Vliv školy na využívání soukromého doučování

Vít Šťastný, Eliška Walterová

Abstrakt


Cílem studie je identifikovat faktory spojené se školou (a aktivitami jejích pracovníků), u nichž byla dosavadním empirickým výzkumem prokázána souvislost s vytvářením či snižováním poptávky žáků po soukromém doučování, a popsat mechanismy jejich působení. Analýzou dostupných empirických dokladů byly identifikovány následující proměnné: z působy jednání učitelů (zejména doporučování žákům využít soukromé doučování), kvalita školy/výuky, realizované kurikulum, velikost tříd, dostupnost bez platného doučování, partnerství školy a poskytovatelů soukromého doučování, diferenciace a socioekonomické složení žáků, další kontextuální charakteristiky školy. Výstupem studie je schematický diagram, který systematizuje identifikované faktory v dimenzích míry jejich ovlivnitelnosti školou (resp. učiteli) a (ne)přímostí vlivu na rozhodnutí využít soukromé doučování.

Klíčová slova


soukromé doučování; stínové vzdělávání; škola; učitelé; doučující

https://doi.org/10.5817/SP2019-1-3

Celý článek:

PDF

Reference

Zobrazit literaturu Skrýt literaturu

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.

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.

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.

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

Ball, S. J., & Youdell, D. (2008). Hidden privatisation in public education. Brussels: Education International.

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

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

Blatchford, P., Wing Chan, K., Galton, M., Chan Lai, K., & Chi-Kin Lee, J. (2016). Class size: Eastern and western perspectives. Abingdon: Routledge.

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.

Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: International Institute for Educational Planning.

Bray, M. (2003). Adverse effects of private supplementary tutoring: Dimensions, implications and government responses. Paris: International Institute for Educational Planning.

Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? Paris: United Nations Educational, Scientific and Cultural Organization.

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

Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. Brussels: European Commission.

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.

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.

Bray, M., Kwo, O., & Jokić, B. (Eds.). (2015). Researching private supplementary tutoring: Methodological lessons from diverse cultures. Hong Kong: Comparative Education Research Centre.

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.

Brehm, W. (2017). The is and the ought of knowing: Ontological observations on shadow education research in Cambodia. Southeast Asian Studies

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.

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.

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.

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.

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

Collas, T. (2013). Le public du soutien scolaire privé. Revue française de sociologie, 54(3), 465–506. | DOI 10.3917/rfs.543.0465

Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. | DOI 10.1177/0022487100051003002

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

Disman, M. (2008). Jak se vyrábí sociologická znalost. Praha: Karolinum.

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

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.

Entrich, S. (2018). Shadow education and social in equalities in Japan. Cham: Springer International Publishing.

Feistritzer, G. (Ed.). (2018). AK-Studie: Nachhilfe in Österreich, bundesweite Elternbefragung 2018 Studienbericht. Wien: Institut Für Empirische Sozialforschung Gmbh.

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

Haag, L. (2007). Wirksamkeit von Nachhilfeunterricht. Eine Längsschnittanalyse. Bayreuth: Universität Bayreuth.

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

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

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

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon: Routledge.

Heyneman, S. P. (2011). Private tutoring and social cohesion. Peabody Journal of Education, 86(2), 183–188. | DOI 10.1080/0161956X.2011.561662

Ireson, J. (2004). Private tutoring: How prevalent and effective is it? London Review of Education, 2(2), 109–122. | DOI 10.1080/1474846042000229458

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

Janík, T. (Ed.). (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita.

Jokić, B. (Ed.). (2013). Emerging from the shadow: A comparative qualitative exploration of private tutoring in Eurasia. Zagreb: NEPC.

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.

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.

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

Kobakhidze, M. N. (2018). Teachers as tutors: Shadow education market dynamics in Georgia. Hong Kong: The Comparative Education Research Centre.

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.

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

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.

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

Malik, M. A. (2017). Shadow education: Evolution, flaws and further development of the term. Social Sciences and Education Research Review, 4(1), 6–29.

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

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

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

Montebon, D. (2015). Shadow education: Effects on students' self-efficacy in science. International Journal of Research Studies in Education, 5(1), 31–40.

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

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

OECD (2015). Education at a glance 2015: OECD Indicators. Paris: OECD Publishing.

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.

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

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.

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

Prakhov, I., & Yudkevich, M. (In press). University admission in Russia: Do the wealthier benefit from standardized exams? International Journal of Educational Development.

Průcha, J. (2015). Česká vzdělanost: Multidisciplinární pohled na fenomén národní kultury. Praha: Wolters Kluwer.

Průcha, J., & Kansanen, P. (2015). Školní vzdělávání ve Finsku. Praha: Karolinum.

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

Sahlberg, P. (2011). Finnish lessons. New York: Teachers College Press.

Sandy, W. (2018). Students' perspectives on buying private tuition services. International Journal of Research Studies in Education, 7(2), 105–119.

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.

Silova, I. (2010). Private tutoring in Eastern Europe and Central Asia: policy choices and implications. Compare, 40(3), 327–344. | DOI 10.1080/03057920903361926

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.

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.

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

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

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.

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

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

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.

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

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

Šťastný, V., Svobodová, Z., & Rochex, J.-Y. (2017). Školní vzdělávání ve Francii. Praha: Karolinum.

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

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

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.

Walterová, E. et al. (2004). Úloha školy v rozvoji vzdělanosti. Brno: Paido.

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

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

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

Zajda, J. (Ed.). (2007). Decentralisation and privatisation in education: The role of the state. Dordrecht: Springer.

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

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.

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

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




 


Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

Časopis vydává čtyři čísla ročně.

ISSN 1803-7437 (print), ISSN 2336-4521 (online)