Shadow Education and Allocation in Formal Schooling: Transition to University in Japan

1992 ◽  
Vol 97 (6) ◽  
pp. 1639-1657 ◽  
Author(s):  
David Lee Stevenson ◽  
David P. Baker
Keyword(s):  
Shadow Education ◽  
Formal Schooling ◽  
Transition To University

Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement

2001 ◽  
Vol 23 (1) ◽  
pp. 1-17 ◽  
Author(s):  
David P. Baker ◽  
Motoko Akiba ◽  
Gerald K. LeTendre ◽  
Alexander W. Wiseman
Keyword(s):  
Mathematics Achievement ◽  
High Stakes Testing ◽  
Policy Implications ◽  
Shadow Education ◽  
Formal Schooling ◽  
High Stakes ◽  
School Activities ◽  
National Characteristics ◽  
School Learning ◽  
Cross National

The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutional­ization of mass schooling increasingly dominates contexts of schooling.

Development of a Program to Aid Transition to University for Veterans on the GI Bill

2012 ◽  
Author(s):  
Taylor R. Saunders ◽  
Julia Housiaux ◽  
Nathanael G. Mitchell
Keyword(s):  
Gi Bill ◽  
Transition To University

Introduction

2018 ◽  
Author(s):  
Susan E. Whyman
Keyword(s):  
Eighteenth Century ◽  
Social Change ◽  
Political Participation ◽  
Industrial Revolution ◽  
Economic Change ◽  
History Of The Book ◽  
Formal Schooling ◽  
The Social ◽  
History Of ◽  
Literate Society

The introduction shows the convergence and intertwining of the Industrial Revolution and the provincial Enlightenment. At the centre of this industrial universe lay Birmingham; and at its centre was Hutton. England’s second city is described in the mid-eighteenth century, and Hutton is used as a lens to explore the book’s themes: the importance of a literate society shared by non-elites; the social category of ‘rough diamonds’; how individuals responded to economic change; political participation in industrial towns; shifts in the modes of authorship; and an analysis of social change. The strategy of using microhistory, biography, and the history of the book is discussed, and exciting new sources are introduced. The discovery that self-education allowed unschooled people to participate in literate society renders visible people who were assumed to be illiterate. This suggests that eighteenth-century literacy was greater than statistics based on formal schooling indicate.

Cultural variation in children's observation during a demonstration

2005 ◽  
Vol 29 (4) ◽  
pp. 282-291 ◽  
Author(s):  
Rebeca Mejía-Arauz ◽  
Barbara Rogoff ◽  
Ruth Paradise
Keyword(s):  
Secondary Analysis ◽  
Cultural Variation ◽  
Formal Schooling ◽  
Primary Analysis ◽  
Extensive Experience ◽  
Children’S Learning ◽  
Mexican Heritage ◽  
European Heritage ◽  
Us Children ◽  
Children's Learning

Ethnographic research indicates that in a number of cultural communities, children's learning is organised around observation of ongoing activities, contrasting with heavy use of explanation in formal schooling. The present research examined the extent to which first- to third-grade children observed an adult's demonstration of how to fold origami figures or observed the folding of two slightly older children who also were trying to make the figures, without requesting further information. In the primary analysis, 10 Mexican heritage US children observed without requesting additional information to a greater extent than 10 European heritage US children. Consistent with the ethnographic literature, these two groups differed in the extent of their family's involvement in schooling; hence, we explored the relationship with maternal schooling in a secondary analysis. An additional 11 children of Mexican heritage whose mothers had extensive experience in formal school (at least a high school education) showed a pattern more like that of the European heritage children, whose mothers likewise had extensive experience in school, compared with the Mexican heritage children whose mothers had only basic schooling (an average of 7.7 grades). The results suggest that a constellation of cultural traditions that organise children's learning experiences—including Western schooling—may play an important role in children's learning through observation and explanation.

Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies

2021 ◽  
pp. 002071522098786
Author(s):  
Steve R Entrich
Keyword(s):  
Social Inequality ◽  
International Student ◽  
Student Assessment ◽  
Theoretical Models ◽  
Potential Effect ◽  
Shadow Education ◽  
Cultural Economic ◽  
International Student Assessment ◽  
National Differences ◽  
Cross National

This article examines the cross-national differences in socioeconomic accessibility to shadow education (SE) across 63 societies. Drawing on arguments from two competing theoretical models either emphasizing cross-national cultural, economic, and institutional differences (e.g. model of secondary schooling, scale of SE) or universally working social reproduction mechanisms (e.g. enrichment features of SE), this study provides a novel approach to understanding the role of SE for social inequality. More specifically, while the first model explicitly allows equality in access to SE, the latter suggests that SE fosters inequality under all circumstances. Using data from the 2012 Program for International Student Assessment (PISA) and official sources, first, the difference in the probability of top in comparison to bottom socioeconomic strata to use SE is predicted separately for all societies, before analyzing what causes the found considerable cross-national variation in the socioeconomic gap in access to SE at the country level. Results indicate that differences in SE access are linked to incentives for high-performing students to use SE. These incentives are especially common in societies with higher educational institutional differentiation (e.g. early or mixed tracking schooling models). In societies with less stratified education systems, access to SE is more equal, wherefore the potential effect of SE to social inequality is dampened. Overall, findings suggest that simple generalizations based on existing theoretical models provide no comprehensive explanation for the connection between SE and inequality. Instead, prominent beliefs about the relationship between SE and inequality are questioned.

Flourishing or physical activity?: Identifying temporal precedence in supporting the transition to university

2021 ◽  
pp. 1-6
Author(s):  
Roxy Helliker O’Rourke ◽  
Isabelle Doré ◽  
Benjamin D. Sylvester ◽  
Catherine M. Sabiston
Keyword(s):  
Physical Activity ◽  
Transition To University

scholarly journals Mobile Learning During School Disruptions in Sub-Saharan Africa

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110148
Author(s):  
René F. Kizilcec ◽  
Maximilian Chen ◽  
Kaja K. Jasińska ◽  
Michael Madaio ◽  
Amy Ogan
Keyword(s):  
Early Literacy ◽  
Mobile Learning ◽  
National Curriculum ◽  
Text Message ◽  
Learning Technologies ◽  
Sub Saharan Africa ◽  
Formal Schooling ◽  
School Closures ◽  
Teacher Strikes ◽  
Sub Saharan

School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

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