Afshar, Masoumeh; Maleki, Shima and Chenani, Khadija (2016). Investigating the positive and negative effects of shadow education on formal school education, Second National Conference on Modern Studies and Research in Educational Sciences and Psychology in Iran.
Barry, Mark (2009) Confronting Shadow Education. Translated by Maadandar Arani, Abbas; Kakia, Lida; Taghavi, Tandis, (2013), Tehran, Toloe Danesh Publications.
Bazdar Qomchi Ghieh, Morteza; Fathi and Ajargah, Koresh; Arefi, Mahboob and Farastkhah, Maghsoud, (2018). Explaining the concept of shadow curriculum in the Iranian educational system. Curriculum Research, 8(2): Doi: 10.22099/jcr.2019.5127.-245-275
Bazdar Qomchi Ghieh, Morteza; Fathi and Ajargah, Koresh; Arefi, Mahboobeh and Farastkhah, Maghsood, (2019). Intellectual and theoretical origins of shadow curriculum and recognition of its examples in the Iranian educational system, Research in Curriculum Planning, 17(64), pp. 1-17.
Colaizzi. P, valle. R & king. M (1978). Existential phenomenological alternatives for psychology. Psychological research as the phenomenologist views it, 48-71.
Khalkhali, Ali; Shakibaei, Zohreh and Basri, Narges. (2012). Analysis of the shadow education system in Iran. Educational Psychology, 3(1 (9th issue), pp. 45-57.
Dosti Jamoli, Mohammad (2019), Examining the challenges of shadow education in the educational system based on teachers' experiences, Master's thesis, Department of Educational Sciences, Curriculum Planning, Shahid Madani University of Azerbaijan.
Diyanat, Nima (2014), Lived experience of virtual teaching of first grade elementary school teachers: A phenomenological study, Master's thesis, Department of Educational Sciences, Curriculum Planning, Shiraz University.
Rahmani, Somayeh (2011), Examining the Opportunities and Challenges of Virtual Teaching in the Conditions of the Corona Pandemic, Master's Thesis in Public Administration, Takestan Non-Profit Higher Education Institute.
Sorgi, Faezeh, Ayati, Mohsen, Akbari Borang, Mohammad, and Shokoofard, Hossein. (2012). Effects and Consequences of Shadow Education; A Systematic Review. Theory and Practice in Teacher Education (New Strategies for Teacher Education), 8(13), pp. 173-218.
Shirbeigi, Naser; Afshinfar, Jafar; Ghaslani, Rozhin; Sadeghi, Sharara; and Nasirinia, Shahab. (2019). The Luxury Costs of Shadow Education: A Comparative Study of the Perspectives of Iranian Students, Parents, and Teachers. Iranian Quarterly Journal of Comparative Education, pp. 41-64. 2(1).
Fathi Vajargah, Kourosh. (2018). A reflection on the concept of cultural occupation and shadow or underground curriculum. Bi-Quarterly Journal of Higher Education Curriculum Studies, pp. 1-5. 9(17).
Gholami, Mohammad Javad (1400), Identifying the effects of shadow curriculum in the second year of secondary school, Master's thesis, Educational Sciences, Curriculum Planning, Kharazmi University.
Sadeghinia Zohreh, Eslahi Mohammad, Velaei Morteza (2018). Identifying the consequences of the formation and expansion of shadow education in the educational system: A study using the phenomenological method. Higher Education of Iran; 10 (3): pp. 76-51.
Shirbegi, Naser. (2014). The effect of supplementary tutoring and academic counseling on academic achievement, classroom behavior and self-esteem of first-year high school students. Research on Education and Learning (Behavior Science), 21(4), pp. 71-86.
Shirbegi, Naser; Afshinfar, Jafar; Ghaslani, Rozhin; Sadeghi, Sharara and Nasirinia, Shahab. (2019). The Luxury Costs of Shadow Education: A Comparative Study of Iranian Students, Parents, and Teachers’ Perspectives. Iranian Quarterly of Comparative Education, 2(1), pp. 41-64.
Kohestan Panah, Hamideh, and Hassani, Mohammad (2016). Study of the Effect of Shadow Education on Students’ Self-Efficacy, Motivation, and Academic Achievement. Third International Conference on Psychology, Educational Sciences, and Lifestyle, Mashhad, Iran.
Garshasbi, Ayub, Fathi Vajargah, Kourosh, Arefi, Mahboobeh. (2019). The Place of Ethnicity in the Hidden Curriculum of the Second Year of Secondary Education. Curriculum Studies. 58-27, (61) 16.
Mashayeh, Pari, Ghasemizad, Ali Reza, Mohaghegh Pour, Zahra. (2018). Investigating the Role of the Hidden Curriculum in Guiding Secondary School Students to the Humanities. Curriculum Studies. 150-125, (49) 13.
Nouri, Ali (2019), Shadow Curriculum, Iranian Encyclopedia of Curriculum.
Nouri, Ramadan and Dehbandi, Ramadan Ali (2016) Effects of Shadow Education System on the Educational Dimension of the Formal Education System: A Case Study of Mazandaran Province Education, First National Conference on Planning and Development of the Educational System, Qom, Iran.
Nejad Mousavi, Seyed Ali (2013), Study of Parents’ and Secondary School Students’ Attitudes to Supplementary Private Tutoring and Its Relationship with Family Expenses: A Case Study of Ahvaz City, Master’s Thesis, Faculty of Literature and Humanities, University of Kurdistan, Kurdistan, Iran.
Hashemibani, Sedighe; Kalbasi, Afsaneh and Mirhadi, Seyed Mehdi. (2019). The Effect of Shadow Education on Teaching from the Perspective of Elementary School Teachers. Curriculum Studies, 16(62), pp. 111-142.
Alrajhi, M. N., & Aldhafri, S. S. (2015). Peer Tutoring Effects on Omani Students' English Self-Concept. International Education Studies, 8(6), 184-193.
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. (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.
Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89, 435–462.
Buchmann, C. (1999). The state and schooling in Kenya: Historical developments and current challenges. Africa Today, 95-117.
Byun, S. Y. (2014). Shadow education and academic success in Republic of Korea. In Korean education in changing economic and demographic contexts (pp. 39-58). Springer, Singapore.
Carr, D., & Wang, L. C. (2018). The effect of after-school classes on private tuition, mental health and academic outcomes: Evidence from Korea. Sociology, 52(5), 877-897.
Choi, Y., & Park, H. (2016). Shadow education and educational inequality in South Korea: Examining effect heterogeneity of shadow education on middle school seniors’ achievement test scores. Research in Social Stratification and Mobility, 44, 22-32.
Choi, J. (2012). Unequal access to shadow education and its impacts on academic outcomes: Evidence from Korea, In Spring 2012 meeting of ISA RC (Vol. 28, pp. 10-13).
Ditzel, L., Casas, F., Torres-Vallejos, J., Reyes, F., & Alfaro, J. (2021). Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program. Children and Youth Services Review, 106338.
Drago, A., Rheinheimer, D. C., & Detweiler, T. N. (2018). Effects of locus of control, academic self-efficacy, and tutoring on academic Performance. Journal of College Student Retention: Research, Theory & Practice, 19(4), 433-451.
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.
Kazemirad. F & Javadi. Y ( 2020 ) Worldwide Shadow Education Epidemic and Its Move toward Shadow Curriculum, Department of Language Teaching and Translation, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran.
He, Y., Zhang, Y., Ma, X., & Wang, L. (2021). Does private supplementary tutoring matter? The effect of private supplementary tutoring on mathematics achievement. International Journal of Educational Development, 84, 102402.
Hajar, A., & Abenova, S. (2021). The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan. Hungarian Educational Research Journal.
Jheng, Y. J. (2015). The influence of private tutoring on middle-class students’ use of in-class time in formal schools in Taiwan. International Journal of Educational Development, 40, 1-8.
Karaci, A., Akyüz, H. I., Bilgici, G., & Arici, N. (2018). Effects of Web- Based Intelligent Tutoring Systems on Academic Achievement and Retention. Online Submission, 181(16), 35-41.
Khalfaoui, Noor (2010). Shadow Education: Its Nature Role and Function in British International Schools in Hong Kong. Master’s Thesis, Durham University.
Http://Etheses.Dur.Ac.Uk/306/
Kim, S. and Lee, J. H. (2010). Private tutoring and demand for education in South Korea. Economic development and cultural change, 58(2), 259-296.
Kim, K. N. (2017). The influences of changes in family structure on parental solicitude in children’s education via household expenditure. Korean Journal of Educational Research, 55(4), 1–30.
Loyalka, P, & Zakharov, A. (2016). Does shadow education help students prepare for college? Evidence from Russia. International Journal of Educational Development, 49, 22-30.
Luo, J, & Chan, C. K. Y. (2022). Influences of shadow education on the ecology of education–A review of the literature. Educational Research Review, 100450.
Junyan Liua, Mark Bray, (2020) Private Subtractory Tutoring: The Negative Impact of Shadow Education on Public Schooling in Myanmar, International Journal of Educational Development 76 102213.
Nam Y. & Chan K. (2019). The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong. Education Journal. 8(1), 16-26.
Mustary, M. (2019). The Shadow Education System in Bangladesh: A Blessing or a Curse? Bulgarian Comparative Education Society.
Park, H., Buchmann, C., Choi, J., & Merry, J. J. (2016). Learning beyond the school walls: Trends and implications. Annual Review of Sociology, 42(1), 231–252.
Roschelle, J., Cheng, B. H., Hodkowski, N., Neisler, J., & Haldar, L. (2020). Evaluation of an Online Tutoring Program in Elementary Mathematics. Online Submission.
Sun, L., Shafiq, M. N., McClure, M., & Guo, S. (2020). Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China education panel survey, 2013–15. International Journal of Educational Development, 72, 102-144.
Silova, I. and Elmina, Kazimza. (2006). “Azerbaijan,” in Silova, Iveta, Būdienė, Virginija, and Bray, Mark (eds.), Education in a Hidden Marketplace: Monitoring of Private Tutoring. New York: Open Society Institute, pp.113–142.
Wei, Y., & Guan, W. (2021). Should Shadow Education Stay as a Shadow or Exist as Co-Curricula alongside Mainstream Education? Journal of Educational Issues, 7(1), 152-167.
Young Chun Kim · Jung-Hoon Jung (2019) Shadow Education as Worldwide Curriculum Studies.
Zhang, M, Wu, Y. (2022). The role of perceived social support and stress in the relationship between hope and depression among Chinese shadow education tutors: a serial mediation model. International journal of environmental research and public health, 19(6), 3348.
Zheng, X, Wang, C., Shen, Z., & Fang, X. (2020). Associations of private tutoring with Chinese students’ academic achievement, emotional wellbeing, and parent-child relationship. Children and Youth Services Review, 112, 104934.
