Document Type : Original Article
Authors
1 Master of Primary Education, Isfahan education teacher
2 Department of Educational Sciences. Farhangian University of Isfahan. Iran
3 Deoartment of educational sciences. Farhangian university. Isfahan.Iran.
Abstract
Keywords
Baker, D. P. Akiba, M. LeTendre, G. K. & Wiseman, A. W. (2001). Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement. Educational Evaluation and Policy Analysis, 23 (1), 1–17.
Bray, M. (1999). The shadow education system: private tutoring and its implications for planners. Fundamentals of Educational Planning No.61, Paris: UNESCO International Institute for Educational Planning (IIEP). Available on http://unesdoc.unesco.org/images/0018/001802/180205e.pdf.
Bray, M. (2003). Adverse effects of private Supplementary tutoring dimensions; Implications and Government responses, UNESCO: IIEP.
Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. Brussels: European Commission.
Bray, M. (2013). Shadow Education: Comparative Perspectives on the Expansion and Implications of Private Supplementary Tutoring. Procedia - Social and Behavioral Sciences, 77, 412 – 420
Bray, M. (2017). Schooling and its supplements: Changing global patterns and implications for comparative education. Comparative Education Review, 61 (3), 469–491
Bray, M. (2020). Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications. ECNU Review of Education. Sage publication.1-34. https://doi.org/10.1177/2096531119890142
Brehm, W.C. & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for Educational Research, (1), 94-116. http://www.j-e-ro.com
Buchmann, C. Condron, D. J. & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89 (2), 435–461.
Cameron, S. J. (2017). Urban inequality, social exclusion and schooling in Dhaka, Bangladesh. A Journal of Comparative and International Education, 47 (4), 580–597.
Danielson, C. (2013). The Framework for Teaching Evaluation Instrument: The newest rubric enhancing the Links to the Common Core State Standards. Available from: www.danielsongroup.org.
De Silva, W. A. (1994). Extra-school tutoring in the Asian context with special reference to Sri Lanka. Maharagama: Department of Educational Research, National Institute of Education.
Foondun, A. R. (2002). The issues of private tuition: An analysis of the practice in Mauritius and selected South-East Asian countries. International Review of Education, 48 (6), 485–515.
Jo, S. H. (2013). The track of policies for educational equality and its implications in Korea. Journal of Educational Change, 14 (1), 73–94.
Khalkhali, A. Shakibaei, Z. Baseri, N. (2012). Analyzing the Shadow Education System in Iran. Journal of Educational Psychology, 3 (1), 44-57. [In Persian].
Kim, Y. C & Jung, J –H. (2019). Shadow Education as Worldwide Curriculum Studies: Curriculum Studies Worldwide. ISBN 978-3-030-03981-3ISBN 978-3-030-3982-0 (eBook).
Kim, Y. C. (2016). Shadow education, curriculum, and culture of Schooling in South Korea. New York, NY: Palgrave Macmillan.
Kim, J. (2003). The effect of private lessons on academic achievement. Korean Journal of Sociology of Education, 13 (3), 45–65.
Kobakhidze, M. N. (2014). Corruption risks of private tutoring: Case of Georgia. Asia.Pacific Journal of Education, 34 (4), 455-475
Lee, S. K. (2014). Shadow education in the southeast of South Korea: Mothers, experiences and perspectives of shadow education (Unpublished doctoral dissertation). University of Minnesota, Minneapolis.
Melese, W. & Abebe, M. (2017). Demand and Supply of Supplementary Private Tutoring in Upper Primary Schools of Ethiopia. International Online Journal of Educational Sciences, 9 (3), 629 – 640.
Mikaeillou, G. Entezar Foumani, G. (2012). A Study of the relationship between empirical sciences high-school third graders` after school activities (hours dedicated to doing assignment, studying test-books, supplementary books, participating in tutorial math classes) with math academic achievement. Journal of Instruction and Evaluation, 5 (19), 13-25... [In Persian]
Mori, I. (2015). The effects of supplementary tutoring on students’ mathematics achievement in Japan and the United States. Tokyo: The University of Tokyo
Shakibaei, Z. (2016). A Study on the Role of Shadow Education on High School Students Mathematic Anxiety. Educational Administration Research, 7 (28), 117-130. [In Persian]
Shiraavand, Y, Ma’dandaar Aaraani A. Nikpey, I. (2017). Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students. Quarterly Journal of Education. 33 (2): 101-116. [In Persian]
Shirbagi, N. (2011). The growing tendency to private supplementary tutoring in Iran: students, parents and teachers' View. journal of educational psychology 8 (13).75-103. [In Persian]
Shirbagi, N; Afshinfar, Ghaslani, R; Sadeghi, Sh; Nasirinia, Sh. (2019). Luxury Expenses of Shadow Education: A Comparative Study of Iranian Students, Parents and Teachers’ Views. Iranian Journal of Comparative Education, 2019: 2 (1), 41-64.
Sulieman, H. (2012). Shadow learning in undergraduate mathematics: An exploratory study. International Journal of Modern Education Forum, 1 (2), 70-75.
Takayama, K. (2017). Imagining East Asian education otherwise: Neither caricature, nor scandalization. Asia Pacific Journal of Education, 37 (2), 262–274.