Teachers as Tutors: Shadow Education Market Dynamics in Georgia

Kobakhidze, Magda Nutsa

doi:10.1007/978-3-319-95915-3

Cited by 42 publications

(36 citation statements)

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“…Another element widely criticized concerns the backwash on regular schooling. This backwash may occur in several ways, such as reducing students' interests and energy in school classes, making the teaching in school class of students with and without private tutoring more challenging, distracting teachers who provide private tutoring from their regular duties, and encouraging misconduct among teachers like deliberately withholding content in school class to push students to private tutoring (Bray & Kwo, 2014;Kobakhidze, 2018;Zhang & Bray, 2017). Tutoring-school partnership in admissions, which may distort the officially-advocated procedures, have been another issue of concern (Liu, 2017;Zhang & Bray, 2017;Zhao, 2014).…”

Section: Development Of Private Tutoring In China and Its Negative Immentioning

confidence: 99%

Review of Regulatory Policies on Private Supplementary Tutoring in China

Liu

2018

ECNU Review of Education

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The present paper focuses on the regulations on private supplementary tutoring, which in China is widely called Xiaowai Peixun (校外培训). Although much previous international literature has mostly focused on tutoring in academic subjects, tutoring in non-academic ones such as piano and painting has become popular in China and is also seen as educational investment by families. To fit this context, the present paper adopts a definition of private tutoring covering tutoring in both academic and non-academic subjects. The present paper first elaborates on the development of private tutoring in China and why it should be regulated. And then it depicts a general picture about how governments have regulated private tutoring institutions and identifies the elements in regulatory framework. At last, it discusses the possible negative results and proposes two suggestions to complement regulations.

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Section: Development Of Private Tutoring In China and Its Negative Immentioning

confidence: 99%

Review of Regulatory Policies on Private Supplementary Tutoring in China

Liu

2018

ECNU Review of Education

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“…2 Parents' investments, family burden, and students' workload in private tutoring between parents holding financial burden and parents without financial burden. The situation was noted in various studies (Kim 2016;Kobakhidze 2018;Matsuoka 2015;Silova 2010) in which parents' investment determined disparity of access to tutoring between high-income and low-income groups. Tutoring might be a remedial strategy for low-performing pupils, but it raises a debate about parents' impressions concerning family financial burden.…”

Section: Discussionmentioning

confidence: 99%

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Mahmud

2021

Asia Pacific Educ. Rev.

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Privatization, marketization, investment, and competition of education have become a global phenomenon with significant implications. While research on demand and patterns of shadow education are increasingly available across the world, very little is known about the scope of parents' investments, family burden, and students' workload. This paper focuses on shadow education in Dhaka, Bangladesh. Shadow education is defined as fee-based private supplementary tutoring that replicates the official school system. The study conducted on shadow education uses an explanatory sequential mixed methods design with quantitative data from questionnaires of 354 participants, involving students and parents, and qualitative data from interviews of 24 participants, including students, parents, and teachers. The aim of this paper is to examine how parents' investments in their children's private tutoring create high expectations and competition that bring financial burden to families in a disadvantaged society. It addresses the experiences of students' workloads due to extra lessons of several subjects in a day, exam preparation pressure, and parents' and peer pressures in the desire not to lag behind. It shows how students deal with time shortages for workloads from extra lessons and deprive themselves of sports and social activities, which are part and parcel of being a mentally, emotionally, and physically healthy human being. The study draws on the theories of educational privatization, competition, investment, and capability approach, which are then associated with the research contexts of this paper.

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“…Qualitative researchers are basically instruments for qualitative data collection and analysis (Stake, 2010); therefore, the researchers' position in relation to the researched is critical (Kobakhidze, 2018;Peng, 2018). I, the researcher of the present study, was born and raised up in Chengdu.…”

Section: Researcher Positionalitymentioning

confidence: 99%

Chinese migrant parents' educational involvement: Shadow education for left-behind children

Peng

2021

HERJ

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As rural people keep migrating to cities in China over the past few decades, tens of millions of children have been left behind by their parents. In this study, I investigated how Chinese migrant parents involve in their left-behind children's education through the theoretical lens of concerted cultivation and the accomplishment of natural growth. I drew on qualitative data from left-behind children, migrant parents and teachers collected at a rural primary school in Sichuan Province. Most migrant parents involved in this study migrated to a less developed area in Tibet. Their voices are a valuable addition to the literature that has so far focused on those going to developed cities. It was found that shadow education is a major channel through which the parents involved in their left-behind children's education. The parents could 1) exercise concerted cultivation and variously use shadow education, 2) hope to meaningfully involve but were constrained by multiple barriers, or 3) exercise natural growth and leave their children to themselves. I interpreted these patterns with a view to China's evolving culture, ideology and social structures. I conclude by discussing sociological implications of these patterns, and theoretical contribution to the literature.

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Teachers as Tutors: Shadow Education Market Dynamics in Georgia

Cited by 42 publications

References 0 publications

Review of Regulatory Policies on Private Supplementary Tutoring in China

Review of Regulatory Policies on Private Supplementary Tutoring in China

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Chinese migrant parents' educational involvement: Shadow education for left-behind children

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