The Impact of Shadow Education on Student Academic Achievement: Why the Research Is Inconclusive and What Can Be Done about It

Autor/in	Bray, Mark
Titel	The Impact of Shadow Education on Student Academic Achievement: Why the Research Is Inconclusive and What Can Be Done about It
Quelle	In: Asia Pacific Education Review, 15 (2014) 3, S.381-389 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-014-9326-9
Schlagwörter	Academic Achievement; Tutoring; Instructional Effectiveness; Supplementary Education; Educational Research; State of the Art Reviews + Suchen Sie Ihr Suchwort? Schulleistung; Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg; Ergänzungsunterricht; Bildungsforschung; Pädagogische Forschung; Entwicklungsstand
Abstract	Recent decades have brought global expansion of private supplementary tutoring, widely known as shadow education. Such tutoring consumes considerable resources and is usually viewed by participating households as an investment that will increase the recipients' academic achievements. However, research on the effectiveness of tutoring has delivered inconclusive and even contradictory findings. Part of the reason lies in definitions and foci of research, since private supplementary tutoring may have many different formats, delivery mechanisms and intensities. As with other types of education, it is important also to investigate the qualities of the instructors and the motivations of the students. This creates a complex research arena, in which practical challenges arise from shortcomings in the instruments for securing data and limitations in methods for analyzing the data. This paper assesses the current state of the literature and makes recommendations for the future research agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10