Private Tutoring Intensity in Schools: A Comparison between High and Low Socio-Economic Schools

Autor/inn/en	Addi-Raccah, Audrey; Dana, Oshra
Titel	Private Tutoring Intensity in Schools: A Comparison between High and Low Socio-Economic Schools
Quelle	In: International Studies in Sociology of Education, 25 (2015) 3, S.183-203 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2015.1069719
Schlagwörter	Tutoring; Elementary School Students; Socioeconomic Influences; Socioeconomic Status; Student Participation; Academic Achievement; Foreign Countries; Institutional Characteristics; Comparative Analysis; Equal Education; Social Bias; National Surveys; Grade 5; Grade 6; Geographic Location; Statistical Analysis; Jews; Arabs; Religious Education; Teacher Characteristics; Educational Attainment; Israel + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Statistische Analyse; Jew; Jude; Jüdin; Juden; Arab; Araber; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungsabschluss; Bildungsgut
Abstract	Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school socioeconomic status (SES) schools the percentage of students who participated in PT was higher compared to low SES schools. In high SES, schools with high PT intensity were characterized by high school achievements whereas in low SES, schools were characterized with low school achievements. PT seems to be a factor that increases the social distinction between high and low SES schools. In Israel, PT seems to create distinct "school enclaves" that reproduce social inequality. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01