Conceptualizing shadow curriculum: definition, features and the changing landscapes of learning cultures

Kim, Young Chun; Jung, Jung‐Hoon

doi:10.1080/00220272.2019.1568583

Cited by 31 publications

(43 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several efforts have been made to conceptualize general frameworks (Bray, 1999(Bray, , 2014Kim & Jung, 2019a;Kuger et al, 2016;S tastn y, 2014). But none of these has been widely adopted.…”

Section: Definitions Of Out-of-school Timementioning

confidence: 99%

“…The role of student's different experiences outside of regular school hours has become a matter of growing academic interest over the past 20 years as shown by the increase in publications displayed in Figs 1 and 2 (also see : Baker, Akiba, LeTendre, & Wiseman, 2001;Bray, 1999Bray, , 2010Bonn & Haag, 2002;Fraij, Janzen, & Kielblock, 2017;Kim & Jung, 2019a;Verger, Fontdevila, & Zancajo, 2016). The role of OST practices in the education of students in Asia has been well documented (Bae & Hong, 2016;Bray, 2014;Lee, Lee, & Jang, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019

Suter

Győri

2021

HERJ

View full text Add to dashboard Cite

This paper summarizes the trends in research about student experiences in out-of-school time (OST) in countries of Europe. The analysis is based on a review of the content of research papers published between 1999 and 2019 in about 36 European countries. OST is recognized as an important aspect of students’ educational experiences that deserves increased research attention. A significant portion of students in all countries participate in OST activities either to improve their school performance or to engage in social activities. Under conditions where parents and students believe that the formal school system is weak, the OST educational experiences may be considered to be necessary to make a significant or necessary contribution to a student’s success compared with formal school itself. Because OST activities are undertaken in a free market their form and structure vary because of differences in the countries’ historical development, condition of public education, and the social, economic, cultural, and political factors that influence the educational systems. The analysis presents examples of how in some European countries conceptual models of OST have been expanded, adapted OST practices for regular school systems, and evaluated the outcomes. This review of the definitions of OST, of evaluations of its impact, and of the evidence for its effect on equality of educational opportunity throughout 36 European countries concludes that the studies provide contradictory messages. Greater consistency in conceptual development could be increased over time as researchers across countries review each other’s strategies and share methods and results.

show abstract

“…Several efforts have been made to conceptualize general frameworks (Bray, 1999(Bray, , 2014Kim & Jung, 2019a;Kuger et al, 2016;S tastn y, 2014). But none of these has been widely adopted.…”

Section: Definitions Of Out-of-school Timementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019

Suter

Győri

2021

HERJ

View full text Add to dashboard Cite

show abstract

“…Mindezzel összefüggésben a kutatás tematikus bővülése is jelentős volt ebben az évtizedben. Egyre több kutatás irányult immár az árnyékoktatási kurrikulumokra (Kim-Jung 2019b), az árnyékoktatás szerepére a speciális képzési igényű tanulók esetében, például a tehetséggondozásban (Kim-Jung 2019a), az iskolai tanárok és az árnyék oktatási tutorok identitás-és szakmaifejlődés-kérdéseire (Kobakidze 2018), az árnyékoktatás hatására a formális oktatásban tevékenykedő tanárok célrendszerére és módszertanára, a szülők és a tanulók elvárásrendszereire, az árnyékoktatás és a formális iskolák kapcsolatrendszerére (Entrich 2018), az oktatási innováció és az árnyékoktatás viszonyrendszereire, az addigi oktatáspolitikai reakciók hatásrendszerére, az árnyékoktatási szakmai csoportok érdekvédelmi stratégiáira és minőségvédelmi technikáira, a tanulók tanulási technikáira az árnyékoktatásban, a tanulási hibridizációra és más témákra. Valamint természetesen egyre többször tudtak a kutatók, szakemberek arra vonatkozóan is fi gyelmet fordítani, hogy az igazság, egyenlőség és méltányosság kérdéseit milyen módokon és hogyan befolyásolja az árnyékoktatás a társadalomban és az oktatásügyben.…”

Section: Az Első éVtized: a Jelenség Azonosítása Defi Niálása Alapvunclassified

Árnyékoktatás: alapfogalmak, kutatás, lehetőségek

Győri

2020

Educatio

View full text Add to dashboard Cite

Absztrakt: A tanulmány az árnyékoktatás jelenségét az oktatási rendszerek legfontosabb vizsgatantárgyaira szűkítve definiálja, s e szűk terület kutatástörténetének első két évtizedét mutatja be. A kutatás legfőbb témáinak, irányvonalainak, módszereinek és eredményeinek ismertetése után a szerző három olyan lehetőséget vet fel, amelyek az oktatáskutatásban az árnyékoktatáshoz kapcsolódóan is új lehetőségeket nyitnának meg, és amelyek a gyakorlatban hozzájárulhatnának az árnyékoktatás okozta egyenlőtlenségek mérsékléséhez: a szerző az oktatási viselkedéstudomány létrehozásának szükségességét, az oktatásitér-szakértők képzésének fontosságát, illetve az oktatási csekkek bevezetésének lehetőségét veti fel.

show abstract

“…In this paper, the focus will be on another supportive learning environment: shadow education via school tutoring and family tutoring. Its prevalence has become a worldwide phenomenon [12], [13]. Students often attend after-class school tutoring, could be small group or individual.…”

Section: Introductionmentioning

confidence: 99%

Predicting Students’ Performance With School and Family Tutoring Using Generative Adversarial Network-Based Deep Support Vector Machine

et al. 2020

View full text Add to dashboard Cite

It has been witnessed that supportive learning has played a crucial role in educational quality enhancement. School and family tutoring offer personalized help and provide positive feedback on students' learning. Predicting students' performance is of much interest which reflects their understanding on the subjects. Particularly it is desired students to manage well in fundamental knowledge in order to build a strong foundation for post-secondary studies and career. In this paper, improved conditional generative adversarial network based deep support vector machine (ICGAN-DSVM) algorithm has been proposed to predict students' performance under supportive learning via school and family tutoring. Owning to the nature of the students' academic dataset is generally low sample size. ICGAN-DSVM offers dual benefits for the nature of low sample size in students' academic dataset in which ICGAN increases the data volume whereas DSVM enhances the prediction accuracy with deep learning architecture. Results with 10-fold cross-validation show that the proposed ICGAN-DSVM yields specificity, sensitivity and area under the receiver operating characteristic curve (AUC) of 0.968, 0.971 and 0.954 respectively. Results also suggest that incorporating both school and family tutoring into the prediction model could further improve the performance compared with only school tutoring and only family tutoring. To show the necessity of ICGAN and DSVM, comparison has been made between ICGAN and traditional conditional generative adversarial network (CGAN). Also, the proposed kernel design via heuristic based multiple kernel learning (MKL) is compared with typical kernels including linear, radial basis function (RBF), polynomial and sigmoid. The prediction of student's performance with and without GAN is presented which is followed by comparison with DSVM and with traditional SVM. The proposed ICGAN-DSVM outperforms related works by 8-29% in terms of performance indicators specificity, sensitivity and AUC.

show abstract

Conceptualizing shadow curriculum: definition, features and the changing landscapes of learning cultures

Cited by 31 publications

References 59 publications

The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019

The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019

Árnyékoktatás: alapfogalmak, kutatás, lehetőségek

Predicting Students’ Performance With School and Family Tutoring Using Generative Adversarial Network-Based Deep Support Vector Machine

Contact Info

Product

Resources

About