Private tutoring in Wales: patterns of private investment and public provision

Pearce, Sioned; Power, Sally; Taylor, Chris

doi:10.1080/02671522.2016.1271000

Cited by 15 publications

(17 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, as in other countries (see Matsuoka, for Japan or Pearce et al ., for Wales), PT in Israel is mostly frequent among pupils of high SES school composition. In high SES schools, on average, 60% of pupils take PT in comparison to about 39% in low SES schools.…”

Section: The Research Setting: Pt In Israeli Schoolsmentioning

confidence: 99%

“…However, even in countries (e.g. the UK, USA and Canada) where there is a relatively lower percentage of pupils (less than 30%) who take PT or extra lessons in different school subjects (during holidays, on weekends or before exams), there is an increasing trend in participation in such activities (Ireson & Rushforth, 2011, 2014Park et al, 2016;Byun et al, 2018;Entrich, 2018;Pearce et al, 2018).…”

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

View full text Add to dashboard Cite

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.

show abstract

Section: The Research Setting: Pt In Israeli Schoolsmentioning

confidence: 99%

Section: Introductionmentioning

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

View full text Add to dashboard Cite

show abstract

“…This article reveals how the logics of marketisation extend beyond the school gates into the supplementary education sector. There is a nascent literature which explores the outcomes of supplementary education in newly expanding markets, most notably in terms of differential access to private tuition by region, class and ethnicity (Pearce et al ., ; Ho et al ., ; Holloway & Kirby, ). This article, however, takes an original approach in focusing on the supply side of this industry, and explores how business manuals coach potential tutors who intend to found supplementary education businesses.…”

Section: Discussionmentioning

confidence: 99%

“…maths tuition). This advice represents a good business strategy, but advising tutors to deliver expensive niche services in wealthier neighbourhoods can only perpetuate existing class‐based inequality in access to private tuition (Buchmann et al ., ; Pearce et al ., ). Strikingly, the manuals do not reflect on the greater propensity of Black, Asian and minority ethnic families to use tuition in their exhortations to know your market (Ho et al ., ; Holloway & Kirby, ), suggesting perhaps that targeting wealth is more palatable in business manuals than exploiting minority‐ethnic differences.…”

Section: Representations Of Private Tuition In Business Manualsmentioning

confidence: 97%

“…In the eighteenth and early nineteenth centuries, wealthier families used private tuition as a precursor or alternative to schooling, but the late nineteenth‐century expansion of school education saw this practice wane. Today, the market in private tuition is burgeoning through its use as a supplement to schooling (Ireson & Rushforth, ; Song et al ., ; Pearce et al ., ; Holloway & Kirby, ). A recent study of England and Wales reveals that 26.2% of state‐educated children aged 11–16 have now received private tuition at some point in their school career, with 11.3% of Year 11 pupils using it in the past year.…”

Section: Introduction: Education Markets and The Supplementary Educatmentioning

confidence: 99%

See 1 more Smart Citation

Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

Holloway

Pimlott‐Wilson

2019

British Educational Res J

View full text Add to dashboard Cite

Education researchers have explored the marketisation of schools resulting from neoliberal education policy, but little attention has been paid to supplementary education markets. Supplementary education services, such as private tuition, are delivered outside of school but designed to improve performance within it. A small body of research demonstrates that the private tuition market in the UK and the USA is burgeoning, and that students' access to this service is differentiated by region, class and ethnicity. These emerging demand-side analyses are vital, but they cannot tell us about the educational entrepreneurship that shapes the supply of private tutoring services. This article addresses this lacuna through a discourse analysis of manuals, published as part of the developing tutoring support industry, that are designed to guide would-be entrepreneurs through the establishment of a private tuition business. This analysis excavates manuals' treatment of: tutors' motivation to work in the sector and their competence to do so; strategies to be employed in the marketisation of tuition services; and the need to build trust to ensure business legitimation in an unregulated industry. In conclusion, the article sets a new agenda for research into fast-developing supplementary education markets that explores: (i) the dynamics of this expanding educational workforce of private tutors; (ii) the ways marketisation addresses and augments parental anxiety about children's education; and (iii) the need for safeguarding and quality control in private tuition.

show abstract

Throwing light on fee-charging tutoring during the global pandemic in Kazakhstan: implications for the future of higher education

Hajar

2023

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

This mixed-methods study explored the nature, effectiveness, and policy implications of the fee-charging private supplementary tutoring (PT)—including online—that first-year Kazakhstani university students attended over the last 12 months. The data were collected from 952 participants using a close-ended questionnaire followed by semi-structured online interviews with 22 participants. The study found that the PT market expanded during the COVID-19 pandemic, during which 750 out of the 952 participants (81%) received PT. Lack of parental follow-up, limited preparation by schoolteachers on how to deliver online classes during the pandemic, and insufficient support by regular schools for students taking university entrance examinations prompted the participants to seek PT, mainly to obtain state tuition grants for highly selective universities. Despite the health risks of face-to-face PT during the COVID-19 pandemic, several participants did take part in it. The participants exercised their agency by reflecting not only on the drawbacks of online PT but also its advantages, including saving time, energy, and money and being able to revisit the taught material several times, thus, enhancing comprehension. The pedagogical implications of fair access to higher education and regulating PT by introducing codes of practice are presented.

show abstract

Private tutoring in Wales: patterns of private investment and public provision

Cited by 15 publications

References 10 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

Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

Throwing light on fee-charging tutoring during the global pandemic in Kazakhstan: implications for the future of higher education

Contact Info

Product

Resources

About