Shadow Education and Academic Success in Republic of Korea

2013 ◽  
pp. 39-58 ◽  
Author(s):  
Soo-yong Byun
Keyword(s):  
Academic Success ◽  
Republic Of Korea ◽  
Shadow Education

Identifying the missing link between shadow education and academic success: Features of private supplementary tutoring in South Korea

2020 ◽  
Vol 16 ◽  
pp. 60-82
Author(s):  
Young Chun Kim ◽  
Michael McVey ◽  
Jung-Hoon Jung
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
South Korea ◽  
Mastery Learning ◽  
Skills Training ◽  
Shadow Education ◽  
Contributing Factors ◽  
Subject Knowledge ◽  
South Korean ◽  
International Phenomenon

Shadow education or private supplementary tutoring has become an international phenomenon as increasing numbers of students seek help beyond traditional schooling for academic achievement. The positive relationship between students’ academic achievement and participation in shadow education has been previously reported. However, the manner in which shadow education practices can help students to gain and maintain higher academic achievement remains understudied. In response, this study explored the features of shadow education practices that may benefit the academic achievement of students, particularly those in South Korea but with relevance beyond the South Korean context. Using qualitative research methods, this study revealed that preview learning from/with private supplementary tutors, academic mastery learning of subject knowledge and skills, training skills for school exams, and solving students’ individual learning difficulties through intensive coaching are contributing factors to improving academic achievement.

scholarly journals Läxhjälp as Shadow Education in Sweden: The Logic of Equality in “A School for All”

2020 ◽  
pp. 209653112096633
Author(s):  
Eva Forsberg ◽  
Stina Hallsén ◽  
Marie Karlsson ◽  
Helen Melander Bowden ◽  
Tatiana Mikhaylova ◽  
...  
Keyword(s):  
Academic Success ◽  
Curriculum Theory ◽  
Boundary Object ◽  
Shadow Education ◽  
Supplementary Education ◽  
Comprehensive Education ◽  
Narrative Studies ◽  
History Of ◽  
Definition Of ◽  
Modes Of Interaction

Purpose: Taking läxhjälp/homework support in Sweden as a case, this article aims to further explore shadow education, especially as a pedagogical object from curriculum theory perspective. Design/Approach/Methods: Approaches including policy analyses, ethnomethodological work based on video-recorded interaction, and narratives have produced empirically grounded knowledge. We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular schooling. Findings: Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities. Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified.

Theorizing Shadow Education and Academic Success in East Asia

2021 ◽  
Author(s):  
Young Chun Kim ◽  
Jung-Hoon Jung
Keyword(s):  
Academic Success ◽  
East Asia ◽  
Shadow Education

scholarly journals Worldwide Shadow Education Epidemic and Its Move toward Shadow Curriculum

2020 ◽  
Vol 11 (2) ◽  
pp. 212
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Academic Success ◽  
Present Article ◽  
Formal Education ◽  
Personalized Learning ◽  
Curriculum Studies ◽  
Shadow Education ◽  
Learning Space ◽  
Traditional Notion ◽  
Widespread Phenomenon

Shadow education has become a widespread phenomenon worldwide and is now an unavoidable learning space for many students. It challenges the traditional notion of factory-like one-size-fits-all education and provides students with more personalized learning. Moreover, it goes beyond shadowing the formal education and holds a mirror up to the formal education to reveal its shortcomings. Although more studies worldwide are focusing on the phenomenon, its scope, characteristics, history, and functionality remain underexplored. Therefore, shadow education should be considered as an emerging focus of recent curriculum studies and should not be disregarded by researchers who attempt to understand where, how, what, and with whom students learn. The present article elaborates on a new conceptualization of ‘shadow education’ and one of its components, ‘shadow curriculum’, which is a new focus of curriculum studies aiming for individual students’ academic success in formal education. First, we deal with shadow education and its forms and features, and then move toward the concept and characteristics of shadow curriculum.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders

2017 ◽  
Vol 2 (3) ◽  
pp. 49-56
Author(s):  
Jana Childes ◽  
Alissa Acker ◽  
Dana Collins
Keyword(s):  
Academic Success ◽  
Voice Disorders ◽  
School Personnel ◽  
Voice Disorder ◽  
Multiple Perspectives ◽  
Vocal Qualities ◽  
High Prevalence ◽  
Pediatric Populations ◽  
Low Incidence ◽  
University Settings

Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.

Sign in / Sign up

Export Citation Format

Share Document