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Citations (24)
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Read on this site (10)
Mark Bray. (2023) Understanding private supplementary tutoring: metaphors, diversities and agendas for shadow education research (Comprendiendo las clases particulares complementarias: metáforas, variedades y agendas para la investigación sobre educación en la sombra). Journal for the Study of Education and Development 46:4, pages 728-773.
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Wing Yee Jenifer Ho. (2023) Discursive construction of online teacher identity and legitimacy in English language teaching. Learning, Media and Technology 0:0, pages 1-16.
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Mark Bray. (2022) Timescapes of shadow education: patterns and forces in the temporal features of private supplementary tutoring. Globalisation, Societies and Education 0:0, pages 1-14.
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Kevin Wai Ho Yung & Chun Zeng. (2022) Parentocracy within meritocracy: parental perspective on lecture-style English private tutoring in Hong Kong. Language and Education 36:4, pages 378-394.
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Tao Xiong, Qiuna Li & Guangwei Hu. (2022) Teaching English in the shadow: identity construction of private English language tutors in China. Discourse: Studies in the Cultural Politics of Education 43:1, pages 73-85.
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Marie Karlsson. (2021) A question of time and place: student tutors’ narrative identities in for- and non-profit contexts in Sweden. Compare: A Journal of Comparative and International Education 51:8, pages 1241-1256.
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Jiahui Luo & Karen Forbes. (2021) ‘It’s a plus rather than a must’: perspectives of mainstream teachers in China on the influence of advertised educational ethos in supplementary English education. Compare: A Journal of Comparative and International Education 51:6, pages 824-842.
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Kevin Wai-Ho Yung. (2021) Shadow education as a form of oppression: conceptualizing experiences and reflections of secondary students in Hong Kong. Asia Pacific Journal of Education 41:1, pages 115-129.
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Kevin Wai Ho Yung. (2020) Investing in English private tutoring to move socially upward: a narrative inquiry of an underprivileged student in Hong Kong. Journal of Multilingual and Multicultural Development 41:10, pages 872-885.
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Dongdong Pan, Yisu Zhou & Seung-Hwan Ham. Professional legitimacy in flux: academic tutors in a time of uncertainty. Chinese Sociological Review 0:0, pages 1-27.
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Articles from other publishers (14)
Ephraim V. Domingo. (2023) Introducing private online language education: Out‐of‐the‐shadows, technology‐powered foreign language teaching. TESOL Journal 15:1.
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Kevin Wai Ho Yung & Ming Ming Chiu. (2020) Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective. Language Teaching Research 27:4, pages 907-929.
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Jung-Hoon Jung, Gi Hong Bang & Young Chun Kim. (2022) Posthuman Learning Culture and Internet-Based Private Tutoring in South Korea: Implications for Online Instruction in Public Schooling. Sustainability 14:21, pages 14566.
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Meng Xia, Yankun Zhao, Jihyeong Hong, Mehmet Hamza Erol, Taewook Kim & Juho Kim. (2022) RLens: A Computer-aided Visualization System for Supporting Reflection on Language Learning under Distributed Tutorship. RLens: A Computer-aided Visualization System for Supporting Reflection on Language Learning under Distributed Tutorship.
Meng Xia, Yankun Zhao, Mehmet Hamza Erol, Jihyeong Hong & Juho Kim. (2022) Understanding Distributed Tutorship in Online Language Tutoring. Understanding Distributed Tutorship in Online Language Tutoring.
Glenn TohGlenn Toh. 2022. Cross-border Shadow Education and Critical Pedagogy. Cross-border Shadow Education and Critical Pedagogy
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Helena Pimlott-Wilson & Sarah L. Holloway. (2021) Supplementary education and the coronavirus pandemic: Economic vitality, business spatiality and societal value in the private tuition industry during the first wave of Covid-19 in England. Geoforum 127, pages 71-80.
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Mohamed Alaa Abdel-Moneim. (2021) In search of a school façade: Explaining the centrality of private tutoring among high-performing students in Egypt. International Journal of Educational Development 83, pages 102384.
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Kevin Wai Ho Yung & Mark Bray. 2021. Third International Handbook of Globalisation, Education and Policy Research. Third International Handbook of Globalisation, Education and Policy Research
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Світлана Олександрівна Сисоєва & Катерина Петрівна Осадча. (2020) FORMATION OF THE TUTOR ICT-COMPETENCE IN THE PROCESS OF FUTURE TEACHERS’ PROFESSIONAL TRAINING. Information Technologies and Learning Tools 80:6, pages 207-221.
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Kevin Wai Ho Yung & Ming Ming Chiu. (2020) Factors Affecting Secondary Students’ Enjoyment of English Private Tutoring: Student, Family, Teacher, and Tutoring. The Asia-Pacific Education Researcher 29:6, pages 509-518.
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Kevin Wai-Ho Yung. (2020) Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students’ perceptions. International Journal of Educational Development 72, pages 102141.
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Feng-Ru Chang. (2019) An examination of the self-presentation of the top five franchised English buxibans in Taiwan. Research in Comparative and International Education 14:4, pages 450-465.
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Kevin Wai-Ho Yung. (2019) Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry. ECNU Review of Education 2:1, pages 64-76.
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