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 Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

A Theoretical Examination of Shadow Education in South Korea

2021 ◽  
Vol 2 (3) ◽  
pp. 429-438
Author(s):  
Natalie-Jane Howard
Keyword(s):  
South Korea ◽  
Empirical Research ◽  
Shadow Education ◽  
Anecdotal Evidence ◽  
The South ◽  
Theoretical Contribution ◽  
South Korean ◽  
Theoretical Examination ◽  
Aims Of Education ◽  
Young Students

This article provides a theoretical contribution to the contemporary debates regarding the legitimacy and effects of supplementary tutoring, also known as shadow education. Shadow education is notably pervasive in South Korea, and accounting for high rates of domestic expenditure and increasing time demands on young people’s lives.  The paper traces the historical and cultural reasons for the widespread uptake of shadow education amongst young students in the South Korean context and problematises what it means to be educated by juxtaposing leading scholars’ perceptions of the fundamental aims of education. Delving into the reality of shadow education whilst also revealing the disruptive nature of this common place practice, the paper concludes by highlighting the need for further empirical research to counterbalance the largely unsubstantiated beliefs and anecdotal evidence regarding its purposes

Private education in South Korea: lessons for the West from past mistakes

2021 ◽  
pp. 61-84
Author(s):  
Sonia Exley
Keyword(s):  
South Korea ◽  
Private Education ◽  
Private Tutoring ◽  
High Status ◽  
Shadow Education ◽  
Korean Education ◽  
Korean Society ◽  
South Korean ◽  
Key Stakeholders ◽  
System P

This chapter studies the consequences of excessive private social investment and the government's struggle to tackle private tutoring in Korea. It argues that the country is a critical case in the study of private social investments because it has the most extensive engagement in shadow education across the Organisation for Economic Co-operation and Development (OECD) world. The chapter demonstrates the three main ways that the Korean government has endeavoured to curtail private tutoring, and how all these reforms have had limited success to date. It then suggests that the drivers of the shadow education frenzy might lie outside the area of education policy, pointing to the 'hakbul' traditions in Korean society (that is, the strong belief that a degree from a few elite universities is imperative for securing high-status, well-paid jobs) as a driver of excessive shadow education. Ultimately, the chapter seeks to deliver some insights, considering policy lessons and recommendations not only for South Korea but also for Western societies where spending on private education is growing. It draws on data from a 2017 research project in which interviews were carried out by the author with 29 experts and key stakeholders in the South Korean education system.

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.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Elusive Belonging

2018 ◽  
Author(s):  
Minjeong Kim
Keyword(s):  
South Korea ◽  
Sense Of Belonging ◽  
Foreign Born ◽  
Multicultural Society ◽  
Projected Image ◽  
South Korean ◽  
Everyday Lives

With the unprecedented number of foreign-born population, South Korea has tried to reinvent itself as a multicultural society, but the intense multiculturalism efforts have focused exclusively on marriage immigrants. At the advent and height of South Korea’s eschewed multiculturalism, Elusive Belonging takes the readers to everyday lives of marriage immigrants in rural Korea where the projected image of a developed Korea which lured marriage immigrants and the gloomy reality of rural lives clashed. The intimate ethnographic account pays attention to emotional entanglements among Filipina wives, South Korean husbands, in-laws, and multicultural agents, with particular focus on such emotions as love, intimacy, anxiety, gratitude, and derision, which shape marriage immigrants’ fragmented citizenship and elusive sense of belonging to their new country. This investigation of the politics of belonging illuminates how marriage immigrants explore to mold a new identity in their new home, Korea.

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