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Article: Understanding the nexus between mainstream schooling and private supplementary tutoring: patterns and voices of Hong Kong secondary students

TitleUnderstanding the nexus between mainstream schooling and private supplementary tutoring: patterns and voices of Hong Kong secondary students
Authors
Issue Date2014
Citation
Asia Pacific Journal of Education, 2014, v. 34 n. 4, p. 403-416 How to Cite?
AbstractWhile research is increasingly available on the scale and costs of private supplementary tutoring, less information focuses on its pedagogical dimensions. This paper addresses patterns in Hong Kong. The paper begins with the quantitative picture solicited through questionnaires for students in Grades 9 and 12, and then turns to data from interviews. Among the students, some received tutoring while others did not. Those who received tutoring were asked to compare their teachers and tutors, and to indicate what they sought from the tutors that they did not find in their schooling. The students who did not receive tutoring were also asked about the culture of tutoring, and whether they would have liked to have received tutoring if they had had the necessary financial resources. Especially pertinent were statements about learning gaps and ways in which tutoring was perceived to help. The themes of this paper may resonate widely. The paper shows that students’ learning objectives may differ from those of their teachers, and comments on the implications of these patterns for wider processes of government-led reform. The paper helps to explain how well-intentioned top-down innovations may be subverted by conflicting expectations and the divergent agendas of students, teachers and tutors.
Persistent Identifierhttp://hdl.handle.net/10722/207326

 

DC FieldValueLanguage
dc.contributor.authorKwo, OWYen_US
dc.contributor.authorBray, TMen_US
dc.date.accessioned2014-12-19T10:35:31Z-
dc.date.available2014-12-19T10:35:31Z-
dc.date.issued2014en_US
dc.identifier.citationAsia Pacific Journal of Education, 2014, v. 34 n. 4, p. 403-416en_US
dc.identifier.urihttp://hdl.handle.net/10722/207326-
dc.description.abstractWhile research is increasingly available on the scale and costs of private supplementary tutoring, less information focuses on its pedagogical dimensions. This paper addresses patterns in Hong Kong. The paper begins with the quantitative picture solicited through questionnaires for students in Grades 9 and 12, and then turns to data from interviews. Among the students, some received tutoring while others did not. Those who received tutoring were asked to compare their teachers and tutors, and to indicate what they sought from the tutors that they did not find in their schooling. The students who did not receive tutoring were also asked about the culture of tutoring, and whether they would have liked to have received tutoring if they had had the necessary financial resources. Especially pertinent were statements about learning gaps and ways in which tutoring was perceived to help. The themes of this paper may resonate widely. The paper shows that students’ learning objectives may differ from those of their teachers, and comments on the implications of these patterns for wider processes of government-led reform. The paper helps to explain how well-intentioned top-down innovations may be subverted by conflicting expectations and the divergent agendas of students, teachers and tutors.en_US
dc.languageengen_US
dc.relation.ispartofAsia Pacific Journal of Educationen_US
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in [Asia Pacific Journal of Education] on [2014, v. 34 n. 4, p. 403-416], available online at: http://www.tandfonline.com/doi/abs/10.1080/02188791.2014.961900-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleUnderstanding the nexus between mainstream schooling and private supplementary tutoring: patterns and voices of Hong Kong secondary studentsen_US
dc.typeArticleen_US
dc.identifier.emailKwo, OWY: wykwo@hkucc.hku.hken_US
dc.identifier.emailBray, TM: mbray@hkucc.hku.hken_US
dc.identifier.authorityKwo, OWY=rp00914en_US
dc.identifier.authorityBray, TM=rp00888en_US
dc.description.naturepostprint-
dc.identifier.doi10.1080/02188791.2014.961900en_US
dc.identifier.hkuros241883en_US
dc.identifier.volume34en_US
dc.identifier.spage403en_US
dc.identifier.epage416en_US

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