tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT A growing body of research shows that private tutoring is a globally pervasive phenomenon. A common way in which tutoring provisions are defined is with the use of the metaphor “shadow education”, signifying that tutoring centres “shadow” formal schools. Despite the popularity of this metaphor in the field, how “shadowing” occurs as a process and what implications this process has for formal schooling and society have seldom been put through empirical scrutiny. To redress this gap in the literature, this article draws on the data produced through an ethnography of schooling in Dehradun (India) between 2014–15. The discussion on specific ways in which the institutional arrangement of private tutoring aligns with that of formal schooling reveals the socio-educational embeddedness… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Gender bias in teaching materials may influence students’ development and contribute to social inequalities. This study investigates possible gender bias in a newly published English textbook series in Vietnam. Holding gender as a social construct, the research uses a multimodal critical approach to examine language and ideological systems. The results show despite some effort for gender equity, the making of textbooks in today’s Vietnam is still affected by patriarchal Confucian values. Males inhabit bigger verbal space and have more social properties. Females are portrayed as less independent; their choices are more limited, and with less resources. Textbook author interviews show the writing was influenced by conscious and unconscious bias, but they agreed gender equality is important, although male domination… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Previous research on the implications of early-tracking education systems has not specifically focused on how studying in academic and non-academic tracks shapes the features and characteristics of shadow education (private tutoring) that students are involved in. The study compares the scale and features of private tutoring and the underlying factors of its reception among lower-secondary students in the two tracks. Analysing a representative sample of 1,280 senior grade students, the study found significant differences in scale, subjects and reasons for tutoring during their lower-secondary studies, which may partly explain the prevailing gaps in between-track student achievements. Early tracking is likely to contribute to increasing the overall scale of PT by introducing selective entrance examinations, which nurture the demand… Continue Reading →
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