آثار و پیامدهای آموزش‌وپرورشِ سایه؛ مروری نظام‌مند

Alrajhi, M. N. , & Aldhafri, S. S. (2015). Peer Tutoring Effects on Omani Students' English Self-Concept. International Education Studies, 8(6), 184-193. ‌

Atalmis, E. H. , Yilmaz, M. , & Saatcioglu, A. (2016). How does private tutoring mediate the effects of socio-economic status on mathematics performance? Evidence from Turkey. Policy Futures in Education, 14 (8), 1152- 1135.‌

Aurini, J. , & Davies, S. (2004). The transformation of private tutoring: Education in a franchise form. Canadian Journal of Sociology/Cahiers canadiens de sociologie, 419-438. ‌

Aurini, J. , Davies, S. , & Dierkes, J. B. (Eds. ). (2013). Out of the shadows: The global intensification of supplementary education (Vol. 22). Bingley: Emerald.

Azam, M. , Kingdon, G. , & Wu, K. B. (2016). Impact of private secondary schooling on cognitive skills: evidence from India. Education Economics, 24(5), 465-480. ‌

Baker, D. P. , Akiba, M. , LeTendre, G. K. , & Wiseman, A. W. (2001). Worldwide shadow education: Outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1), 1-17. ‌

Bogomolov, D. , Grinev, A. , Berechikidze, I. , Larina, S. , & Degtyarevskaya, T. (2021). Assessment of the Role of a Private Tutor in Individual Educational Approach of a University Applicant. International Journal of Instruction, 14(2), 305-322. ‌

Bray, M. (2013). Benefits and tensions of shadow education: Comparative perspectives on the roles and impact of private supplementary tutoring in the lives of Hong Kong students. Journal of International and Comparative Education (JICE), 18-30. ‌

Bray, M. (2013). Shadow education: Comparative perspectives on the expansion and implications of private supplementary tutoring. Procedia-social and behavioral sciences, 77, 412-420. ‌‌

Bray, M. (2014). The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it. Asia Pacific Education Review, 15(3), 381-389. ‌

Bray, M. (2017). Schooling and its supplements: Changing global patterns and implications for comparative education. Comparative Education Review, 61(3), 469-491. ‌

Bray, T. M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. European Commission. ‌

Byun, S. Y. , & Park, H. (2012). The academic success of East Asian American youth: The role of shadow education. Sociology of education, 85(1), 40-60. ‌

Carr, D. , & Wang, L. C. (2018). The effect of after-school classes on private tuition, mental health and academic outcomes: Evidence from Korea. Sociology, 52(5), 877-897. ‌

Cayubit, R. F. O. , Castor, J. Y. S. , Divina, E. J. S. , Francia, R. M. S. , Nolasco, R. T. P. , Villamiel, A. J. E. ,. .. & Zarraga, M. T. G. (2014). AQ analysis on the impact of shadow education on the academic life of high school students. Psychological Studies, 59(3), 252-259. ‌

Chih-Hao, C. (2019). Effects of private tutoring on English performance: Evidence from senior high students in Taiwan. International Journal of Educational Development, 68, 80-87. ‌

Choi, Á. , Calero, J. , & Escardíbul, J. O. (2012). Private tutoring and academic achievement in Korea: An approach through PISA-2006. Kedi journal of educational policy, 9(2). ‌

Choi, Y. , & Park, H. (2016). Shadow education and educational inequality in South Korea: Examining effect heterogeneity of shadow education on middle school seniors’ achievement test scores. Research in Social Stratification and Mobility, 44, 22-32. ‌

Cole, R. (2017). Estimating the impact of private tutoring on academic performance: primary students in Sri Lanka. Education economics, 25(2), 142-157. ‌

Craig, S. D. , Hu, X. , Graesser, A. C. , Bargagliotti, A. E. , Sterbinsky, A. , Cheney, K. R. , & Okwumabua, T. (2013). The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors. Computers & Education, 68, 495-504. ‌

Ditzel, L. , Casas, F. , Torres-Vallejos, J. , Reyes, F. , & Alfaro, J. (2021). Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program. Children and Youth Services Review, 106338. ‌

Drago, A. , Rheinheimer, D. C. , & Detweiler, T. N. (2018). Effects of locus of control, academic self-efficacy, and tutoring on academic performance. Journal of College Student Retention: Research, Theory & Practice, 19(4), 433-451. ‌

Haisheng, S. , & Haiping, X. (2017). Extracurricular Tutoring Time, Student Achievements and Social Reproduction. In Forum on Contemporary Education (p. 05).

Hajar, A. , & Abenova, S. (2021). The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan. Hungarian Educational Research Journal. ‌

Hanham, J. , Lee, C. B. , & Teo, T. (2021). The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring. Computers & Education, 104252. ‌

He, Y. , Zhang, Y. , Ma, X. , & Wang, L. (2021). Does private supplementary tutoring matter? The effect of private supplementary tutoring on mathematics achievement. International Journal of Educational Development, 84, 102402. ‌

Heinrich, C. J. , & Nisar, H. (2013). The efficacy of private sector providers in improving public educational outcomes. American Educational Research Journal, 50(5), 856-894. ‌

Howard, N. J. (2021). A Theoretical Examination of Shadow Education in South Korea. International Journal of Asian Education, 2(3), 429-438.

Javadi, Y. , & Kazemirad, F. (2020). Worldwide shadow education epidemic and its move toward shadow curriculum. Journal of Language Teaching and Research, 11(2), 212-220. ‌

Jheng, Y. J. (2015). The influence of private tutoring on middle-class students’ use of in-class time in formal schools in Taiwan. International Journal of Educational Development, 40, 1-8. ‌

Karaci, A. , Akyüz, H. I. , Bilgici, G. , & Arici, N. (2018). Effects of Web-Based Intelligent Tutoring Systems on Academic Achievement and Retention. Online Submission, 181(16), 35-41. ‌

Kawedhar, M. C. S. , Mulyani, S. , Saputro, S. , & Yamtinah, S. (2020). Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning? International Journal of Learning, Teaching and Educational Research, 19(11), 223–241. doi:10. 26803/ijlter. 19. 11. 13

Kawedhar, M. C. , Mulyani, S. , Saputro, S. , & Yamtinah, S. (2021). Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?. International Journal of Learning, Teaching and Educational Research, 19(11). ‌

Kim, Y. C. (2016). Shadow education and the curriculum and culture of schooling in South Korea. Springer. ‌

Kim, Y. C. , & Jung, J. H. (2019). Conceptualizing shadow curriculum: definition, features and the changing landscapes of learning cultures. Journal of Curriculum Studies, 51(2), 141-161. ‌

Kim, Y. C. , & Jung, J. H. (2019). Shadow education as worldwide curriculum studies. Springer. ‌

Liu, J. , & Bray, M. (2020). Private subtractory tutoring: The negative impact of shadow education on public schooling in Myanmar. International Journal of Educational Development, 76, 102213.

Loyalka, P. , & Zakharov, A. (2016). Does shadow education help students prepare for college? Evidence from Russia. International Journal of Educational Development, 49, 22-30. ‌

Mackiewicz, S. M. , Wood, C. L. , Cooke, N. L. , & Mazzotti, V. L. (2011). Effects of peer tutoring with audio prompting on vocabulary acquisition for struggling readers. Remedial and Special Education, 32(4), 345-354..

Malik, M. A. (2017). Shadow education: Evolution, flaws and further development of the term. Social Sciences and Education Research Review, 4(1), 6-29. ‌

Mustary, M. (2019). The Shadow Education System in Bangladesh: A Blessing or a Curse?. Bulgarian Comparative Education Society. ‌

Ömeroğulları, M. , Guill, K. , & Köller, O. (2020). Effectiveness of private tutoring during secondary schooling in Germany: Do the duration of private tutoring and tutor qualification affect school achievement?. Learning and Instruction, 66, 101306. ‌‌

Ozaki, M. (2015). A juku childhood: Children's experiences in juku attendance and its relation to their well-being in Japan (Doctoral dissertation, University of Bath). ‌

Rahman, M. T. , Franssen, L. , & Khan, H. T. (2020). The impact of after-school programme on student achievement: empirical evidence from the ASA education programme in Bangladesh. The European Journal of Development Research, 32(3), 612-626. ‌

Roschelle, J. , Cheng, B. H. , Hodkowski, N. , Neisler, J. , & Haldar, L. (2020). Evaluation of an Online Tutoring Program in Elementary Mathematics. Online Submission. ‌

Salazar, O. C. , López, R. I. G. , García, J. J. V. , & Medina, I. R. C. (2017). Monitoring the Results of the Tutoring Program in Its Face-to-Face and Virtual Modalities on the Academic Achievement of Students at a Mexican University. International Journal of Higher Education, 6(2), 169-181. ‌

Shirbagi, N. , Afshinfar, J. , Ghaslani, R. , Sadeghi, S. , & Nasirinia, S. (2019). Luxury Expenses of Shadow Education: A Comparative Study of Iranian Students, Parents and Teachers’ Views. Iranian Journal of Comparative Education, 2(1), 41-64. ‌

Stevenson, D. L. , & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of sociology, 97(6), 1639-1657. ‌

Sun, L. , Shafiq, M. N. , McClure, M. , & Guo, S. (2020). Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China education panel survey, 2013–15. International Journal of Educational Development, 72, 102-144. ‌

Wei, Y. , & Guan, W. (2021). Should Shadow Education Stay as a Shadow or Exist as Co-Curricula Alongside Mainstream Education?. Journal of Educational Issues, 7(1), 152-167. ‌

Wiseman, A. W. (2021). Does Inequality Stay in the Shadow? The Cross-national Effects of Educational Equity on Private Tutoring and Student Achievement. International Journal of Educational Research, 109, 101808. ‌

Wright, R. W. , Brand, R. A. , Dunn, W. , & Spindler, K. P. (2007). How to write a systematic review. Clinical Orthopaedics and Related Research®, 455, 29- 23. ‌

Yongmei, H. U. , Wenfeng, F. A. N. , & Weili, D. I. N. G. (2016). DOES SHADOW EDUCATION AGGRAVATE INEQUALITY OF EDUCATIONAL OUTCOMES. The Eurasia Proceedings of Educational and Social Sciences, 4, 11-32. ‌

Zhang, Y. (2013). Does private tutoring improve students’ National College Entrance Exam performance?—A case study from Jinan, China. Economics of Education Review, 32, 1-28. ‌

Zhang, Y. , & Liu, J. (2016). The effectiveness of private tutoring in China with a focus on class-size. International Journal of Educational Development, 46, 35-42. ‌

Zheng, X. , Wang, C. , Shen, Z. , & Fang, X. (2020). Associations of private tutoring with Chinese students’ academic achievement, emotional well-being, and parent-child relationship. Children and Youth Services Review, 112, 104934. ‌

Zinn, A. , & Courtney, M. E. (2014). Context matters: Experimental evaluation of home-based tutoring for youth in foster care. Children and Youth Services Review, 47, 198-204. ‌