Vliv školy na využívání soukromého doučování
Roč.24,č.1(2019)
Studia paedagogica
soukromé doučování; stínové vzdělávání; škola; učitelé; doučující
[1] Acarlı, D. S., Altundağ, C., & Alkan, F. (2015). Students' reasons for atteding private courses and their views on them: the case of Turkey. Journal of Educational & Instructional Studies in the World, 5(3), 44–49.
[2] Addi-Raccah, A., & Dana, O. (2015). Private tutoring intensity in schools: a comparison between high and low socio-economic schools. International Studies in Sociolog y of Education, 25(3), 183–203.
[3] Altinyelken, H. (2013). The demand for private tutoring in Turkey: Unintended consequences of curriculum reform. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the Mediterranean: Power dynamics and implications for learning and equity (s. 187–204). Rotterdam: Sense Publishers.
[4] Bae, S., Oh, H., Kim, H., Lee, C., & Oh, B. (2010). The impact of after-school programs on educational equality and private tutoring expenses. Asia Pacific Education Review, 11(3), 349–361. | DOI 10.1007/s12564-010-9088-y
[5] Ball, S. J., & Youdell, D. (2008). Hidden privatisation in public education. Brussels: Education International.
[6] Bhorkar, S., & Bray, M. (2018). The expansion and roles of private tutoring in India: From supplementation to supplantation. International Journal of Educational Development, 62, 148–156. | DOI 10.1016/j.ijedudev.2018.03.003
[7] Biswal, B. (1999). Private tutoring and public corruption: A cost-effective education system for developing countries. The Developing Economies, 37(2), 222–240. | DOI 10.1111/j.1746-1049.1999.tb00232.x
[8] Blatchford, P., Wing Chan, K., Galton, M., Chan Lai, K., & Chi-Kin Lee, J. (2016). Class size: Eastern and western perspectives. Abingdon: Routledge.
[9] Bray, M., & Kwo, O. (2015). Organisational and cross-cultural issues: Learning from research approaches. In M. Bray, O. Kwo & B. Jokić (Eds.), Researching private supplementary tutoring: Methodological lessons from diverse cultures (s. 261–288). Hong Kong: Comparative Education Research Centre.
[10] Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: International Institute for Educational Planning.
[11] Bray, M. (2003). Adverse effects of private supplementary tutoring: Dimensions, implications and government responses. Paris: International Institute for Educational Planning.
[12] Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? Paris: United Nations Educational, Scientific and Cultural Organization.
[13] Bray, M. (2010). Researching shadow education: Methodological challenges and directions. Asia Pacific Education Review, 11(1), 3–13. | DOI 10.1007/s12564-009-9056-6
[14] Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. Brussels: European Commission.
[15] Bray, M., & Kobakhidze, N. (2014). The Global Spread of Shadow Education: Supporting or Undermining Qualities of Education? In D. Napier (Ed.), Qualities of education in a globalised world (s. 185–200). Rotterdam: Sense Publishers.
[16] Bray, M., & Lykins, C. (2012). Shadow education: Private tutoring and its implications for policymakers in Asia. Hong Kong: Comparative Education Research Center (CERC) and Asian Development Bank.
[17] Bray, M., Kwo, O., & Jokić, B. (Eds.). (2015). Researching private supplementary tutoring: Methodological lessons from diverse cultures. Hong Kong: Comparative Education Research Centre.
[18] Bray, M., Mazawi, A., & Sultana, R. (2013). Introduction. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity (s. 1–10). Rotterdam: Sense Publishers.
[19] Brehm, W. (2017). The is and the ought of knowing: Ontological observations on shadow education research in Cambodia. Southeast Asian Studies
[20] Brehm, W. C., & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for Educational Research Online, 6(1), 94–116.
[21] Būdiene, V., & Zabulionis, A. (2006). Lithuania. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 211–235). New York: Open Society Institute.
[22] Byun, S. Y., & Baker, D. P. (2015). Shadow education. In R. Scott, S. Kosslyn, & N. Pinkerton (Eds.), Emerging trends in the social and behavioral sciences: An interdisciplinary, searchable, and linkable resource (s. 1–9). Pennsylvania: Wiley-Blackwell.
[23] Byun, S., Chung, H. J., & Baker, D. (2018). Global patterns of the use of shadow education: Student, family, and national influences. Research in the Sociology of Education, 20, 70–105.
[24] Chan, C., & Mongkolhutthi, P. (2017). The factors affecting students'choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies (JONUS), 2(2), 44–52. | DOI 10.24200/jonus.vol2iss2pp44-52
[25] Collas, T. (2013). Le public du soutien scolaire privé. Revue française de sociologie, 54(3), 465–506. | DOI 10.3917/rfs.543.0465
[26] Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. | DOI 10.1177/0022487100051003002
[27] Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11(1), 14–24. | DOI 10.1007/s12564-009-9058-4
[28] Disman, M. (2008). Jak se vyrábí sociologická znalost. Praha: Karolinum.
[29] Długosz, P. (2017). Korepetycje uczniów jako przykład praktyki w polu edukacyjnym: w Polsce, na Ukrainie i na Węgrzech. Kwartalnik pedagogiczny, 62(2), 108–132. | DOI 10.5604/01.3001.0010.3290
[30] Dohmen, D., Erbes, A., Fuchs, K., & Günzel, J. (2008). Was wissen wir über Nachhilfe? – Sachstand und Auswertung der Forschungsliteratur zu Angebot, Nachfrage und Wirkungen. Berlin: Forschungsinstitut für Bildungs-und Sozialökonomie.
[31] Entrich, S. (2018). Shadow education and social in equalities in Japan. Cham: Springer International Publishing.
[32] Feistritzer, G. (Ed.). (2018). AK-Studie: Nachhilfe in Österreich, bundesweite Elternbefragung 2018 Studienbericht. Wien: Institut Für Empirische Sozialforschung Gmbh.
[33] Gamoran, A. (2009). Tracking and inequality: New directions for research and practice. WCER Working paper No. 2009–6. Madison: University of Wisconsin–Madison. Dostupné z https://files.eric.ed.gov/fulltext/ED506617.pdf
[34] Haag, L. (2007). Wirksamkeit von Nachhilfeunterricht. Eine Längsschnittanalyse. Bayreuth: Universität Bayreuth.
[35] Hajar, A. (2018). Exploring Year 6 pupils' perceptions of private tutoring: evidence from three mainstream schools in England. Oxford Review of Education, 44(4), 514–531. | DOI 10.1080/03054985.2018.1430563
[36] Hamid, O., Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary school students in Bangladesh. Tesol Quarterly, 43(2), 281–308. | DOI 10.1002/j.1545-7249.2009.tb00168.x
[37] Harris, D., & Sass, T. (2007). Teacher training, teacher quality, and student achievement. Working paper 3. National center for analysis of longitudinal data in education research. Dostupné z https://files.eric.ed.gov/fulltext/ED509656.pdf
[38] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon: Routledge.
[39] Heyneman, S. P. (2011). Private tutoring and social cohesion. Peabody Journal of Education, 86(2), 183–188. | DOI 10.1080/0161956X.2011.561662
[40] Ireson, J. (2004). Private tutoring: How prevalent and effective is it? London Review of Education, 2(2), 109–122. | DOI 10.1080/1474846042000229458
[41] Ireson, J., & Rushforth, K. (2011). Private tutoring at transition points in the English education system: its nature, extent and purpose. Research Papers in Education, 26(1), 1–19. | DOI 10.1080/02671520903191170
[42] Janík, T. (Ed.). (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita.
[43] Jokić, B. (Ed.). (2013). Emerging from the shadow: A comparative qualitative exploration of private tutoring in Eurasia. Zagreb: NEPC.
[44] Jokić, B., & Ristić Dedić, Z. (2013). Conceptual framework of the decision concerning the use of private tutoring services. In B. Jokić (Ed.), Emerging from the shadow: a comparative qualitative exploration of private tutoring in Eurasia (s. 23–32). Zagreb: NEPC.
[45] Kim, T. (2004). Shadow education: School quality and dem and for private tutoring in Korea. Discussion-paper nr. 055. Kyoto University: Interfaces for Advaned Economic Analysis.
[46] Kobakhidze, M. N. (2014). Corruption risks of private tutoring: case of Georgia. Asia Pacific Journal of Education, 34(4), 455–475. | DOI 10.1080/02188791.2014.963506
[47] Kobakhidze, M. N. (2018). Teachers as tutors: Shadow education market dynamics in Georgia. Hong Kong: The Comparative Education Research Centre.
[48] Kubánová, M. (2006). Slovakia. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 279–303). New York: Open Society Institute.
[49] Kwo, O., & Bray, M. (2014). Understanding the nexus between mainstream schooling and private supplementary tutoring: Patterns and voices of Hong Kong secondary students. Asia Pacific Journal of Education, 34(4), 403–416. | DOI 10.1080/02188791.2014.961900
[50] Macpherson, I., Robertson, S., & Walford, G. (2014). Education, privatisation and social justice: case studies from Africa, south Asia and south east Asia. Southampton: Symposium Books Ltd.
[51] Mahmud, R., & Bray, M. (2017). School factors underlying demand for private supplementary tutoring in English: urban and rural variations in Bangladesh. Asia Pacific Journal of Education, 37(3), 299–309. | DOI 10.1080/02188791.2017.1321525
[52] Malik, M. A. (2017). Shadow education: Evolution, flaws and further development of the term. Social Sciences and Education Research Review, 4(1), 6–29.
[53] Manzon, M., & Areepattamannil, S. (2014). Shadow educations: mapping the global discourse. Asia Pacific Journal of Education, 34(4), 389–402. | DOI 10.1080/02188791.2014.969194
[54] Matsuoka, R. (2015). School socioeconomic compositional effect on shadow education participation: Evidence from Japan. British Journal of Sociology of Education, 36(2), 270–290. | DOI 10.1080/01425692.2013.820125
[55] Milovanovitch, M. (2014). Fighting corruption in education: A call for sector integrity standards. Edmond J. Safra Working Papers, No. 31. Harvard University. Dostupné z http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2358480_code2015429.pdf?abstractid=2358480&mirid=1
[56] Montebon, D. (2015). Shadow education: Effects on students' self-efficacy in science. International Journal of Research Studies in Education, 5(1), 31–40.
[57] Mori, I., & Baker, D. (2010). The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11(1), 36–48. | DOI 10.1007/s12564-009-9057-5
[58] Muijs, D., & Reynolds, D. (2003). The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school. Educational Research, 45(3), 219–230. | DOI 10.1080/0013188032000137229
[59] OECD (2015). Education at a glance 2015: OECD Indicators. Paris: OECD Publishing.
[60] Oller, A., & Glasman, D. (2013). Education as a market in France. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the Mediterranean (s. 77–91). Rotterdam: Sense Publishers.
[61] Pearce, S., Power, S., & Taylor, C. (2017). Private tutoring in Wales: patterns of private investment and public provision. Research Papers in Education, 33(1), 113–126. | DOI 10.1080/02671522.2016.1271000
[62] Poisson, M. (2007). Private tutoring: asset or threat for mainstream education? Challenges and responses. Příspěvek prezentovaný na IIEP Policy Forum, Confronting shadow education: What policies for what education (5.–6. července 2007). Paris: UNESCO.
[63] Popa, S., & Acedo, C. (2006). Redefining professionalism: Romanian secondary education teachers and the private tutoring system. International Journal of Educational Development, 26(1), 98–110. | DOI 10.1016/j.ijedudev.2005.07.019
[64] Prakhov, I., & Yudkevich, M. (In press). University admission in Russia: Do the wealthier benefit from standardized exams? International Journal of Educational Development.
[65] Průcha, J. (2015). Česká vzdělanost: Multidisciplinární pohled na fenomén národní kultury. Praha: Wolters Kluwer.
[66] Průcha, J., & Kansanen, P. (2015). Školní vzdělávání ve Finsku. Praha: Karolinum.
[67] Psacharopoulos, G., & Papakonstantinou, G. (2005). The real university cost in a "free" higher education country. Economics of Education Review, 24(1), 103–108. | DOI 10.1016/j.econedurev.2004.01.003
[68] Sahlberg, P. (2011). Finnish lessons. New York: Teachers College Press.
[69] Sandy, W. (2018). Students' perspectives on buying private tuition services. International Journal of Research Studies in Education, 7(2), 105–119.
[70] Sieverding, M., Krafft, C., & Elbadawy, A. (2017). "The Teacher Does Not Explain in Class": An Exploration of the Drivers of Private Tutoring in Egypt. Global Labor Organization (GLO) Discussion Paper, 135, 1–45.
[71] Silova, I. (2010). Private tutoring in Eastern Europe and Central Asia: policy choices and implications. Compare, 40(3), 327–344. | DOI 10.1080/03057920903361926
[72] Silova, I., & Bray, M. (2006). The hidden marketplace: Private tutoring in former socialist countries. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 71–98). New York: Open Society Institute.
[73] Silova, I., & Kazimzade, E. (2006). Azerbaijan. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 113–141). New York: Open Society Institute.
[74] Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471–499. | DOI 10.3102/00346543060003471
[75] Smyth, E. (2009). Buying your way into college? Private tuition and the transition to higher education in Ireland. Oxford Review of Education, 35(1), 1–22. | DOI 10.1080/03054980801981426
[76] Soldo, A., & Jokić, B. (2013). The roles of teachers in the decision concerning the use of private tutoring services. In B. Jokić (Ed.), Emerging from the shadow: a comparative qualitative exploration of private tutoring in Eurasia (s. 117–162). Zagreb: NEPC.
[77] Song, K. O., Park, H. J., & Sang, K. A. (2013). A cross-national analysis of the student-and school-level factors affecting the demand for private tutoring. Asia Pacific Education Review, 14(2), 125–139. | DOI 10.1007/s12564-012-9236-7
[78] Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97(6), 1639–1657. | DOI 10.1086/229942
[79] Straková, J. (2010). Dopad diferenciace vzdělávacích příležitostí v povinném vzdělávání na vývoj nerovností ve výsledcích žáků v ČR po roce 2000. Pedagogika, 60(2), 21–37.
[80] Straková, J., & Greger, D. (2013). Faktory ovlivňující přechod žáků 5. ročníků na osmileté gymnázium. Orbis Scholae, 7(3), 73–85. | DOI 10.14712/23363177.2015.14
[81] Šťastný, V. (2016). Fenomén soukromého doučování jako stínový vzdělávací systém v České republice (Disertační práce). Dostupné z https://dspace.cuni.cz/handle/20.500.11956/83694
[82] Šťastný, V., Svobodová, Z., & Rochex, J.-Y. (2017). Školní vzdělávání ve Francii. Praha: Karolinum.
[83] Tansel, A., & Bircan, F. (2006). Demand for education in Turkey: A tobit analysis of private tutoring expenditures. Economics of Education Review, 25, 303–313. | DOI 10.1016/j.econedurev.2005.02.003
[84] Tsiplakides, I. (2018). Shadow education and social class inequalities in secondary education in Greece: the case of teaching English as a foreign language. RISE – International Journal of Sociolog y of Education, 7(1), 71–93. | DOI 10.17583/rise.2018.2987
[85] Veselý, A., & Matějů, P. (2010). Vzdělávací systémy a reprodukce vzdělanostních nerovností. In P. Matějů, J. Straková, & A. Veselý (Eds.), Nerovnosti ve vzdělávání. Od měření k řešení (s. 38–90). Praha: SLON.
[86] Walterová, E. et al. (2004). Úloha školy v rozvoji vzdělanosti. Brno: Paido.
[87] Walterová, E. (2010). [Recenze knihy M. Braye Confronting the shadow education system. What government policies for what private tutoring?]. Orbis Scholae, 4(3), 132–134. | DOI 10.14712/23363177.2018.117
[88] Wasik, B., & Slavin, R. (1988). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28(2), 178–200. | DOI 10.2307/747888
[89] Yamato, Y., & Zhang, W. (2017). Changing schooling, changing shadow: Shapes and functions of juku in Japan. Asia Pacific Journal of Education, 37(3), 329–343. | DOI 10.1080/02188791.2017.1345719
[90] Zajda, J. (Ed.). (2007). Decentralisation and privatisation in education: The role of the state. Dordrecht: Springer.
[91] Zhan, S., Bray, M., Wang, D., Lykins, C., & Kwo, O. (2013). The effectiveness of private tutoring: students' perceptions in comparison with mainstream schooling in Hong Kong. Asia Pacific Education Review, 14(4), 495–509. | DOI 10.1007/s12564-013-9276-7
[92] Zhang, W., & Bray, M. (2015). Shadow education in Chongqing, China: Factors underlying demand and policy implications. KEDI Journal of Educational Policy, 12(1), 83–106.
[93] Zhang, W., & Bray, M. (2017). Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education. Journal of Education Policy, 32(1), 63–81. | DOI 10.1080/02680939.2016.1219769
[94] Zhang, W., & Bray, M. (2018). Equalising schooling, unequalising private supplementary tutoring: access and tracking through shadow education in China. Oxford Review of Education, 44(2), 221–238. | DOI 10.1080/03054985.2017.1389710
Copyright © 2019 Studia paedagogica