Exploring Year 6 pupils’ perceptions of private tutoring: evidence from three mainstream schools in England

Hajar, Anas

doi:10.1080/03054985.2018.1430563

Cited by 40 publications

(43 citation statements)

References 33 publications

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“…In this case, the findings are in accordance with Hajar (), who indicated that in the UK, primary school pupils who mainly took a one‐on‐one tutoring programme to pass grammar school entrance tests emphasise the benefit of taking PT for intangible gains such as self‐confidence or developing plans for the future. Hajar () concluded that ‘Surprisingly perhaps, almost all participants considered tutoring sessions a better environment for learning and boosting their knowledge and self‐esteem than their mainstream schooling’ (p. 14).…”

Section: Discussionmentioning

confidence: 99%

“…These studies, that focused on the comparison between private tutors and school teachers, revealed that pupils evaluated private tutors as more effective than school teachers in preparing them for tests, giving them confidence in exams, helping them develop techniques to answer questions, encouraging them to learn, providing confidence in school performance or in acquiring learning strategies, and teaching them in a fun way, which increased their involvement and enthusiasm for learning (Tansel, ; Zhan et al ., ; Chan & Bray, ; Hajar, ).…”

Section: Pupils’ Pt Experience and Perception Of School Teachersmentioning

confidence: 99%

“…However, these studies hardly relate the linkage between PT's experiences and attitudes towards schools from the pupils' own point of view. Referring to the UK, Hajar (2018) indicted that very limited evidence exists regarding pupils' voices in evaluating their participation in PT and that 'little is known about pupils' embodied experiences and reflections' (p. 2). This argument is of considerable importance as pupils themselves are central actors in the decision to take PT, depending on their achievements and academic aspirations, as found in Japanese high schools (see also Entrich, 2015).…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 99%

Section: Pupils’ Pt Experience and Perception Of School Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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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“…This finding of mainstream teachers' lack of information about PT could be partially due to the UK government's laissez‐faire attitude towards PT, whereby education outside mainstream school hours is not under the government's purview (Hajar, ). That is, the UK government's Department of Education has not played an interventionist role, leaving the PT market to regulate itself.…”

Section: Findings and Discussionmentioning

confidence: 99%

The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south‐east England

Hajar

2019

British Educational Res J

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England has experienced recent growth in the prevalence of private tutoring (PT). The qualitative study reported in this article aims to explore the perceptions of 14 Year 6 pupils and their teachers from three state-maintained primary schools in East Kent on PT participation and its impact on grammar school admissions. Data were collected through individual and focus group interviews and pupils' drawings. The data revealed that teachers were not totally aware of the scale of PT in their classes and ascribed PT merely to parental decision to prepare their child to pass the 11-plus, grammar school entrance test. However, some pupils indicated that they shared in the decision to have PT, affirming that it was not only for 11-plus test familiarisation and practice. PT also contributed to greater pupil confidence, involvement and enthusiasm for learning, together with improvement in social interactive skills (i.e. intangible benefits). Both teachers and pupils also explained the disadvantages of PT, including the psychological and financial burdens on the whole family and changing the playing field level. Teachers proposed some solutions to help Year 6 pupils without PT. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested.

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“…V nám blízkém kulturním okruhu se tedy nejedná o žádnou zvláštnost a evidence (založená na výpovědích žáků) o tomto způsobu jednání učitelů je známá i z jiných zemí, např. z Anglie (Hajar, 2018) či Polska (Długosz, 2017). Ne vždy je ovšem doporučení učitelů rodiči či žáky vyslyšeno, v mnohých výzkumech totiž doporučení učitele uvedl jako důvod pro využití SD spíše jen zanedbatelný podíl respondentů.…”

Section: Jednání Učitelů Ve Vztahu K Soukromému Doučováníunclassified

Vliv školy na využívání soukromého doučování

Šťastný¹,

Walterová²

2019

Studia paedagogica

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Cílem studie je identifikovat faktory spojené se školou (a aktivitami jejích pracovníků), u nichž byla dosavadním empirickým výzkumem prokázána souvislost s vytvářením či snižováním poptávky žáků po soukromém doučování, a popsat mechanismy jejich působení. Analýzou dostupných empirických dokladů byly identifikovány následující proměnné: z působy jednání učitelů (zejména doporučování žákům využít soukromé doučování), kvalita školy/výuky, realizované kurikulum, velikost tříd, dostupnost bez platného doučování, partnerství školy a poskytovatelů soukromého doučování, diferenciace a socioekonomické složení žáků, další kontextuální charakteristiky školy. Výstupem studie je schematický diagram, který systematizuje identifikované faktory v dimenzích míry jejich ovlivnitelnosti školou (resp. učiteli) a (ne)přímostí vlivu na rozhodnutí využít soukromé doučování.

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Exploring Year 6 pupils’ perceptions of private tutoring: evidence from three mainstream schools in England

Cited by 40 publications

References 33 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

The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south‐east England

Vliv školy na využívání soukromého doučování

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