Laura Karabassova
Biographic Data
| ID | 6503417 |
|---|---|
| NAME | Laura Karabassova |
| GIVEN NAMES | Laura |
| FAMILY NAME | Karabassova |
| SIGNATURE | KARABASSOVA L |
| AFFILIATIONS | Nazarbayev University |
| ORCID | 0000-0002-9053-457X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Functional literacy initiatives in Kazakhstan
Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth
This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these frameworks impact teachers’ professional efficacy and instructional practices. Using databases like Scopus, Web of Science, and ERIC…
Schoolteachers as reformers
Fostering scientific literacy (SL) is gaining global prominence and is being implemented across all educational levels. However, limited empirical research exists on its implementation in primary school science education. This study explores the implementation of a large-scale school education reform at the micro level of primary school classrooms, focusing on the extent to which day-to-day teaching practices support larger reform aims. Data were…
Developing Students' Global Skills
The aim of this case study was to reconcile Kazakhstani educators' self‐assessed readiness with actual outcomes, as highlighted by the 2018 Programme for International Student Assessment results in Western Kazakhstan. An online questionnaire survey of 340 prospective primary school teachers and 1200 in‐service teachers and a complementary document analysis of the Pedagogy course at a pedagogical university were conducted. Despite self‐reported re…
Stop corrupting our children!’
Educational practitioners’ conceptualizations of the nature, impact and challenges of educational research in Kazakhstan
The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan
Higher and doctoral education in Kazakhstan underwent a systemic reform since independence in 1990. Reforms have been determined by dynamic socio‐economic developments in Kazakhstan, the country's entry into the global market, and the need to increase the competitiveness of its human capital. Kazakhstan joined the Bologna Process and switched to a three‐cycle education system in 2010. However, the transition process did not happen smoothly. Docto…
Teachers’ conceptualization of content and language integrated learning (CLIL)
This paper reports on research into the top-down implementation of CLIL in the trilingual context of Kazakhstan, with a focus on teachers’ conceptualization of integration. Kazakhstan is the first Central Asian country to introduce CLIL for using three different languages as a medium of instruction for different content subjects as part of an ambitious national language-in-education policy. With a constructivist position, the study sought to expl…
Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences
The research reported in this paper explored secondary Science teachers’ experiences in a large-scale and top-down CLIL initiative where schools and teachers had little agency in implementing educational change. Through a grounded theory approach, analysis of data suggests that teachers’ insufficient English language proficiency and the lack of agency were major challenges for participating teachers. Findings indicate that teachers were not aware…
English-medium education reform in Kazakhstan
The research reported in this paper explored the implementation of a language-in-education policy in post-Soviet Kazakhstan, also known as trilingual education reform. Drawing on interviews with teachers and school administrators, the paper comparatively examines how the teaching of Sciences through the medium of English was implemented across two different educational contexts in one country. The analysis shows that different processes were unde…
Mapping education research in post-Soviet countries
Towards translanguaging in CLIL
Since its inception in the 1990s Content and Language Integrated Learning (CLIL) has transformed from an initiative to improve communicative competence in foreign languages into a complex language-aware construct in which translanguaging and curriculum integration are identifiable pedagogical practices. This shift of paradigm in its conceptualisation has run parallel to the inclusion of multilingual practices in education, and it has been influen…
Mapping education research in post-Soviet countries
English-medium education reform in Kazakhstan
The research reported in this paper explored the implementation of a language-in-education policy in post-Soviet Kazakhstan, also known as trilingual education reform. Drawing on interviews with teachers and school administrators, the paper comparatively examines how the teaching of Sciences through the medium of English was implemented across two different educational contexts in one country. The analysis shows that different processes were unde…
Towards translanguaging in CLIL
Since its inception in the 1990s Content and Language Integrated Learning (CLIL) has transformed from an initiative to improve communicative competence in foreign languages into a complex language-aware construct in which translanguaging and curriculum integration are identifiable pedagogical practices. This shift of paradigm in its conceptualisation has run parallel to the inclusion of multilingual practices in education, and it has been influen…
Towards translanguaging in CLIL
Since its inception in the 1990s Content and Language Integrated Learning (CLIL) has transformed from an initiative to improve communicative competence in foreign languages into a complex language-aware construct in which translanguaging and curriculum integration are identifiable pedagogical practices. This shift of paradigm in its conceptualisation has run parallel to the inclusion of multilingual practices in education, and it has been influen…
English-medium education reform in Kazakhstan
The research reported in this paper explored the implementation of a language-in-education policy in post-Soviet Kazakhstan, also known as trilingual education reform. Drawing on interviews with teachers and school administrators, the paper comparatively examines how the teaching of Sciences through the medium of English was implemented across two different educational contexts in one country. The analysis shows that different processes were unde…
Mapping education research in post-Soviet countries
The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan
Higher and doctoral education in Kazakhstan underwent a systemic reform since independence in 1990. Reforms have been determined by dynamic socio‐economic developments in Kazakhstan, the country's entry into the global market, and the need to increase the competitiveness of its human capital. Kazakhstan joined the Bologna Process and switched to a three‐cycle education system in 2010. However, the transition process did not happen smoothly. Docto…
Teachers’ conceptualization of content and language integrated learning (CLIL)
This paper reports on research into the top-down implementation of CLIL in the trilingual context of Kazakhstan, with a focus on teachers’ conceptualization of integration. Kazakhstan is the first Central Asian country to introduce CLIL for using three different languages as a medium of instruction for different content subjects as part of an ambitious national language-in-education policy. With a constructivist position, the study sought to expl…
Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences
The research reported in this paper explored secondary Science teachers’ experiences in a large-scale and top-down CLIL initiative where schools and teachers had little agency in implementing educational change. Through a grounded theory approach, analysis of data suggests that teachers’ insufficient English language proficiency and the lack of agency were major challenges for participating teachers. Findings indicate that teachers were not aware…
Educational practitioners’ conceptualizations of the nature, impact and challenges of educational research in Kazakhstan
Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth
This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these frameworks impact teachers’ professional efficacy and instructional practices. Using databases like Scopus, Web of Science, and ERIC…
Schoolteachers as reformers
Fostering scientific literacy (SL) is gaining global prominence and is being implemented across all educational levels. However, limited empirical research exists on its implementation in primary school science education. This study explores the implementation of a large-scale school education reform at the micro level of primary school classrooms, focusing on the extent to which day-to-day teaching practices support larger reform aims. Data were…
Developing Students' Global Skills
The aim of this case study was to reconcile Kazakhstani educators' self‐assessed readiness with actual outcomes, as highlighted by the 2018 Programme for International Student Assessment results in Western Kazakhstan. An online questionnaire survey of 340 prospective primary school teachers and 1200 in‐service teachers and a complementary document analysis of the Pedagogy course at a pedagogical university were conducted. Despite self‐reported re…
Stop corrupting our children!’
Functional literacy initiatives in Kazakhstan
Sociology (9 works) · Pedagogy (7 works) · Political science (6 works) · Psychology (6 works) · Second Language Learning and Teaching (4 works) · Computer Science (3 works) · Economic growth (3 works) · Economics (3 works) · Global Educational Policies and Reforms (3 works) · Higher education (3 works)