Researching Private Supplementary Tutoring - Methodological Lessons from Diverse Cultures

Private supplementary tutoring, widely known as shadow education because of the way that it mimics mainstream schooling, has greatly expanded worldwide. It consumes considerable family resources, provides employment for tutors, occupies the time of students, and has a backwash on regular schools. Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. The topic is in some respects difficult to research, precisely because it is shadowy. Contours are indistinct, and the actors may hesitate to share their experiences and perspectives. Presenting methodological lessons from diverse cultures, the book contains chapters from both high-income and low-income settings in Asia, Caribbean, Europe and the Middle East. Separately and together, the chapters present valuable insights into the design and conduct of research.The book will assist both consumers and producers of research. Consumers will become better judges of the strengths, weaknesses and orientations of literature on the theme; and producers will gain insights for design of instruments, collection of data, and interpretation of findings.
The editors: Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong. Ora Kwo is an Associate Professor in the Comparative Education Research Centre at the University of Hong Kong. Boris Jokic is a Scientific Associate in the Centre for Educational Research and Development at the Institute for Social Research in Zagreb, Croatia.

List of contents

Introduction, MarkBRAY, Ora KWO & Boris JOKIC.- Employing Quantitative Instruments.- 1 ShadowEducation Research through TIMSS and PIRLS: Experiences and Lessons in theRepublic of Georgia, Magda Nutsa KOBAKHIDZE.- 2 Research on Private Tutoring inMalaysia: Methodological, Insights from a Quantitative Study, Husaina BanuKENAYATHULLA.- 3 Relationships between Shadow Education and Examination, Scores:Methodological Lessons from a Chinese Study in Senior Secondary Schools, YuZHANG.- Discerning Qualities.- 4 A Qualitative Comparison of Private Tutoringin Azerbaijan, Bosnia & Herzegovina, Croatia, Estonia and Georgia: Lessonsfrom Design and Implementation, Boris JOKIC.- 5 Ethical Dilemmas in ShadowEducation Research: Lessons from a Qualitative Study of Learners' Experiencesin Lecture type Tutoring in Hong Kong, Kevin W.H. YUNG.- 6 Classroom Practices andPrivate Tuition in the Maldives: Methodological Reflections on an EthnographicStudy, Maryam MARIYA.- 7Researching Shadow Education in Iran: Methodological Experiences in an IslamicRepublic, Abbas MADANDAR ARANI.- Expanding Perspectives with Mixed Approaches.-8 Designing and Implementing Mixed Approaches to Shadow Education Research:Experiences and Lessons in Hong Kong, Mark BRAY & Ora KWO.- 9 Constraintsand Possibilities in Small Scale Research: A Mixed Methods Study in WestBengal, India, Sulata MAHESHWARI.- 10 A Mixed Methods Study of Extra Lessons in Jamaica: MethodologicalExperiences and Reflections, Saran STEWART.- 11 Researching PrivateSupplementary Tutoring in Cambodia: Contexts, Instruments and Approaches, MarkBRAY, Wei ZHANG, Magda Nutsa KOBAKHIDZE & Junyan LIU.- Learning andComparing.- 12 How a Research Instrument Changed in Different Settings:Methodological Lessons from Adaptation and Adjustment, Junyan LIU.- 13Organisational and Cross-- Cultural Issues: Learning from Research Approaches,Mark BRAY & Ora KWO.- Notes on the Authors.

Summary

Private supplementary tutoring, widely known as shadow education because of the way that it mimics mainstream schooling, has greatly expanded worldwide. It consumes considerable family resources, provides employment for tutors, occupies the time of students, and has a backwash on regular schools. Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. The topic is in some respects difficult to research, precisely because it is shadowy. Contours are indistinct, and the actors may hesitate to share their experiences and perspectives. Presenting methodological lessons from diverse cultures, the book contains chapters from both high-income and low-income settings in Asia, Caribbean, Europe and the Middle East. Separately and together, the chapters present valuable insights into the design and conduct of research.The book will assist both consumers and producers of research. Consumers will become better judges of the strengths, weaknesses and orientations of literature on the theme; and producers will gain insights for design of instruments, collection of data, and interpretation of findings.
The editors: Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong. Ora Kwo is an Associate Professor in the Comparative Education Research Centre at the University of Hong Kong. Boris Jokić is a Scientific Associate in the Centre for Educational Research and Development at the Institute for Social Research in Zagreb, Croatia.

Product details

• Assisted by: Mark Bray (Editor), Boris Joki¿ (Editor), Boris Jokic (Editor), Boris Jokić (Editor), Or Kwo (Editor), Ora Kwo (Editor)
• Publisher: Springer, Berlin
• Languages: English
• Product format: Hardback
• Released: 01.01.2016
• EAN: 9783319300412
• ISBN: 978-3-31-930041-2
• No. of pages: 278
• Dimensions: 162 mm x 243 mm x 23 mm
• Weight: 618 g
• Illustrations: XXIX, 278 p. 13 illus.
• Series: CERC Studies in Comparative Education; CERC Studies in Comparative Education
• Subject: Humanities, art, music > Education > Education system