Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan

Liu, Jeng

doi:10.1016/j.ijedudev.2011.01.014

Cited by 142 publications

(111 citation statements)

References 12 publications

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“…Byun merely reported that his measure of achievement had been devised by the Korean Educational Development Institute using Item Response Theory scores and did not comment on the reliability of this test. Similar remarks apply to the tests in the TEPS data analyzed by Kuan (2011) andLiu (2012).…”

Section: Why the Research Is Inconclusivementioning

confidence: 57%

“…A related study by Liu (2012) Rosenbaum and Rubin (1983), is one technique to allow for selection bias in econometric analysis. Several recent studies of shadow education (e.g., Kuan 2011;Lee 2013;Thapa 2011) use PSM to enhance the validity of causal inferences in their nonexperimental research.…”

Section: Large National Surveysmentioning

confidence: 99%

“…Further, the large classes for which cram schooling is well known are very different from one-to-one and small-group instruction. Liu (2012), who also analyzed TEPS data, explicitly excluded individual and small-group tutoring from the analysis. The fact that Kuan and Liu both referred to cram schooling in the titles of their articles contributed to confusion.…”

Section: Why the Research Is Inconclusivementioning

confidence: 99%

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The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it

Bray

2014

Asia Pacific Educ. Rev.

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Recent decades have brought global expansion of private supplementary tutoring, widely known as shadow education. Such tutoring consumes considerable resources and is usually viewed by participating households as an investment that will increase the recipients' academic achievements. However, research on the effectiveness of tutoring has delivered inconclusive and even contradictory findings. Part of the reason lies in definitions and foci of research, since private supplementary tutoring may have many different formats, delivery mechanisms and intensities. As with other types of education, it is important also to investigate the qualities of the instructors and the motivations of the students. This creates a complex research arena, in which practical challenges arise from shortcomings in the instruments for securing data and limitations in methods for analyzing the data. This paper assesses the current state of the literature and makes recommendations for the future research agenda.

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Section: Why the Research Is Inconclusivementioning

confidence: 57%

Section: Large National Surveysmentioning

confidence: 99%

Section: Why the Research Is Inconclusivementioning

confidence: 99%

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The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it

Bray

2014

Asia Pacific Educ. Rev.

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“…Taiwanese elementary school students commonly complete school assignments and practice what they have learned by attending after-school cram schools (Liu, 2012). The maker education program offered a more engaging learning alternative to cram school attendance.…”

Section: Discussionmentioning

confidence: 99%

Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics

Chou

2018

EURASIA J MATH SCI T

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This study investigated elementary school students' learning performances and behaviors in a maker education program. An informal after-school learning environment entitled Robot MakerSpace was created at a public elementary school in Taiwan and 30 grade 5 students voluntarily participated in a 16-week educational experiment. The student participants were randomly divided into two experimental groups. Students in the maker group received weekly educational robotics lessons, whereas those in the nonmaker group only engaged in other after-school learning activities such as homework practice in traditional classrooms. Mixed methods research was used for data collection. An experiment with a pretest-posttest and control group design was employed to measure the students' electrical engineering and computer programming content knowledge and problem-solving skills. In addition, a qualitative approach with an emphasis on filed observation was adopted to evaluate the instructional implementation of the maker education program. The quantitative findings revealed that maker education training significantly improved the electrical engineering and computer programming content knowledge of the students and improved their problem-solving skills. The qualitative findings showed the students required considerable learning support from the instructor such as strategies for software and hardware debugging.

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“…Attending cram schools is deemed a necessary part of life for many Taiwanese people; however, research on cram schools is scant in Taiwan (Liu, 2012).This research is significant because, to the best of my knowledge, no other published work has investigated AESE ideology in Taiwan through media discourses, and particularly through the promotional materials of cram schools. Research questions of this study include:…”

Section: Introductionmentioning

confidence: 98%

The Ideology of American English as Standard English in Taiwan

Chang

2016

SSRN Journal

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English language teaching and learning in Taiwan usually refers to American English teaching and learning. Taiwan views American English as Standard English. This is a strictly perceptual and ideological issue, as attested in the language school promotional materials that comprise the research data. Critical Discourse Analysis (CDA) was employed to analyze data drawn from language school promotional materials. The results indicate that American English as Standard English (AESE) ideology is prevalent in Taiwan. American English is viewed as correct, superior and the proper English language version for Taiwanese people to compete globally. As a result, Taiwanese English language learners regard native English speakers with an American accent as having the greatest prestige and as model teachers deserving emulation. This ideology has resulted in racial and linguistic inequalities in contemporary Taiwanese society. AESE gives Taiwanese learners a restricted knowledge of English and its underlying culture. It is apparent that many Taiwanese people need tore-examine their taken-for-granted beliefs about AESE.

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Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan

Cited by 142 publications

References 12 publications

The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it

The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it

Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics

The Ideology of American English as Standard English in Taiwan

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