Citations (74)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (21)
Adam Poole. (2024) The teacher as designer, scientist and technician: positioning private school teachers in China as post-performative teachers. Educational Review 0:0, pages 1-19.
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Daury Jansen, Louise Elffers, Suzanne Jak & Monique L. L. Volman. (2024) Is a more selective exit exam related to shadow education use? An analysis of two cohorts of final-year secondary school students in the Netherlands. Oxford Review of Education 50:1, pages 24-41.
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Percy-Lai-Yin Kwok & William-Wei-Lin Wang. (2023) Entrepreneurial leadership of academic managers in cram schools under double reduction policy in China: conceptualizing competencies and resilience (El liderazgo emprendedor de los gestores académicos en los centros de apoyo al estudio ante una política de reducción doble en China: conceptualización de las competencias y la resiliencia). Journal for the Study of Education and Development 46:4, pages 809-843.
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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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Haiyan Qian, Allan Walker & Shuangye Chen. (2023) The ‘Double-Reduction’ Education Policy in China: Three Prevailing Narratives. Journal of Education Policy 0:0, pages 1-20.
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Kun Dai & Charlene Tan. (2023) Educational equity in China: The experience of school choice reform in Shanghai. Asia Pacific Journal of Education 0:0, pages 1-13.
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Vít Šťastný, Martin Chvál & Eliška Walterová. (2023) School Partnerships with Private Tutoring Providers: Weighing the Risks and Benefits by Czech School Principals. Leadership and Policy in Schools 22:2, pages 463-479.
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Liuning Yang, Yan Xie, An Zhou, Wenxuan Zhang & Jo Smith. (2023) The impact of the implementation of ‘double reduction’ policy on tutors in shadow education: legislation goals and early experiences. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Vít Šťastný. (2022) Shadow education: a double-edged sword for Czech mainstream schools in the competitive educational market. Research Papers in Education 37:6, pages 1042-1063.
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Simon Marginson & Lili Yang. (2022) Individual and collective outcomes of higher education: a comparison of Anglo-American and Chinese approaches. Globalisation, Societies and Education 20:1, pages 1-31.
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Bich-Hang Duong & Iveta Silova. (2021) Portraits of teachers in neoliberal times: projections and reflections generated by shadow education research. Globalisation, Societies and Education 19:5, pages 696-710.
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Achala Gupta. (2021) Teacher-entrepreneurialism: a case of teacher identity formation in neoliberalizing education space in contemporary India. Critical Studies in Education 62:4, pages 422-438.
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Adam Poole, Shi Yue & Yang Liujinya. (2021) ‘We have the DNA of a university’: Chinese english teachers’ conceptions of classroom research. Professional Development in Education 0:0, pages 1-16.
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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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Junyan Liu & Mark Bray. (2020) Evolving micro-level processes of demand for private supplementary tutoring: patterns and implications at primary and lower secondary levels in China. Educational Studies 46:2, pages 170-187.
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Stina Hallsén & Marie Karlsson. (2019) Teacher or friend? – consumer narratives on private supplementary tutoring in Sweden as policy enactment. Journal of Education Policy 34:5, pages 631-646.
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Young Chun Kim & Jung-Hoon Jung. (2019) Conceptualizing shadow curriculum: definition, features and the changing landscapes of learning cultures. Journal of Curriculum Studies 51:2, pages 141-161.
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Anas Hajar. (2018) Exploring Year 6 pupils’ perceptions of private tutoring: evidence from three mainstream schools in England. Oxford Review of Education 44:4, pages 514-531.
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Wei Zhang & Mark Bray. (2018) Equalising schooling, unequalising private supplementary tutoring: access and tracking through shadow education in China. Oxford Review of Education 44:2, pages 221-238.
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Yoko Yamato & Wei Zhang. (2017) Changing schooling, changing shadow: shapes and functions of juku in Japan. Asia Pacific Journal of Education 37:3, pages 329-343.
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Selina McCoy & Delma Byrne. Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context. British Journal of Educational Studies 0:0, pages 1-27.
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Articles from other publishers (53)
Li Jun & Wang Weilin. (2024) A bibliometric analysis of the evolving mechanisms of shadow education research. European Journal of Education.
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Mako Kato & M. Nutsa Kobakhidze. (2024) Transnational juku: Japanese shadow education institutions in Hong Kong, Beijing, and Shanghai. Asia Pacific Education Review.
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Weiqi Jiang & Eisuke Saito. (2022) Lightening the academic burden on Chinese children: A discourse analysis of recent education policies. Journal of Educational Change 25:1, pages 1-17.
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Jun Li, Magda Nutsa Kobakhidze & Hanyu Qin. (2024) Unveiling shadow admissions to lower secondary schools: Brokerage practices amid mainland China’s strong regulations on private tutoring. International Journal of Educational Development 104, pages 102948.
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Reem Khalid Abu-Shawish. (2023) Students’ Perspectives on the Factors That Influence the Use of Private Tutoring Usage in Qatar. SAGE Open 13:4.
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Yuto Kitamura, Jing Liu & Moon Suk Hong. 2022. World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives. World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives
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Jiahui Luo & Cecilia Ka Yuk Chan. (2022) Influences of shadow education on the ecology of education – A review of the literature. Educational Research Review 36, pages 100450.
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Xiao Qu. (2021) Structural barriers to inclusive education for children with special educational needs and disabilities in China. Journal of Educational Change 23:2, pages 253-276.
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Wei Zhang (张薇). (2021) Modes and Trajectories of Shadow Education in Denmark and China: Fieldwork Reflections by a Comparativist. ECNU Review of Education 4:3, pages 615-629.
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Suvi Jokila, Nina Haltia & Sonja Kosunen. (2020) Market-Making Practices of Private Tutoring in Finland: Commercialization of Exam Preparation for Admission to Higher Education. ECNU Review of Education 4:3, pages 590-614.
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Stina Hallsén. (2020) The Rise of Supplementary Education in Sweden: Arguments, Thought Styles, and Policy Enactment. ECNU Review of Education 4:3, pages 476-493.
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Siyuan Feng. (2021) The evolution of shadow education in China: From emergence to capitalisation. Hungarian Educational Research Journal 11:2, pages 89-100.
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Mark Bray. (2021) Swimming against the tide: Comparative lessons from government efforts to prohibit private supplementary tutoring delivered by regular teachers. Hungarian Educational Research Journal 11:2, pages 168-188.
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Baiwen Peng. (2021) Chinese migrant parents' educational involvement: Shadow education for left-behind children. Hungarian Educational Research Journal 11:2, pages 101-123.
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Wei Zhang. (2020) Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China. European Journal of Education 55:3, pages 388-404.
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Pubali Ghosh & Mark Bray. (2020) School systems as breeding grounds for shadow education: Factors contributing to private supplementary tutoring in West Bengal, India. European Journal of Education 55:3, pages 342-360.
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Audrey Addi‐Raccah. (2019) Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon. British Educational Research Journal 45:5, pages 938-960.
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Anas Hajar. (2017) Examining the Impact of Immediate Family Members on Gulf Arab EFL Students’ Strategic Language Learning and Development. RELC Journal 50:2, pages 285-299.
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