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Bray, M. (2021). Shadow education in Europe: Growing prevalence, underlying forces, and policy implications. ECNU Review of Education, 4(3), 442-475.

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Forsberg, E., Hallsén, S., Karlsson, M., Bowden, H. M., Mikhaylova, T., & Svahn, J. (2021). Läxhjälp as shadow education in Sweden: The logic of equality in “a school for all”. ECNU Review of Education, 4(3), 494-519.

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Previous Bibliography

Addi‐Raccah, A. (2019). Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon. British Educational Research Journal, 45(5), 938-960.

Ascher, C. (2006). NCLB’s supplemental educational services: is this what our students need?. Phi Delta Kappan, 88(2), 136-141.

Aslam, M., & Atherton, P. (2014). The shadow education sector in India and Pakistan: Opening Pandora’s box. Education, privatisation and social justice: case studies from Africa, South Asia and South East Asia, 137-158.

Aspinall, R. W. (2008). Japanese education and the cram school business: Functions, challenges and perspectives of the Juku. The Journal of Japanese Studies, 34(1), 121-125.

Atalmis, E. H., Yilmaz, M., & Saatcioglu, A. (2016). How does private tutoring mediate the effects of socio-economic status on mathematics performance? Evidence from Turkey. Policy Futures in Education, 14(8), 1135-1152.

Aurini, J. (2004). Educational entrepreneurialism in the private tutoring industry: Balancing profitability with the humanistic face of schooling. Canadian Review of Sociology/Revue canadienne de sociologie, 41(4), 475-491.

Azam, M. (2016). Private tutoring: evidence from India. Review of Development Economics, 20(4), 739-761.

Bae, S., Oh, H., Kim, H., Lee, C., & Oh, B. (2010). The impact of after-school programs on educational equality and private tutoring expenses. Asia Pacific Education Review, 11(3), 349-361.

Baker, D. P. (2020). An inevitable phenomenon: Reflections on the origins and future of worldwide shadow education. European Journal of Education, 55(3), 311-315.

Baker, D. P., Akiba, M., LeTendre, G. K., & Wiseman, A. W. (2001). Worldwide shadow education: Outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1), 1-17.

Barrow, D. A., & Lochan, S. (2011). Education in a hidden marketplace: monitoring of private tuition; Private supplementary tutoring in Central Asia: new opportunities and burdens; Confronting the shadow education system: what government policies for what private tutoring?.

Berberoğlu, G., & Tansel, A. (2014). Does private tutoring increase students’ academic performance? Evidence from Turkey. International Review of Education, 60(5), 683-701.

Bhorkar, S. (2020). Bray, M., Kobakhidze, M. N., Kwo, O. Shadow Education in Myanmar: Private Supplementary Tutoring and its Policy Implications. Orbis Scholae, 14(2), 105-107.

Bhorkar, S., & Bray, M. (2018). The expansion and roles of private tutoring in India: From supplementation to supplantation. International Journal of Educational Development, 62, 148-156.

Bogoöolov, D., Grinev, A., Berechikidze, I., Larina, S., & Degtyarevskaya, T. (2021). Assessment of the Role of a Private Tutor in Individual Educational Approach of a University Applicant. International Journal of Instruction, 14(2), 305-322.

Bray, M. (2010). Researching shadow education: Methodological challenges and directions. Asia Pacific Education Review, 11(1), 3-13.

Bray, M. (2020). Shadow education in Europe: Growing prevalence, underlying forces, and policy implications. ECNU Review of Education, 2096531119890142.

Bray, M. (2020). Shadow education: Scale, drivers and future directions in the global spread of private supplementary tutoring. Humanistic futures of learning, 100.

Bray, M., & Kobakhidze, M. N. (2014). The global spread of shadow education. In Qualities of education in a globalised world (pp. 185-200). SensePublishers, Rotterdam.

Bray, M., Kobakhidze, M. N., Liu, J., & Zhang, W. (2016). The internal dynamics of privatised public education: Fee-charging supplementary tutoring provided by teachers in Cambodia. International Journal of Educational Development, 49, 291-299.

Bray, M., Kobakhidze, M. N., Zhang, W., & Liu, J. (2018). The hidden curriculum in a hidden marketplace: relationships and values in Cambodia’s shadow education system. Journal of Curriculum Studies, 50(4), 435-455.

Bray, T. M. (2015). Exacerbating or reducing disparities? The global expansion of shadow education and implications for the teaching profession. ICET World Assembly 2015: Challenging Disparities in Education, 59th Yearbook of Teacher Education (ICET2015 Yearbook).

Bray, T. M., Kobakhidze, M. N., & Kwo, O. W. Y. (2020). Shadow education in Myanmar: Private supplementary tutoring and its policy implications. UNESCO & Comparative Education Research Centre (CERC), the University of Hong Kong.

Brehm, W. (2017). The is and the ought of knowing: Ontological observations on shadow education research in Cambodia. Southeast Asian Studies, 6(3), 485-503.

Brehm, W. C., & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for educational research online, 6(1), 94-116.

Brehm, W., & Aktas, F. (2019). All education for some? International development and shadow education in Cambodia. International Journal of Comparative Education and Development.

Briant, E., Doherty, C., Dooley, K., & English, R. (2020). In fateful moments: the appeal of parent testimonials when selling private tutoring. Pedagogy, Culture & Society, 28(2), 223-239.

Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social forces, 89(2), 435-461.

Burch, P., Steinberg, M., & Donovan, J. (2007). Supplemental educational services and NCLB: Policy assumptions, market practices, emerging issues. Educational Evaluation and Policy Analysis, 29(2), 115-133.

Burman, E., & Miles, S. (2020). Deconstructing supplementary education: From the pedagogy of the supplement to the unsettling of the mainstream. Educational Review, 72(1), 3-22.

Byun, S. Y., & Park, H. (2012). The academic success of East Asian American youth: The role of shadow education. Sociology of education, 85(1), 40-60.

Byun, S. Y., Chung, H. J., & Baker, D. P. (2018). Global patterns of the use of shadow education: Student, family, and national influences. In Research in the Sociology of Education. Emerald Publishing Limited.

Candia, D. A., Mukoki, J., Ashaba, C., Jehopio, P. J., & Kyasiimire, B. (2018). The Significance of Private Tutoring in Improving English Language Literacy: A Structural Equation Modelling Approach. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(2), 1-18.

Carr, D., & Wang, L. C. (2018). The effect of after-school classes on private tuition, mental health and academic outcomes: Evidence from Korea. Sociology, 52(5), 877-897.

Carroll, J. B., Goodwin, J., & Oliver, M. (2007). Helping Schools: Youth Development as a Form of Supplemental Education. Journal of Youth Development, 2(1), 66-76.

Černá, M. (2020). Private Tutoring in English Through the Eyes of Its Recipients. Orbis Scholae, 14(2), 59-79.

Chang, F. R. (2019). An examination of the self-presentation of the top five franchised English buxibans in Taiwan. Research in Comparative and International Education, 14(4), 450-465.

Chappell, S., Arnold, P., Nunnery, J., & Grant, M. (2015). An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement. Online Learning, 19(5), 37-53.

Chappell, S., Nunnery, J., Pribesh, S., & Hager, J. (2011). A meta-analysis of supplemental educational services (SES) provider effects on student achievement. Journal of Education for Students Placed at Risk, 16(1), 1-23.

Charoenkul, N. (2018). Shadow education in Thailand: Thai and international perspectives. In Education in Thailand (pp. 627-650). Springer, Singapore.

Chatterjee, S. (2018). Do private tutors enhance English language ability? Regression discontinuity evidence from a policy experiment in India. Bulletin of Economic Research, 70(2), 139-149.

Chen, I., & Kuan, P. Y. (2021). The Heterogeneous Effects of Participation in Shadow Education on Mental Health of High School Students in Taiwan. International Journal of Environmental Research and Public Health, 18(3), 1222.

Chih-Hao, C. (2019). Effects of private tutoring on English performance: Evidence from senior high students in Taiwan. International Journal of Educational Development, 68, 80-87.

Choi, Á., Calero, J., & Escardíbul, J. O. (2012). Private tutoring and academic achievement in Korea: An approach through PISA-2006. Kedi journal of educational policy, 9(2).

Choi, H. J. (2013). Another hurdle for married women: Private tutoring of children and women’s labor in Korea. Asian Journal of Women’s Studies, 19(2), 92-121.

Choi, J., & Cho, R. M. (2016). Evaluating the effects of governmental regulations on South Korean private cram schools. Asia Pacific Journal of Education, 36(4), 599-621.

Choi, Y. (2018). The heterogeneous effects of shadow education on SAT scores. Development and Society, 47(3), 451-476.

Chou, M. H. (2017). English language education in formal and cram school contexts: An analysis of listening strategy and learning style. Education 3-13, 45(4), 419-436.

Chu, H. L. (2015). Private tutoring, wealth constraint and higher education. Pacific Economic Review, 20(4), 608-634.

Chung, K., & Lee, D. (2017). Inefficient competition in shadow-education investment. Journal of Economic Behavior & Organization, 139, 152-165.

CHUTHONGCHATI, M. A. (2015). The Factors Affecting Decision Making of Whether Students Use a Private Tutor to Study English (Doctoral dissertation, THAMMASAT UNIVERSITY).

Cole, R. (2017). Estimating the impact of private tutoring on academic performance: primary students in Sri Lanka. Education economics, 25(2), 142-157.

Coniam, D. (2014). Private tutorial schools in Hong Kong: An examination of the perceptions of public examination re-takers. The Asia-Pacific Education Researcher, 23(3), 379-388.

Cook, M. (2013). Expatriate parents and supplementary education in Japan: Survival strategy or acculturation strategy. Asia Pacific Education Review, 14(3), 403-417.

Da Wan, C., & Weerasena, B. (2017). Shadow education in Malaysia: Identifying the determinants of spending and amount of time attending private supplementary tutoring of Upper Secondary School students. Journal of International and Comparative Education (JICE), 91-103.

Dang, H. A. (2007). The determinants and impact of private tutoring classes in Vietnam. Economics of education review, 26(6), 683-698.

Daury Jansen, Louise Elffers, & Monique L. L. Volman. (2020). A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands. Orbis Scholae, 14(2), 39-58.

Davies, S. (2004). School choice by default? Understanding the demand for private tutoring in Canada. American Journal of Education, 110(3), 233-255.

de Castro, B. V., & de Guzman, A. B. (2010). Push and pull factors affecting Filipino students’ Shadow Education (SE) participation. KEDI Journal of Educational Policy, 7(1).

De Castro, B. V., & de Guzman, A. B. (2014). From scratch to notch: Understanding private tutoring metamorphosis in the Philippines from the perspectives of cram school and formal school administrators. Education and Urban Society, 46(3), 287-311.

de Silva, W. A. (2015). Shadow education: private supplementary tutoring and its implications for policy makers in Asia.

Deke, J., Gill, B., Dragoset, L., & Bogen, K. (2014). Effectiveness of supplemental educational services. Journal of Research on Educational Effectiveness, 7(2), 137-165.

Dierkes, J. (2010). Teaching in the shadow: Operators of small shadow education institutions in Japan. Asia Pacific Education Review, 11(1), 25-35.

Dooley, K., Liu, L. L., & Yin, Y. M. (2020). Supplying private tuition: edu-business and Asian migration in Australia. Discourse: Studies in the Cultural Politics of Education, 41(1), 98-109.

Duong, B. H., & Silova, I. (2021). Portraits of teachers in neoliberal times: projections and reflections generated by shadow education research. Globalisation, Societies and Education, 1-15.

Education, P. (2014). Ethical Dilemmas in the Education Marketplace: shadow education, political philosophy and social (in) justice in Cambodia. Education, Privatisation and Social Justice: Case Studies from Africa, South Asia and South East Asia.

Edwards Jr, D. B., Le, H., & Sustarsic, M. (2020). Spatializing a global education phenomenon: private tutoring and mobility theory in Cambodia. Journal of Education Policy, 35(5), 713-732.

Elamin, O., Rizk, R., & Adams, J. (2019). Private tutoring and parents decision to work more: evidence from Egypt. Education Economics, 27(2), 132-154.

Entrich, S. R. (2020). Gender-and SES-specific disparities in shadow education: Compensation for boys, status upgrade for girls? Evidence from the German LifE Study. Orbis scholae, 14(2), 13-38.

Entrich, S. R. (2020). Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies. International Journal of Comparative Sociology, 0020715220987861.

Exley, S. (2020). Selective schooling and its relationship to private tutoring: the case of South Korea. Comparative Education, 56(2), 218-235.

Feng, S. (2021). The evolution of shadow education in China: From emergence to capitalisation. Hungarian Educational Research Journal.

Filippov, V. (2001). The place of supplementary education in the system of Russian education. Russian Education & Society, 43(12), 21-33.

Forsberg, E., Hallsén, S., Karlsson, M., Bowden, H. M., Mikhaylova, T., & Svahn, J. (2020). Läxhjälp as shadow education in Sweden: The logic of equality in “a school for all”. ECNU Review of Education, 2096531120966334.

Gao, X., & Xue, H. (2021). Family Background, Parent Involvement, and Shadow Education Participation of Middle School Students: Empirical Analysis from CEPS2015 Data. Best Evidence in Chinese Education, 7(1), 893-905.

Ghosh, P., & Bray, M. (2018). Credentialism and demand for private supplementary tutoring. International Journal of Comparative Education and Development.

Ghosh, P., & Bray, M. (2018). Credentialism and demand for private supplementary tutoring: A comparative study of students following two examination boards in India. International Journal of Comparative Education and Development, 20(1), 33-50.

Ghosh, P., & Bray, M. (2020). School systems as breeding grounds for shadow education: Factors contributing to private supplementary tutoring in West Bengal, India. European Journal of Education, 55(3), 342-360.

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