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- Publisher Website: 10.1080/02188791.2014.961900
- Scopus: eid_2-s2.0-84916894285
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Article: Understanding the nexus between mainstream schooling and private supplementary tutoring: patterns and voices of Hong Kong secondary students
Title | Understanding the nexus between mainstream schooling and private supplementary tutoring: patterns and voices of Hong Kong secondary students |
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Authors | |
Keywords | learning orientations pedagogy private tutoring shadow education teachers' roles |
Issue Date | 2014 |
Citation | Asia Pacific Journal of Education, 2014, v. 34 n. 4, p. 403-416 How to Cite? |
Abstract | While 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 Identifier | http://hdl.handle.net/10722/207326 |
ISSN | 2023 Impact Factor: 1.6 2023 SCImago Journal Rankings: 0.697 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Kwo, OWY | en_US |
dc.contributor.author | Bray, TM | en_US |
dc.date.accessioned | 2014-12-19T10:35:31Z | - |
dc.date.available | 2014-12-19T10:35:31Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | Asia Pacific Journal of Education, 2014, v. 34 n. 4, p. 403-416 | en_US |
dc.identifier.issn | 0218-8791 | - |
dc.identifier.uri | http://hdl.handle.net/10722/207326 | - |
dc.description.abstract | While 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.language | eng | en_US |
dc.relation.ispartof | Asia Pacific Journal of Education | en_US |
dc.rights | This 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.subject | learning orientations | - |
dc.subject | pedagogy | - |
dc.subject | private tutoring | - |
dc.subject | shadow education | - |
dc.subject | teachers' roles | - |
dc.title | Understanding the nexus between mainstream schooling and private supplementary tutoring: patterns and voices of Hong Kong secondary students | en_US |
dc.type | Article | en_US |
dc.identifier.email | Kwo, OWY: wykwo@hkucc.hku.hk | en_US |
dc.identifier.email | Bray, TM: mbray@hkucc.hku.hk | en_US |
dc.identifier.authority | Kwo, OWY=rp00914 | en_US |
dc.identifier.authority | Bray, TM=rp00888 | en_US |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/02188791.2014.961900 | en_US |
dc.identifier.scopus | eid_2-s2.0-84916894285 | - |
dc.identifier.hkuros | 241883 | en_US |
dc.identifier.volume | 34 | en_US |
dc.identifier.spage | 403 | en_US |
dc.identifier.epage | 416 | en_US |
dc.identifier.eissn | 1742-6855 | - |
dc.identifier.isi | WOS:000346242700002 | - |
dc.identifier.issnl | 1742-6855 | - |