Private tutoring when stakes are high: Insights from the transition from primary to secondary school in Germany

Guill, Karin; Lintorf, Katrin

doi:10.1016/j.ijedudev.2018.08.001

Cited by 36 publications

(40 citation statements)

References 22 publications

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“…These data can be explained, among other things, by the high responsibility of the student who regularly works with a tutor. Similar conclusions are supported by colleagues who have studied this issue in Germany [14]. In addition, the vast majority of studies are devoted to training in subjects of humanitarian orientation, as a rule, we are talking about learning English.…”

Section: Discussionsupporting

confidence: 70%

“…The author also notes the discrepancy of the data even in large studies on this issue. Large studies of this problem were also carried out in Bangdadesh [10], Taiwan [11], North Korea [12], Hong Kong [13], Germany [14], America [15], and Japan [16]. Despite the international (including the post-Soviet space [17] interest to the topic of various educational strategies there is a lack of such studies in Russia.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of the Role of a Tutor in Implementation of Individual Educational Strategy of a University Applicant

Bogomolov¹,

Grinev²,

Berechikidze³

et al. 2020

Preprint

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Background Nowadays the specialist program of medical profile is one of the most popular admission programs among university entrants. The study is aimed at assessment of the tutor's role in the implementation of the applicant's individual educational strategy basing on the example of preparation for the exam in biology for admission to a medical university. Methods The study is basing on the hypothesis that the tutor is an important, but not essential component of an individual educational strategy for entering a medical university. More than 100 first-year students of the Sechenov University took part in the questionnaire survey to implement the goals and objectives of the research. The survey results were analyzed using specialized statistical packages. Standard methods of descriptive statistics, correlation analysis, clustering methods were used. Results As a result various IES were identified and several features of the interconnection of the IES and the results of USE were studied.In the framework of this study, various educational strategies that are implemented by the student were identified and analyzed, including the students of schools participating in the program “Medical class in Moscow school” and “Sechenov Pre-university”, so, it gives an opportunity to assess the effectiveness of profile orientation within the biological profile and to extrapolate findings to similar programs of profile orientation of education in high school. Conclusions This study provides an opportunity to assess the effectiveness of a particular educational strategy and can help to choose the right path in preparation for admission to medical university. Trial registration Retrospectively registered.

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Section: Discussionsupporting

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Assessment of the Role of a Tutor in Implementation of Individual Educational Strategy of a University Applicant

Bogomolov¹,

Grinev²,

Berechikidze³

et al. 2020

Preprint

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“…Contrario a lo esperado, los puntos de vista fueron divergentes, en tanto la tercera parte de los estudiantes de 3°, 4° y 5° optaron por una respuesta afirmativa, justificada en la posibilidad de mejorar su rendimiento académico y aprender más, utilizando expresiones como "ganar el año, aprender mejor los temas, aprender más sobre la escritura, necesitamos ayuda de vez en cuando"; mientras que otro grupo en estos mismos grados (entre el 19% y 38%) plantearon una respuesta negativa, básicamente amparados en razones que aluden a una disminución de su autonomía, entre ellas "uno en la vida tiene que aprender y ya que los profesores nos ayuden en las tareas eso es regalar la materia; no me gustaría porque yo confió en mis capacidades; yo soy El primero, refleja la pertinencia que la tutoría tuvo para los niños al ser presentada como propuesta pedagógica de acompañamiento, bajo el mismo enfoque didáctico de su institución escolar, con los mismos profesores y sin costos económicos adicionales. Los resultados reportados por investigaciones de diferentes latitudes sobre las tutorías privadas, externas a la jornada regular en la educación primaria y con costos extras para las familias, presentan análisis concluyentes relacionados con su funcionamiento, como una estrategia pedagógica contemporánea la cual contribuye a obtener ventajas en el desempeño educativo (Sriprakash, Proctor & Hu, 2016); la variabilidad de su oferta y demanda en el fortalecimiento de competencias para mejorar los resultados de pruebas censales (Guill & Lintorf, 2019) y el mejoramiento de oportunidades educativas para facilitar la movilidad social (Melese & Abebe, 2017). Los resultados del estudio colombiano que aquí se reportan, contrastan parcialmente con los tres casos referidos (australiano, alemán, etíope), en tanto la tutoría centrada en la escritura académica hace parte del proceso de formación de la institución educativa, fundamentado en su mismo enfoque pedagógico y curricular; supera la perspectiva remedial ofrecida con enfoque de equidad, independientemente del entrenamiento para la aprobación de pruebas censales.…”

Section: Discussionunclassified

La tutoría académica con niños de educación básica primaria desde un Centro de Escritura Digital. Estudio de caso intrínseco

Fernández

Vergara

Álvarez

2020

Rev.virtual univ. catol. norte

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Un centro de escritura digital –CED- emerge de la articulación entre la exigencia de la escritura académica y el uso de las tecnologías digitales. La tutoría es uno de los componentes básicos del CED; en el caso de la educación básica primaria su funcionamiento y valor aún es objeto de investigación, especialmente en Colombia. Este artículo tiene como propósito caracterizar el uso de la tutoría a partir de un estudio de caso intrínseco, con la participación de 294 estudiantes de 2° a 5°, de una institución educativa pública, quienes utilizaron voluntariamente los servicios de tutoría durante un año escolar. Dos instrumentos fueron diligenciados por los estudiantes, el tercero por los profesores-tutores. Los resultados muestran: a) el perfil de los estudiantes usuarios de la tutoría y sus preferencias de uso; y b) las relaciones que evidencian su viabilidad y funcionamiento, con predominio de la modalidad presencial sobre la virtual. En conclusión, los niños de primaria acceden a la tutoría por iniciativa propia, en la modalidad virtual o presencial, por razones no solo escolares, sino también personales. Desde la perspectiva de los profesores/tutores, esta representa una oportunidad pedagógica, pero también retos relacionados con la alfabetización digital.

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“…Despite its influential implications for the nurturing of new generations, for the operation of formal education systems, for economic growth and for cultural and social development (Bray, ), research on PT has not kept up with the growth and diversification of this phenomenon. This is partly because out‐of‐school education is less structured, and some students and their parents are unwilling to reveal their activities around PT, regarding it as an unfair advantage in competition (Hajar, , p. 515), which creates barriers to research. Furthermore, the prevalence of PT tends to be viewed by some governments as a criticism of the mainstream schooling for which they are responsible.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south‐east England

Hajar

2019

British Educational Res J

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England has experienced recent growth in the prevalence of private tutoring (PT). The qualitative study reported in this article aims to explore the perceptions of 14 Year 6 pupils and their teachers from three state-maintained primary schools in East Kent on PT participation and its impact on grammar school admissions. Data were collected through individual and focus group interviews and pupils' drawings. The data revealed that teachers were not totally aware of the scale of PT in their classes and ascribed PT merely to parental decision to prepare their child to pass the 11-plus, grammar school entrance test. However, some pupils indicated that they shared in the decision to have PT, affirming that it was not only for 11-plus test familiarisation and practice. PT also contributed to greater pupil confidence, involvement and enthusiasm for learning, together with improvement in social interactive skills (i.e. intangible benefits). Both teachers and pupils also explained the disadvantages of PT, including the psychological and financial burdens on the whole family and changing the playing field level. Teachers proposed some solutions to help Year 6 pupils without PT. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested.

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Private tutoring when stakes are high: Insights from the transition from primary to secondary school in Germany

Cited by 36 publications

References 22 publications

Assessment of the Role of a Tutor in Implementation of Individual Educational Strategy of a University Applicant

Assessment of the Role of a Tutor in Implementation of Individual Educational Strategy of a University Applicant

La tutoría académica con niños de educación básica primaria desde un Centro de Escritura Digital. Estudio de caso intrínseco

The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south‐east England

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