When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong

Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely ca...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Wang, Dan [verfasserIn] Bray, Mark

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	Private tutoring Shadow education Teachers’ perceptions Whole-person development Social stratification

Anmerkung:	© De La Salle University 2016

Übergeordnetes Werk:	Enthalten in: Asia-Pacific Education Researcher - Singapore : Springer, 1999, 25(2016), 5-6 vom: 31. Aug., Seite 873-881
Übergeordnetes Werk:	volume:25 ; year:2016 ; number:5-6 ; day:31 ; month:08 ; pages:873-881

Links:	Volltext

DOI / URN:	10.1007/s40299-016-0307-0

Katalog-ID:	SPR036500550

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publishDate	2016
allfields	10.1007/s40299-016-0307-0 doi (DE-627)SPR036500550 (SPR)s40299-016-0307-0-e DE-627 ger DE-627 rakwb eng Wang, Dan verfasserin aut When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2016 Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. Private tutoring (dpeaa)DE-He213 Shadow education (dpeaa)DE-He213 Teachers’ perceptions (dpeaa)DE-He213 Whole-person development (dpeaa)DE-He213 Social stratification (dpeaa)DE-He213 Bray, Mark aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 25(2016), 5-6 vom: 31. Aug., Seite 873-881 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:25 year:2016 number:5-6 day:31 month:08 pages:873-881 https://dx.doi.org/10.1007/s40299-016-0307-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2016 5-6 31 08 873-881
spelling	10.1007/s40299-016-0307-0 doi (DE-627)SPR036500550 (SPR)s40299-016-0307-0-e DE-627 ger DE-627 rakwb eng Wang, Dan verfasserin aut When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2016 Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. Private tutoring (dpeaa)DE-He213 Shadow education (dpeaa)DE-He213 Teachers’ perceptions (dpeaa)DE-He213 Whole-person development (dpeaa)DE-He213 Social stratification (dpeaa)DE-He213 Bray, Mark aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 25(2016), 5-6 vom: 31. Aug., Seite 873-881 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:25 year:2016 number:5-6 day:31 month:08 pages:873-881 https://dx.doi.org/10.1007/s40299-016-0307-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2016 5-6 31 08 873-881
allfields_unstemmed	10.1007/s40299-016-0307-0 doi (DE-627)SPR036500550 (SPR)s40299-016-0307-0-e DE-627 ger DE-627 rakwb eng Wang, Dan verfasserin aut When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2016 Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. Private tutoring (dpeaa)DE-He213 Shadow education (dpeaa)DE-He213 Teachers’ perceptions (dpeaa)DE-He213 Whole-person development (dpeaa)DE-He213 Social stratification (dpeaa)DE-He213 Bray, Mark aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 25(2016), 5-6 vom: 31. Aug., Seite 873-881 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:25 year:2016 number:5-6 day:31 month:08 pages:873-881 https://dx.doi.org/10.1007/s40299-016-0307-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2016 5-6 31 08 873-881
allfieldsGer	10.1007/s40299-016-0307-0 doi (DE-627)SPR036500550 (SPR)s40299-016-0307-0-e DE-627 ger DE-627 rakwb eng Wang, Dan verfasserin aut When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2016 Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. Private tutoring (dpeaa)DE-He213 Shadow education (dpeaa)DE-He213 Teachers’ perceptions (dpeaa)DE-He213 Whole-person development (dpeaa)DE-He213 Social stratification (dpeaa)DE-He213 Bray, Mark aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 25(2016), 5-6 vom: 31. Aug., Seite 873-881 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:25 year:2016 number:5-6 day:31 month:08 pages:873-881 https://dx.doi.org/10.1007/s40299-016-0307-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2016 5-6 31 08 873-881
allfieldsSound	10.1007/s40299-016-0307-0 doi (DE-627)SPR036500550 (SPR)s40299-016-0307-0-e DE-627 ger DE-627 rakwb eng Wang, Dan verfasserin aut When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2016 Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. Private tutoring (dpeaa)DE-He213 Shadow education (dpeaa)DE-He213 Teachers’ perceptions (dpeaa)DE-He213 Whole-person development (dpeaa)DE-He213 Social stratification (dpeaa)DE-He213 Bray, Mark aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 25(2016), 5-6 vom: 31. Aug., Seite 873-881 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:25 year:2016 number:5-6 day:31 month:08 pages:873-881 https://dx.doi.org/10.1007/s40299-016-0307-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2016 5-6 31 08 873-881
language	English
source	Enthalten in Asia-Pacific Education Researcher 25(2016), 5-6 vom: 31. Aug., Seite 873-881 volume:25 year:2016 number:5-6 day:31 month:08 pages:873-881
sourceStr	Enthalten in Asia-Pacific Education Researcher 25(2016), 5-6 vom: 31. Aug., Seite 873-881 volume:25 year:2016 number:5-6 day:31 month:08 pages:873-881
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Private tutoring Shadow education Teachers’ perceptions Whole-person development Social stratification
isfreeaccess_bool	false
container_title	Asia-Pacific Education Researcher
authorswithroles_txt_mv	Wang, Dan @@aut@@ Bray, Mark @@aut@@
publishDateDaySort_date	2016-08-31T00:00:00Z
hierarchy_top_id	617508577
id	SPR036500550
language_de	englisch
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author	Wang, Dan
spellingShingle	Wang, Dan misc Private tutoring misc Shadow education misc Teachers’ perceptions misc Whole-person development misc Social stratification When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong
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topic_title	When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong Private tutoring (dpeaa)DE-He213 Shadow education (dpeaa)DE-He213 Teachers’ perceptions (dpeaa)DE-He213 Whole-person development (dpeaa)DE-He213 Social stratification (dpeaa)DE-He213
topic	misc Private tutoring misc Shadow education misc Teachers’ perceptions misc Whole-person development misc Social stratification
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title	When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong
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title_full	When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong
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title_sort	when whole-person development encounters social stratification: teachers’ ambivalent attitudes towards private supplementary tutoring in hong kong
title_auth	When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong
abstract	Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. © De La Salle University 2016
abstractGer	Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. © De La Salle University 2016
abstract_unstemmed	Abstract In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand. © De La Salle University 2016
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title_short	When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong
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up_date	2024-07-03T17:59:54.439Z
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Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers’ perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. 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When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong

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