Evolving ecosystems in education: The nature and implications of private supplementary tutoring in Hong Kong

Bray, Mark; Kobakhidze, Magda Nutsa

doi:10.1007/s11125-015-9353-2

Cited by 50 publications

(44 citation statements)

References 25 publications

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“…Based on an international review, Kwo and Bray (2014) revealed that diverse patterns of PT are becoming an additional resource that assists pupils in their school's mission and helps them catch up with their peers and understand the lessons more effectively. Additionally, Bray and Kobakhidze (2015) interviewed pupils who took PT in a tutorial centre in Hong Kong and reported that they have friendlier relations and direct communication with school teachers. Thus, PT that seems to assist pupils in their school work (Zhan et al, 2013) can carry positive attitudes towards school.…”

Section: Pupils' Pt Experience and Perception Of School Teachersmentioning

confidence: 99%

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Addi‐Raccah

2019

British Educational Res J

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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.

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Section: Pupils' Pt Experience and Perception Of School Teachersmentioning

confidence: 99%

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Addi‐Raccah

2019

British Educational Res J

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“…Although there is considerable research about Macao, Taipei and especially Hong Kong (Hsieh, 2001;Bray & Kwok, 2003;Huang, 2004;Southgate, 2009;Liu, 2012;Bray, 2013;Chou, 2014;Bray & Kobakhidze, 2015); research about mainland China on this topic is rather limited. Private tutoring has "long traditions" in China and other East Asian countries partly due to the Confucian philosophy (Bray & Lykins, 2012, p. 8).…”

Section: Shadow Education In Chinamentioning

confidence: 99%

Shadow education in Beijing: Determinants and disparities from the perspectives of the students

Malik¹,

Liu²

2017

IJRSE

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Using 696 questionnaires from grade 12 students from four senior secondary schools in Beijing, this study investigates the types, cost, determinants and disparities caused by shadow education from the perspectives of the students. The paper investigates disparity through the parameters of 'actual disparity'. Unlike disparity which focuses on numbers, actual disparity focuses on the reasons behind such decision and how a person feels about it. The results show that 53% of the students opted for shadow education during the last one year. Parents' education and income appear to have a positive influence on their children's tendencies to receive shadow education. The biggest reason for receiving it was to practice exam questions (enrichment as a group). Amongst those who did not receive it, only 21% stayed away due to unfavorable circumstances. A vast majority stayed away due to their own choice. These findings tentatively suggest that the notion that shadow education causes disparities amongst the students is exaggerated as most of them abstain by their own choice. It suggests a need to look at this issue more deeply, focusing more on the reasons and the feelings than mere numbers.

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“…Researchers have also explored how effective tutoring is, and whether it has helped in both the acquisition knowledge and application in exams. On the contrary, there has not been much research that explores the different roles played by the school and tutoring classes; Bray and Kobakhidze [7] once gave a brief outline, including differentiation, partnerships and conflicts, but no more has been said. More research needs to be done to clarify these notions.…”

Section: Roles Of Schooling and Tutoringmentioning

confidence: 99%

“…Many tools from various disciplines have been employed to study the wide social phenomenon of shadow education [9]. The more interesting ones include biology, where the theory of an ecosystem was used to study the differences between studying in schools and under tutors [7]; psychology, where Maslow's Hierarchy of Needs was used to explore why students seek shadow education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong

Nam¹,

Chan²

2019

EDU

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In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently -Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.

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Evolving ecosystems in education: The nature and implications of private supplementary tutoring in Hong Kong

Cited by 50 publications

References 25 publications

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Shadow education in Beijing: Determinants and disparities from the perspectives of the students

The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong

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