Extended Education from an International Comparative Point of View

Abstract

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Revisiting Cambodian Private Tutoring: Insights Into Teachers’ Professional Misconduct

“…On the one hand, this finding seemed to contradict previous studies in the same context (i.e., Bray, et al, 2016;Bray, et al, 2018;Bray, et al, 2019;Edwards, et al, 2019;Maeda, 2019). On the other hand, this study tended to propose a new thought towards teacher's unethical behaviour during examinations.…”

“…Bray (2013) pointed out that students who did not pay for PT were likely to repeat their grade because schoolteachers were responsible for designing and rating the end-year examinations. In addition, teachers were more inclined to favour their tutees not only during classroom learning activities but also for examinations by giving them more care, emphasising tests during PT prior to the test date and giving tutees higher scores (Bray, et al, 2016;Bray, et al, 2018;Bray, Liu, Zhang, & Kobakhidze, 2019;Edwards, Le, & Sustrarsic, 2019). Some teachers would also allow tutees to cheat during the examinations as well as make fun of non-tutees in class (Maeda, 2019).…”

“…This practice was seen as an effective strategy to attract students to opt for PT. Those who could afford PT thus hoped to maximize their chances for higher scores in the school-based examinations (i.e., monthly tests and semester exams) unlike their peers who could not afford (Bray, et al, 2016;Bray, et al, 2019;Brehm & Silova, 2014;Edwards, et al, 2019).…”

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“…This practice was seen as an effective strategy to attract students to opt for PT. Those who could afford Sopha Soeung PT thus hoped to maximize their chances for higher scores in the school-based examinations (i.e., monthly tests and semester exams) unlike their peers who could not afford (Bray, et al, 2016;Bray, et al, 2019;Brehm & Silova, 2014;Edwards, et al, 2019).…”

Full-time Schools in Portugal: Participation and Educational Achievement

“…During the last decades, many other countries have considered extending school hours to improve students' outcomes, to promote equity and/or to support work-family balance (Alfaro, Evans, & Holland, 2015;Ceballos, 2022;Long, 2014;Radinger & Boeskens, 2021;Schüpbach & Lilla, 2019;Tenti, Meo, & Gunturiz, 2010). Most studies have found some positive effects on academic attainment, particularly in vulnerable socioeconomic contexts.…”