Shadow education in the context of early tracking: between-track differences in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10434270" target="_blank" >RIV/00216208:11410/23:10434270 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=fG8RRcrnog" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=fG8RRcrnog</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/03057925.2021.1922271" target="_blank" >10.1080/03057925.2021.1922271</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Shadow education in the context of early tracking: between-track differences in the Czech Republic

Popis výsledku v původním jazyce

Previous research on the implications of early-tracking education systems has not specifically focused on how studying in academic and non-academic tracks shapes the features and characteristics of shadow education (private tutoring) that students are involved in. The study compares the scale and features of private tutoring and the underlying factors of its reception among lower-secondary students in the two tracks. Analysing a representative sample of 1,280 senior grade students, the study found significant differences in scale, subjects and reasons for tutoring during their lower-secondary studies, which may partly explain the prevailing gaps in between-track student achievements. Early tracking is likely to contribute to increasing the overall scale of PT by introducing selective entrance examinations, which nurture the demand for PT. While parental education, books at home, city size and educational aspirations were significant predictors of private tutoring for regular-track students, they were insignificant for academic-track students.

Název v anglickém jazyce

Shadow education in the context of early tracking: between-track differences in the Czech Republic

Popis výsledku anglicky

Previous research on the implications of early-tracking education systems has not specifically focused on how studying in academic and non-academic tracks shapes the features and characteristics of shadow education (private tutoring) that students are involved in. The study compares the scale and features of private tutoring and the underlying factors of its reception among lower-secondary students in the two tracks. Analysing a representative sample of 1,280 senior grade students, the study found significant differences in scale, subjects and reasons for tutoring during their lower-secondary studies, which may partly explain the prevailing gaps in between-track student achievements. Early tracking is likely to contribute to increasing the overall scale of PT by introducing selective entrance examinations, which nurture the demand for PT. While parental education, books at home, city size and educational aspirations were significant predictors of private tutoring for regular-track students, they were insignificant for academic-track students.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA18-00939S" target="_blank" >GA18-00939S: Souvislosti mezi školním a stínovým vzděláváním: případ českých nižších sekundárních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Compare

ISSN

0305-7925

e-ISSN

1469-3623

Svazek periodika

53

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

380-398

Kód UT WoS článku

000651278300001

EID výsledku v databázi Scopus

2-s2.0-85105997505