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Equalising schooling, unequalising private supplementary tutoring: access and tracking through shadow education in China

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References

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Cited by

2020Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education197 cited
2023Taming the Wild Horse of Shadow Education80 cited
2022Influences of shadow education on the ecology of education – A review of the literature70 cited
2020A changing environment of urban education: historical and spatial analysis of private supplementary tutoring in China69 cited
2021Parental migration and non-cognitive abilities of left-behind children in rural China: Causal effects by an instrumental variable approach57 cited
2019Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China Education Panel Survey, 2013–1548 cited
2023The impact of the implementation of ‘double reduction’ policy on tutors in shadow education: legislation goals and early experiences43 cited
2022Government policies and unintended consequences: Rising demand for private supplementary tutoring in China32 cited
2021Parentocracy within meritocracy: parental perspective on lecture-style English private tutoring in Hong Kong28 cited
2022Lightening the academic burden on Chinese children: A discourse analysis of recent education policies28 cited
2024Effects of the “double reduction” policy on the commercial tutoring sector in China22 cited
2021Locked in: understanding the ‘irreversibility’ of powerful private supplementary tutoring markets20 cited
2024Private Tutoring Before and After the “Double-Reduction” Policy in China: Choices and Rationale18 cited
2021Shadow education in the context of early tracking: between-track differences in the Czech Republic14 cited
2022The Role of Perceived Social Support and Stress in the Relationship between Hope and Depression among Chinese Shadow Education Tutors: A Serial Mediation Model9 cited
2022Hope and life satisfaction among Chinese shadow education tutors: The mediating roles of positive coping and perceived social support9 cited