1,721,243 research outputs found
Private supplementary tutoring received by grade 9 students in Chongqing, China : determinants of demand, and policy implications
No full textThis study examines multilevel factors that drive the demand for private supplementary tutoring among Grade 9 students in Mainland China. As in other parts of the world, private supplementary tutoring in academic subjects has become a major phenomenon in Mainland China. The growing demand is associated with the combined effect of factors at the system, institutional, household, and individual levels. The thesis draws on data collected through a mixed-methods approach in Chongqing which, with a population of 29 million, is the largest of China’s semi-autonomous municipalities.
Three major steps were taken to serve the purpose of the research. First, the author analyzed questionnaire responses from students and parents about the features of tutoring received by the sampled students and related factors. Second, descriptive statistics were analyzed to speculate on the links between background factors of the sampled students and their participation in tutoring. Binary logistic regression was further performed to assess the most significant determinants of the probability of participation, using the background factors as predictors. Third, on the basis of the above, data collected through interviews and case studies with various stakeholders were analyzed to explain how factors at multiple levels shaped the demand patterns.
The findings allowed the thesis to develop a model of key determinants of demand for tutoring. The model includes macro-level factors such as educational policies, high-stakes examinations, and the traditions of a Confucian culture. At the institutional level, school type was the strongest predictor of participation. Students sampled in the key schools in the metropolitan area were about five times more likely to receive tutoring than those in the remote rural schools. At the household and individual levels, the students’ socioeconomic status and academic aspirations had significant and positive effects on their likelihood of receiving tutoring.
According to the study, over 90% of the students receiving tutoring were tutored by mainstream teachers. This feature, which reflected both students’ demand for tutoring and teachers’ desires to supply it, shaped power relations in the schools. The links between power relations and the patterns of demand for tutoring were investigated through social theories on power bases.
The thesis contributes to research in a wider context by refining understanding of the nature of shadow education and by developing theories on the demand for tutoring from a Chinese perspective. It documents teachers’ involvement in private tutoring through the lens of power relations. The research findings have practical implications for policymakers and planners, school leaders, and families in making educational decisions.published_or_final_versionEducationDoctoralDoctor of Philosoph
Shadow Education: Scale, Drivers, and Future Directions in the Global Spread of Private Supplementary Tutoring
Full text linkThe author draws attention to the growing trend of private tutoring external to formal education systems (i.e. ‘shadow education’) that is impacting traditional education in myriad ways. He advises that policy-makers and education stakeholders determine the scope of this supplementary intervention and understand its impact to better shape the inevitable overlaps of these two domains.published_or_final_versio
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Comparative Education: Continuing Traditions, New Challenges, and New Paradigms
No full textAt the beginning of the 21st century, new features have emerged within the field of comparative education. Some of these features result from new technologies, while others reflect political transitions and the forces of globalisation. The field embraces new insights on cultures, and scholars are exploring diverse units of analysis.
This book presents perspectives on these changes while noting various continuing traditions. Its contributors come from a wide range of countries and contexts, and present their work within a framework set by the 11th congress of the World Council of Comparative Education Societies (WCCES). The book makes a valuable methodological as well as a conceptual contribution to the field.link_to_subscribed_fulltex
Socio-political forces and intended, resourced and implemented curricula: Chinese music in Hong Kong and Taipei junior secondaryschools
No full textpublished_or_final_versionabstractEducationDoctoralDoctor of Philosoph
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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