第六十八輯．第一期（Open Access） - 2022-03-31

書評：因正規教育而生、而變的影子教育：評介《日本的影子教育與社會不平等》

Book Review: Entrich’s Shadow Education and Social Inequalities in Japan: Evolving Patterns and Conceptual Implications

作　者：
張宜君 / Yi-Chun Chang
關鍵字：
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  • 英文摘要
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林大森、陳憶芬（2006）。臺灣高中生參加補習之效益分析。教育研究集刊， 52（4）， 35-70。

[Lin, D.-S., & Chen, Y.-F. (2006). Cram school attendance and college entrance exam scores of

　　senior high school students in Taiwan. Bulletin of Educational Research, 52(4), 35-70.]

孫清山、黃毅志（1996）。補習教育、文化資本與教育取得。臺灣社會學刊，19，95- 139。

　　https://dx.doi.org/10.6786/TJS.199603.0095

[Sun, C.-S., & Hwang, Y.-J. (1996). Shadow education, cultural capital and educational attainment.

　　Taiwanese Journal of Sociology, 19, 95-139. https://dx.doi.org/10.6786/ TJS.199603.0095]

陳俊瑋、黃毅志（2011）。重探學科補習的階層化與效益：Wisconsin模型的延伸。教育研究集刊，57

　　（1），101-135。https://doi.org/10.6910/BER.201103_(57-1).0004

[Chen, C.-W., & Hwang, Y.-J. (2011). A re-exploration of stratification and efficacy in cram

　　schooling: An extension of the Wisconsin model. Bulletin of Educational Research, 57(4), 101-

　　135. https://doi.org/10.6910/BER.201103_(57-1).0004]

劉正（2006）。補習在臺灣的變遷、效能與階層化。教育研究集刊，52（4），1-33。 https://doi.org

　　/10.6910/BER.200612_(52-4).0001

[Liu, J. (2006). The transition, efficacy, and stratification of cram schooling in Taiwan. Bulletin of

　　Educational Research, 52(4), 1-33. https://doi.org/10.6910/BER.200612_(52-4).0001]

關秉寅、李敦義（2008）。補習數學有用嗎？一個「反事實」的分析。臺灣社會學刊， 41，97-148。

　　https://doi.org/10.6786/TJS.200812_(41).0003

[Kuan, P.-Y., & Lee, D.-Y. (2010). Effects of cram schooling on math performance in

　　junior high: A propensity score matching approach. Taiwanese Journal of Sociology, 41, 97-

　　148. https://doi.org/10.6786/TJS.200812_(41).0003]

關秉寅、李敦義（2010）。 國中生數學補得愈久，數學成就愈好嗎？傾向分數配對法的分析。教育研究

　　集刊，56（2），105-139。https://doi.org/10.6910/BER.201006_(56- 2).0004。

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, 1–17.

Bray, M., & Lykins, C. (2012). Shadow education: Private tutoring and its implications for policy

　　makers in Asia. Comparative Education Research Center (CERC) and Asian Development Bank:

　　Hong Kong.

Bray, M. (2021). Shadow education in Europe: Growing prevalence, underlying forces, and policy

　　implications. ECNU Review of Education, 4(3), 442-475.

Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in

　　Japan, South Korea and Cambodia. Asia Pacific Educational Review, 11: 14–24.

Entrich, S. R. (2017). Shadow education and social inequalities in Japan: Evolving patterns and

　　conceptual implications. Springer.

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, 61(6), 441-475.

Huang, M. H. (2020). Compensatory advantage and the use of out-of-school-time tutorials: A

　　cross-national study. Research in Social Stratification and Mobility, 66, 100472.

Mori, I., & Baker, D. (2010). The origin of universal shadow education: What the supplemental

　　education phenomenon tells us about the postmodern institution of education. Asia Pacific

　　Education Review, 11(1), 36-48.

Zhang, W., & Bray, M. (2020). Comparative research on shadow education: Achievements,

　　challenges, and the agenda ahead. European Journal of Education, 55(3), 322-341.

 

 

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