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Learning in the Shadows : = Supplementary Education and Its Participation Patterns, Effectiveness, and Implications for (In)Equality in the United States and China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning in the Shadows :/
其他題名:	Supplementary Education and Its Participation Patterns, Effectiveness, and Implications for (In)Equality in the United States and China.
作者:	Yin, Ming.
面頁冊數:	1 online resource (231 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
Contained By:	Dissertations Abstracts International80-04A.
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10973308click for full text (PQDT)
ISBN:	9780438526358

Learning in the Shadows : = Supplementary Education and Its Participation Patterns, Effectiveness, and Implications for (In)Equality in the United States and China.
Yin, Ming.

Learning in the Shadows :Supplementary Education and Its Participation Patterns, Effectiveness, and Implications for (In)Equality in the United States and China. - 1 online resource (231 pages)

Source: Dissertations Abstracts International, Volume: 80-04, Section: A.

Thesis (Ph.D.)--Washington University in St. Louis, 2018.

Includes bibliographical references

When evaluating the institutional effects of education on increasing human capital and addressing inequality, researchers have focused largely on mainstream schooling, which includes primary, secondary, and postsecondary schools on the public and private sectors. Nevertheless, generated by the growing student population and heightened competition in education, academic-oriented supplementary education or tutoring, also known as "shadow education" (e.g. Stevenson & Baker, 1992; Bray, 1999; Baker & LeTendre, 2005), is expanding worldwide, so much so that it is rapidly becoming an institutionalized part of schooling in a number of countries (Baker & LeTendre, 2005). The metaphor of the shadow is used because much of the curriculum in the parallel supplementary sector mimics that in regular schooling (Bray, 2017). With its global rise and prevalence, supplementary education becomes central to discussions about how countries can improve their national levels of student achievement (National Research Council, 1999) and brings about far-reaching implications for types of (in)equalities (Bray, 2017). Informed by multi-disciplinary theoretical frameworks, this dissertation research aims to provide strong empirical evidence on the development and functionality of supplementary education, to understand its consequential impact on educational (in)equality, and to improve its conceptualization in diverse national and cultural settings. Utilizing the Program for International Student Assessment (PISA) 2012 datasets, the set of studies examines the multi-level determinants of participating out-of-school math classes, evaluates the effectiveness of supplementary math education on middle schoolers' academic achievement and study behaviors, as well as investigates the structural relationships among family background, teacher quality, supplementary learning, and academic achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780438526358Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Academic achievementIndex Terms--Genre/Form:

542853
Electronic books.

Learning in the Shadows : = Supplementary Education and Its Participation Patterns, Effectiveness, and Implications for (In)Equality in the United States and China.
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