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Citations (30)
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Read on this site (13)
Linda Maria Laaksonen & Sonja Kosunen. (2024) Exploring private supplementary tutoring in Finnish general upper secondary education. Nordic Journal of Studies in Educational Policy 10:1, pages 1-13.
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Anna Hawrot. (2024) Do School-Related Factors Affect Private Tutoring Attendance? Predictors of Private Tutoring in Maths and German among German Tenth-Graders. Research Papers in Education 39:1, pages 1-23.
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Christopher Samuell. (2024) Shadow education, Bourdieu, & meritocracy: towards an understanding of Juku and inequality in Japan. Current Issues in Language Planning 25:1, pages 45-66.
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Anna Hawrot, A. Katharina Peters, Janina Roloff-Bruchmann & Karin Guill. (2023) The structure and predictors of instructional quality in private tutoring: a study among German private tutors. Educational Review 0:0, pages 1-19.
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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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Daury Jansen, Louise Elffers & Monique Volman. (2022) And then there were three: (re-)distributing educational responsibilities in response to the growing use of shadow education in the Netherlands. Cambridge Journal of Education 52:5, pages 615-632.
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Jana Vojteková, Michaela Žoncová, Anna Tirpáková & Matej Vojtek. (2022) Evaluation of story maps by future geography teachers. Journal of Geography in Higher Education 46:3, pages 360-382.
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Sonia Exley. (2022) Locked in: understanding the ‘irreversibility’ of powerful private supplementary tutoring markets. Oxford Review of Education 48:1, pages 78-94.
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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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Jimmy O’Gorman, Mark Partington, Paul Potrac & Lee Nelson. (2021) Translation, intensification and fabrication: professional football academy coaches’ enactment of the Elite Player Performance Plan. Sport, Education and Society 26:3, pages 309-325.
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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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Anna Hawrot & Lena Nusser. How does the home learning environment contribute to private tutoring attendance? A study among Grade 8 students in Germany. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Articles from other publishers (17)
Dongdong Pan & Yisu Zhou. (2022) Teaching under opportunism: The predicament of academic tutors in China. International Sociology 38:1, pages 118-141.
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Nina V. Shabrova. (2022) Parents in the School System in Europe. Integration of Education 26:3, pages 539-558.
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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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Johanna Svahn & Stina Hallsén. (2022) Organisationsidentiteter som en form av legitimitetsanspråk. Pedagogisk forskning i Sverige 27:1, pages 15-35.
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Sonja Kosunen, Nina Haltia, Juhani Saari, Suvi Jokila & Esa Halmkrona. (2020) Private Supplementary Tutoring and Socio-economic Differences in Access to Higher Education. Higher Education Policy 34:4, pages 949-968.
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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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Tzu-Yi Kao. (2021) Outsourcing mothering for schooling: Why Taiwanese middle-class mothers hire tutors. Women's Studies International Forum 89, pages 102535.
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Søren Christensen & Wei Zhang (张薇). (2021) Shadow Education in the Nordic Countries: An Emerging Phenomenon in Comparative Perspective. ECNU Review of Education 4:3, pages 431-441.
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Eva Forsberg, Stina Hallsén, Marie Karlsson, Helen Melander Bowden, Tatiana Mikhaylova & Johanna Svahn. (2020)
Läxhjälp
as Shadow Education in Sweden: The Logic of Equality in “A School for All”
. ECNU Review of Education 4:3, pages 494-519.
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Søren Christensen, Thomas Grønbek & Frederik Bækdahl. (2020) The Private Tutoring Industry in Denmark: Market Making and Modes of Moral Justification. ECNU Review of Education 4:3, pages 520-545.
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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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Lucas Cone. (2020) “They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark. ECNU Review of Education 4:3, pages 566-589.
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Mark Bray. (2020) Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications. ECNU Review of Education 4:3, pages 442-475.
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Malin Ideland, Anna Jobér & Thom Axelsson. (2020) Problem solved! How eduprenuers enact a school crisis as business possibilities. European Educational Research Journal 20:1, pages 83-101.
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Daury Jansen, Louise Elffers & Monique L. L. Volman. (2020) A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands. ORBIS SCHOLAE 14:2, pages 39-58.
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Wei Zhang & Mark Bray. (2020) Comparative research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education 55:3, pages 322-341.
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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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