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Article: Measurement Issues in Research on Shadow Education: Challenges and Pitfalls Encountered in TIMSS and PISA

TitleMeasurement Issues in Research on Shadow Education: Challenges and Pitfalls Encountered in TIMSS and PISA
Authors
Issue Date2014
PublisherChicago University Press. The Journal's web site is located at http://www.journals.uchicago.edu/CER/home.html
Citation
Comparative Education Review, 2014, v. 58 n. 4, p. 590-620 How to Cite?
AbstractExpanding numbers of researchers are focusing on the scale and impact of private supplementary tutoring. Such tutoring is widely called shadow education, since much of its curriculum mimics that of regular schooling. Although shadow education has expanded significantly worldwide and is now recognized to have far-reaching significance, research faces methodological and conceptual challenges. This paper focuses on analyses of shadow education data from the Third [or Trends in] International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA). An initial problem arises from definitions of shadow education and therefore from research focus. Further challenges arise from the initial phrasing and then translation of items in international questionnaires. The paper notes that some studies have been grounded in problematic data, which has led to misleading pictures. Methods and approaches are maturing, but much refinement remains necessary for adequate understanding of the nature and implications of shadow education.
Persistent Identifierhttp://hdl.handle.net/10722/206839

 

DC FieldValueLanguage
dc.contributor.authorBray, TMen_US
dc.contributor.authorKobakhidze, MNen_US
dc.date.accessioned2014-12-02T10:11:08Z-
dc.date.available2014-12-02T10:11:08Z-
dc.date.issued2014en_US
dc.identifier.citationComparative Education Review, 2014, v. 58 n. 4, p. 590-620en_US
dc.identifier.urihttp://hdl.handle.net/10722/206839-
dc.description.abstractExpanding numbers of researchers are focusing on the scale and impact of private supplementary tutoring. Such tutoring is widely called shadow education, since much of its curriculum mimics that of regular schooling. Although shadow education has expanded significantly worldwide and is now recognized to have far-reaching significance, research faces methodological and conceptual challenges. This paper focuses on analyses of shadow education data from the Third [or Trends in] International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA). An initial problem arises from definitions of shadow education and therefore from research focus. Further challenges arise from the initial phrasing and then translation of items in international questionnaires. The paper notes that some studies have been grounded in problematic data, which has led to misleading pictures. Methods and approaches are maturing, but much refinement remains necessary for adequate understanding of the nature and implications of shadow education.en_US
dc.languageengen_US
dc.publisherChicago University Press. The Journal's web site is located at http://www.journals.uchicago.edu/CER/home.htmlen_US
dc.relation.ispartofComparative Education Reviewen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleMeasurement Issues in Research on Shadow Education: Challenges and Pitfalls Encountered in TIMSS and PISAen_US
dc.typeArticleen_US
dc.identifier.emailBray, TM: mbray@hkucc.hku.hken_US
dc.identifier.authorityBray, TM=rp00888en_US
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1086/677907en_US
dc.identifier.hkuros241548en_US
dc.identifier.volume58en_US
dc.identifier.issue4en_US
dc.identifier.spage590en_US
dc.identifier.epage620en_US
dc.publisher.placeChicagoen_US

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