchent isolement dans differentes directions et pour leur compte, dans l "esperance de trouver des subsistances et pour se debarrasser de la discipline. En general ils regardent Smolensk comme le point ou ils doivent se refaire. Ces derniers jours on a remarque que beaucoup de soldats jettent leurs cartouches et leurs armes. Dans cet etat de choses, l "interet du service de Votre Majeste exige, quelles que soient ses vues ulterieures qu "on rallie l" armee a Smolensk en commencant a la debarrasser des non combattans, tels que hommes demontes et des bagages inutiles et du materiel de l "artillerie qui n" est plus en proportion avec les forces actuelles. En outre les jours de repos, des subsistances sont necessaires aux soldats qui sont extenues par la faim et la fatigue; beaucoup sont morts ces derniers jours sur la route et dans les bivacs. Cet etat de choses va toujours en augmentant et donne lieu de craindre que si l "on n" y prete un prompt remede, on ne soit plus maitre des troupes dans un combat. Le 9 November, a 30 verstes de Smolensk.
[It takes me a long time to report to Your Majesty about the condition of the corps that I examined on the march in the last three days. They are almost in complete disarray. Only a quarter of the soldiers remain with the banners, the rest go on their own in different directions, trying to find food and get rid of the service. Everyone thinks only of Smolensk, where they hope to have a rest. In recent days, many soldiers have abandoned their cartridges and guns. Whatever your further intentions, but the benefit of Your Majesty's service requires collecting corps in Smolensk and separating from them dismounted cavalrymen, unarmed, extra carts and part of the artillery, because now it is not in proportion to the number of troops. Need food and a few days of rest; the soldiers are exhausted by hunger and fatigue; in recent days many have died on the road and in the bivouacs. This calamity is incessantly increasing, and makes one fear that, unless swift measures are taken to prevent evil, we shall soon have no troops in our power in the event of a battle. November 9, 30 versts from Smolenka.]

Tatyana Ivanovna Shamova - founder scientific schoolManagement of educational systems

T.I. Shamova graduated with honors from the Faculty of Physics and Mathematics of the Novosibirsk State Pedagogical Institute in 1947. For 12 years she worked at the school as a teacher, head teacher, director. Then she worked as the director of the Novosibirsk Institute for the Improvement of Teachers. In 1966 she defended her Ph.D. thesis "Organization of cognitive actions of students in conditions of problem-based learning (on the basis of subjects of the natural-mathematical cycle)". Since 1969, she was transferred to Moscow as Deputy Director for Research at the Research Institute of Schools of the Ministry of Education of the RSFSR. For three years, since 1978, she worked as deputy editor-in-chief of the journal Soviet Pedagogy. In 1978, she defended her doctoral dissertation “The problem of activating the learning of schoolchildren (a didactic concept and ways to implement the principle of activity in learning)” at the dissertation council at the Moscow State Pedagogical Institute (MGPI).

In 1982, Tatyana Ivanovna was appointed dean of the faculty for advanced training and professional retraining of educators at the Moscow State Pedagogical Institute. Under the leadership of T.I. Shamov faculty and department

scientific foundations of school management have become the leading scientific, methodological and training center of the system of additional education, where all categories of heads of educational institutions in Russia are trained, upgraded and retrained. In 1992, on the initiative and under the direct supervision of T.I. Shamova opens the first in Russia master's program for the training of education managers, which makes it possible for managers to receive a full-fledged professional management education. In 1993 T.I. Shamova was elected a corresponding member of the Russian Academy of Education, in 1998 she was awarded the honorary title of Honored Scientist of the Russian Federation. In 2000, by order of the Ministry of Education of the Russian Federation, Tatyana Ivanovna was awarded the medal “K.D. Ushinsky” In 2004, Tatyana Ivanovna was awarded the medal “V.A. Sukhomlinsky" on which is written: "I give my heart to children."

Over the forty years of the existence of the scientific school, under the guidance of Tatyana Ivanovna and her students, a large number of candidate and doctoral dissertations were defended, in which research, reflective, problem-functional, program-targeted, cluster and other progressive approaches to education management were theoretically substantiated. The scientific school of Tatyana Ivanovna Shamova has a reputation, a scientific reputation, a high research level of scientific work, the activities of the school have been time-tested. All modern pedagogy textbooks necessarily pay worthy attention to the concept of T.I. Shamova, who considers activity as a quality of this activity, in which the personality of the student himself is manifested with his attitude to the content, nature of the activity and the desire to mobilize his moral and volitional efforts to achieve educational and cognitive goals. Tatyana Ivanovna Shamova entered the history of the domestic theory of intra-school management as a unique author of the most harmonious and holistic concept of managerial

cycle. The development and implementation of appropriate scientific and methodological support for the activities of educational institutions at all levels, the creation of modern management models, the optimization of the content and forms of the qualitative functioning of the system for advanced training of educators are the main directions of the scientific school of T.I. Shamova.

Main scientific publications: "Activation of the teaching of schoolchildren" (1976, 1979, 2004), "Pedagogical analysis of the lesson in the system of intra-school management" (1983, 2009, in collaboration with Yu.A. Konarzhevsky), "Research approach to management school" (1992, 2004), "Management in school management" (1995), "The educational system of the school: essence, content, management (2005, in collaboration with G.N. Shibanova)," Management of educational systems" (2005-2011, co-authored by T.M. Davydenko, G.N. Shibanova), "Management of specialized training based on a student-centered approach" (2006, co-authored with G.N. Podchalimova, A N. Khudin), "Selected Works" (2004), "Selected Works" (2009), "Development of educational and cognitive competence of students: experience in designing an intra-school system of educational, methodological and managerial support" (2010, in co-authorship with S.G. Vorovshchikov, M.M. Novozhilova) and others.