Researching Forms of Shadow Education:Methodological Challenges and Complexities of Private Supplementary Tutoring in Myanmar  

作　　者：Peter Kamtungtuang Suante Mark Bray 

机构地区：[1]The University of Hong Kong [2]East China Normal University&The University of Hong Kong

出　　处：《ECNU Review of Education》2024年第1期89-110,共22页华东师大教育评论（英文）

基　　金：The authors received participants'active and passive written consent to use information that the participants provided to the authors for research purposes.Reference Number from HKU's Human Research Ethics Committeewas EA1808004.

摘　　要：Purpose:The growing literature on private supplementary tutoring,widely known as shadow education,addresses multiple dimensions and roles.However,many studies inadequately capture the diversity and implications of different forms of tutoring.This paper examines these matters in Myanmar,highlighting complexities and ambiguities in descriptors and in the nature of provision.Design/Approach/Methods:Using a mixed-methods design,this study was conducted in Mandalay Region and Chin State.The data were obtained from interviews with I10 Grade II students,34 high school teachers,30 parents,29 private tutoring providers,and two private school owners.Findings:The article categorizes tutoring forms based on their styles and orientations,particularly lecture-type teaching and homework supervision by guides,class sizes,durations of fee-charging(e.g,annually),the number of subjects taught per tutor,and tutoring locations.The study brings the topic out of the shadows for clearer analysis of the phenomenon and thus for assessment of its implications.OriginalityNalue:The study makes a methodological contribution to the wider picture by demonstrating the need for greater clarity and precision in the national and international comparative literatures.It also underscores shortcomings of predetermined categories in questionnaires and the value of qualitative interviews.

关 键 词：Classification METHODOLOGY Myanmar private tutoring shadow education 

分 类 号：H31[语言文字—英语]