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1.
In the academic literature, private supplementary tutoring is widely known as shadow education, in part because it is commonly indistinct and because much of its content mimics that in mainstream schooling. Around the world, shadow education has become an important part of students' lives and in some places it diminishes the body that it mimics. This paper builds on studies that have focused on relationships between schooling and shadow education. The paper uses the conceptual lens of privatisation-by-default, and employs qualitative methods to understand the roles of both government and private schools in promoting tutoring in West Bengal, India. It finds that substantial proportions of shadow education emanate from and are fostered by school systems. On the one hand private tutoring as a form of privatisation-by-default gives freedom of choice, but on the other hand it limits choice. Further, school-bred tutoring can have a negative backwash on school systems. As such, private supplementary tutoring is not just a neutral shadow but affects the body that it imitates. The study recommends researchers to look back at schools to gain a deeper understanding of private supplementary tutoring. 相似文献
2.
从近代学校的兴起到学校系统在工业化国家的确立再到其他国家的仿效,公共大众学校教育在全球推广普及.然学校教育对学业成绩的残酷投注而其自身在提升学业成绩上的能力不足,驱使家庭购买大量校外辅导及相关服务以助子女取得学业佳绩,这在一些国家业已成为学校教育的制度化组成部分.通过效法并补充学校教育同时辅以世界教育文化的助推,课外辅导（影子教育）得以在全球扩张并挑战着学校教育.辅导机构有望成为教育组织系统的有机构成;学校在课程设置、运作管理等方面亦呈现与辅导机构相似、兼容之端倪.学校与辅导机构在明争暗合中形影游移、界限模糊,衍生一种混合型教育组织或有可能.依此而论,消除校外“辅导热”大抵是个伪命题. 相似文献
3.
Shengli Zhan Mark Bray Dan Wang Chad Lykins Ora Kwo 《Asia Pacific Education Review》2013,14(4):495-509
This paper examines Hong Kong students’ perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more effective in the provision of examination support compared with mainstream schooling and teachers. However, perceptions vary according to students’ self-reported academic levels and motives for taking private tutoring. The operations of the parallel sector of private tutoring have significant implications for the nature of schooling and therefore need to be considered by teachers and school administrators. The Hong Kong data contribute to the international analysis of private tutoring and add a significant component to the wider conceptual literature. 相似文献
4.
Margaret Mehl 《History of education》2013,42(4):525-543
Obara Kuniyoshi, a leading representative in Japan’s New Education movement in the early twentieth century, founded his own private school, Tamagawa Gakuen, in 1929. Although his educational philosophy owes more to contemporary Western ideas about educational reform than to Japan’s educational heritage, Obara throughout his life invoked the juku, a type of private academy prevalent in Japan until the late nineteenth century, and made ‘juku education’ one of his principles. This case study examines Obara’s ‘juku‐myth’ both in the context of Obara’s educational thought and achievements and in the context of recent discussions about collective memory as a historical reality in its own right. 相似文献
5.
Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research. 相似文献
6.
Private supplementary tutoring, widely known as shadow education, has been viewed by many families around the world as a necessary complement to schooling. The analysis presented draws on questionnaire and interview data from secondary school students, teachers, principals, parents and other stakeholders in Myanmar. Parents displayed institutional mistrust in their perception of the inadequacy of public schooling to meet their children's needs. Organisational and interpersonal mistrust were also evident. The matters of mistrust relate to the theme of accountability in education, which requires systems for regulation and monitoring. The regulations on tutoring in Myanmar were widely ignored and were arguably worse than useless. The article is grounded in the context of Myanmar but has considerable insights for the wider literature. 相似文献
7.
With its shift to a market economy gathering speed from the 1990s, the Chinese Government embarked on an agenda that brought neoliberal forces into almost all sectors including education. The policies underpinned China’s spectacular economic growth, but in education have had consequences that arguably are problematic.
Drawing on a mixed-methods study in Shanghai, this paper examines ‘micro-neoliberalism’ in China’s education system, i.e. privatization and marketization at the individual, family, and institutional levels, with focus on blurring boundaries between public schooling and private supplementary tutoring. Some dimensions of these processes resulted from deliberate macro-level policies to decentralize control of schooling, raise performance, and empower private education. Other dimensions arose from the market behavior of individuals, families, and institutions that countered government efforts to steer parental choice of schools and to reduce disparities between schools. Education policies are enacted not only in schools but also in the shadow sector which is commonly overlooked. This paper focuses on Shanghai but has implications for other parts of China; and since shadow education is expanding as a global phenomenon, it also has relevance to many other countries. 相似文献
8.
徐瑞 《Frontiers of Education in China》2009,4(1):94-110
Using the method of purpositive sampling, this research makes an empirical study on the relationship between the schooling
for education and democratic qualities of public high school students in Beijing. The results show that the democratic qualities
of the students in public high school of Beijing are better as a whole, but they are still lack of democratic knowledge and
abilities, etc. The results of correlation analysis, multiple regression analysis and independent-samples T test show that there are four different kinds of relationships between the schooling for education and democratic qualities
of students. Firstly, there is little distinct correlation between school reputation and democratic knowledge, attitude and
abilities of students. Secondly, there is little distinct correlation between prospective achievement and democratic knowledge
and attitude of students, but have a large correlation with the democratic abilities of students (P<.001). Thirdly, there is a large correlation between teaching and democratic knowledge, attitude and abilities of students
(P<.001). Lastly, there is a large correlation between activities participation and democratic knowledge, attitude and abilities
of students (P<.001)
__________
Translated from Jiaoyu Xuebao 教育学报 (Journal of Educational Studies), 2008, 4(1): 14–18, with updated and additional content 相似文献
9.
Aaron Saiger 《Journal of School Choice》2016,10(3):297-319
ABSTRACTRegulators ubiquitously dichotomize schooling into two discrete sectors: public and private. Although homeschooling is regulated in some contexts as a third sector, the general approach is to treat it as a species of private education by subjecting it to public regulation while simultaneously denying it public funds. But the public/private binary is increasingly difficult to sustain as charter schools multiply and, especially, as virtual schooling increasingly penetrates primary and secondary education. Public school systems are deploying virtual education in ways that erode once impermeable walls between public and private. Many obstacles to homeschooling will fall with those walls—particularly obstacles related to government financing of homeschooling activities. 相似文献
10.
“影子教育”之全球扩张：教育公平、质量、发展中的利弊谈 总被引：1，自引：0，他引：1
"影子教育"这一术语已被广泛用于描述利用校外时间对学校科目进行的私人补充教育。在世界上的一些地区,"影子教育"已作为一种显著的教育现象历经了几十年,而在另一些地区,则是在近几年才变得突出。"影子教育"在全球逐渐扩张,中国也不例外。它给政策制定者、教师、家庭和学生带来了一系列挑战。"影子教育"在有些方面是有益的,但在有些方面却带来了问题。 相似文献
11.
Diane Schilder Meghan Broadstone Ashley Smith Leavell 《Early education and development》2019,30(8):1029-1044
ABSTRACTResearch Findings: In this non-experimental study, the research team analyzed data from a randomly selected sample of child care programs in Maryland and Vermont to understand what characteristics contribute to collaboration success. The team also examined the relationship between collaboration success and measures of child care program quality. We found positive correlations between collaboration success – defined as programs’ use of collaborative strategies, structural indicators of quality, and QRIS ratings – and programs’ collaboration administration and collaboration relationships. In addition, programs that used more collaboration strategies had higher ratings on the state’s Quality Rating and Improvement System (QRIS). Policy or Practice: Policies designed to encourage early childhood collaborations should support strong administrative processes among collaborators and provide specific guidance on building strong relationships among child care and early education administrators. Future research is needed to determine the causes of the associations. Research should focus on how policies can broaden the reach of federal and state programs that promote collaboration to include programs that have lower QRIS ratings or programs that opt out of these state systems. 相似文献
12.
Expatriate parents and supplementary education in Japan: survival strategy or acculturation strategy
Melodie Cook 《Asia Pacific Education Review》2013,14(3):403-417
The increase in the use of supplementary education, or juku, in Japan by Japanese families in order to augment their children’s chances of success in entering prestigious pre-tertiary and tertiary institutions is documented (Blumenthal in Asian Surv 32(5):448–460, 1992; Bray and Lykins in Shadow education; private supplementary tutoring and its implications for policy makers in Asia, Asian Development Bank, Philippines, 2012; Dierkes in The Focus: Supplementary education in Asia, International Institute of Asian Studies, Leiden, The Netherlands, 2011; Roesgaard in Japanese education and the cram school business; Functions, challenges and perspectives of the juku, Nordic Institution of Asian Studies, Copenhagen, 2006; Rohlen in J Jpn Stud 6(2):207–242, 1980; Tsukada in Comp Educ, 24(3):285–303, 1988), but there is little known about the use of supplementary education by an ever-growing number of families in Japan in which one or both parents are an expatriate. This exploratory countrywide study of such families hopes to address this lack of research. Initial results show that while a number of factors related to their own culture and values about childhood, education, and family life influence some families’ decision not to send their children to juku, most families tend to use these services for many of the same reasons as their Japanese counterparts, although to a different degree. In addition, they seem to use these services because they are counseled to do so by insiders, or because supplementary education provides other services which help them to navigate the Japanese educational system. Expatriate families’ use of supplementary education could be one of many acculturation strategies they use as they adapt to Japan’s educational culture. 相似文献
13.
Present primary public education in France originated in the école républicaine of the nineteenth century. Starting in the 1960s, the primary school has become integrated into a system of education, with virtually all children now attending pre-elementary and secondary education. These structural changes have led to important alterations in the curriculum of pre-elementary and elementary schools: their traditional pedagogical specificity has diminished in response to a relatively new requirement of curriculum continuity and the overall aim of preparing for future schooling. On the whole, however, this level of schooling is characterized by modernistic pedagogy, the importance it gives to children's harmonious growth and the psycho-affective nature of the teacher-pupil relationship. Although inequalities in socio-economic status between children have not disappeared, new directives aim to limit the inegalitarian mechanisms at work through decentralized compensatory measures and teamwork inside schools. 相似文献
14.
Walter Dawson 《Asia Pacific Education Review》2010,11(1):14-24
This paper examines private tutoring systems in three East Asian countries (Japan, South Korea, and Cambodia) with the purpose
of examining the relationship between those systems and formal education systems. The study of private tutoring systems in
each nation can be used to reveal the inadequacies of the formal education system in meeting the ideal of equal opportunity
of education in relation to high-stakes examinations. In each nation, the private tutoring system functions as a “shadow education
market” to absorb unmet demand for additional education in a parasitic relationship with the formal system. Governments have
enacted various policies to respond to the growing private tutoring systems which have proven largely ineffective and often
led to further expansion. Pedagogical and curricular practices in the private tutoring systems have functioned to increase
“anxiety” and “insecurity” in regard to the formal education system with the purpose of expanding the market. Studies of mass
schooling systems and equal opportunity are incomplete without due consideration toward the role of the private tutoring system.
Efforts toward education policy-making and reform to further the ideal of equal opportunity of education must be informed
by such research on private tutoring. 相似文献
15.
Private Subtractory Tutoring: The Negative Impact of Shadow Education on Public Schooling in Myanmar
An expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, contextualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract as well as supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running. 相似文献
16.
17.
Audrey Addi-Raccah 《British Educational Research Journal》2019,45(5):938-960
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils (n = 855) from Grades 7 to 10 from one secondary school located in an affluent area at the centre of Israel (respondence rate, 83.2%), it was found that overall, there were few differences in students’ attitudes between participants in PT compared to those who did not participate in PT. However, among those who participate in PT, their attitudes towards school teachers are related to the distinction between the academic and social-affective contribution of private tutors. When PT is related to academic spheres, it enhances positive attitudes towards school teachers and when PT is related to socio-affective aspects, it increases criticism. The findings highlight the complex interactions of PT with mainstream education and emphasise the challenges school teachers face in view of the trend for more personalised learning approaches. 相似文献
18.
《The Journal of educational research》2012,105(3):209-224
ABSTRACT Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their schooling than male students, and that Caucasian and Latino students report greater school satisfaction than African American students. No prior research has studied parental and student subjective well-being in a cyber environment. The authors investigate parental and student subjective well-being in a cyber charter school, using a student (n = 269; 53.7% response rate) and parent (n = 232; 48.7% response rate) survey. They find statistically significant differences in subjective well-being across demographic groups of students, and also significantly higher satisfaction among special education students in the cyber school environment. Implications are discussed. 相似文献
19.
This article provides a rationale for using literature in the classroom to explore conceptions of curriculum and teaching. We discuss a number of exemplars from children’s and young adult fiction, both mainstream and less well known; offer a taxonomy for categorizing the range of visions of curriculum and teaching in the literature; and describe the responses of a group of middle school students to a unit that examined schooling in literature. We argue that reading literature which addresses student experiences in school can help students make sense of those experiences and, more importantly, open their minds to ideas about teaching and schooling that they otherwise might never have considered.John Kornfeld is Professor and Director of Graduate Studies in the School of Education at Sonoma State University. His research in curriculum, children’s literature, school/ university collaboration, and the politics of schooling has been published in such journals as Theory into Practice, Social Education, and Theory and Research in Social Education.Laurie Prothro is a school library consultant and children’s librarian in Sonoma County, California. She specializes in collection development and young adult literature. Her most recent publication with John Kornfeld, entitled “Comedy, Conflict, and Community: Home and Family in Harry Potter,” appears in Elizabeth Heilman’s Harry Potter’s World: Multidisciplinary Critical Perspectives. 相似文献