Klíčová témata a metody ve výzkumu soukromého doučování

The research of private supplementary tutoring in the Czech Republic has not yet become a standard topic of educational research, in contrast to increasing interest in other European countries. Based on the analysis of 50 papers on this topic, the study presents key subthemes (research problems) in the research concerning this phenomenon in Europe and critically reviews the employed research methods. The paper evaluates their advantages and disadvantages and points out some problems or pitfalls when used in private supplementary tutoring research. In the analysed sample, descriptive and analytical studies focusing on the scope, nature, intensity, price, or types of private tutoring were the most frequent, often combined with an analysis of drivers of the demand, followed by research on the impact of tutoring on academic achievement and on the perceptions and opinions of various stakeholders. The pedagogy of private supplementary tutoring was the least researched subtopic. With regard to methodology, quantitative studies outweighed qualitative ones. The questionnaire survey was the most frequently used method, followed by a secondary analysis of data from national as well as international studies, in-depth interviews, content analysis, and observations. The use of experiments and focus groups was rather rare.

1. Acarlı, D. S., Altundağ, C., & Alkan, F. (2015). Students' reasons for atteding private courses and their views on them: The case of Turkey. Journal of Educational & Instructional Studies in the World, 5(3), 44−49.

2. Altinyelken, H. K. (2013). The demand for private tutoring in Turkey. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the mediterranean (s. 187−204). Rotterdam: Sense Publishers. CrossRef

3. Anýžová, P. (2013). Ekvivalence položek v mezinárodních datech: základní vymezení a možnosti analýzy. Data a výzkum − SDA Info, 7(1), 29−56.

4. Babbie, E. (2004). The practice of social research. Belmont, CA: Thomson-Wadsworth.

5. 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. CrossRef

6. Bento, A., & Ribeiro, M. I. (2013). The phenomenon of private tutoring: Implications for public education. Global Education Review, (1)5, 70−74.

7. Berberoğlu, G., & Tansel, A. (2014). Does private tutoring increase students' academic performance? Evidence from Turkey. IZA Discussion Papers, No. 8343. CrossRef

8. Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: International Institute for Educational Planning.

9. Bray, T. M. (2003). Adverse effects of private supplementary tutoring. Paris: International Institute for Educational Planning.

10. Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? Paris: United Nations Educational, Scientific and Cultural Organization.

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

12. Bray, M. (2010b). Blurring boundaries: The growing visibility, evolving forms and complex implications of private supplementary tutoring. Orbis scholae, 4(2), 61−73.

13. Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. Brusel: NESSE.

14. Bray, M. (2014). The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it. Asia Pacific Education Review, 15(3), 381−389. CrossRef

15. Bray, M., & Kobakhidze, M. N. (2014a). The global spread of shadow education. In D. B. Napier (Ed.), Qualities of education in a globalised world (s. 185−200). Rotterdam: Sense CrossRef

16. Bray, M., & Kobakhidze, M. N. (2014b). Measurement issues in research on shadow education: Challenges and pitfalls encountered in TIMSS and PISA. Comparative Education Review, 58(4), 590−620. CrossRef

17. Bray, M., & Kwok, P. (2003). Demand for private supplementary tutoring: Conceptual considerations and socio-economic patterns in Hong Kong. Economics of Education Review, 22(6), 611−620. CrossRef

18. Bray, M., & Suso, E. (2008). The challenges of private supplementary tutoring: Global patterns and their implications for Africa. Paper presented at the Biennale of the Association for the Development of Education in Africa (ADEA), Maputo, Mozambique, May 5−9. Dostupné z http://www.adeanet.org/adea/Biennale%202008/Documentation/Papers%20for%20presentation/04.%20Session%204/Parallel%20session%204D/Final%20PDF%20documents/Session%204D%20Doc%201%20IIEP%20ENG.pdf

19. Bray, M., & Thomas, R. M. (1995). Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses. Harvard Education Review, 65(3), 472−490. CrossRef

20. 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.

21. Būdiene, V., & Zabulionis, A. (2006). Lithuania. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 211−236). New York: Open Society Institute.

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

23. Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010b). Shadow education: Theory, analysis and future directions: A rejoinder. Social Forces, 89(2), 483−490. CrossRef

24. Caille, J. P. (2010). Les cours particuliers en première année de collège: un entrant en sixième sur dix bénéficie de soutien scolaire payant. Éducation & Formations, 79, 59−80.

25. Campani, G. (2013). Private tutoring in Italy. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the mediterranean (s. 115−128). Rotterdam: Sense Publishers. CrossRef

26. Cargan, L. (2007). Doing social research. Plymouth: Rowman & Littlefield Publishers.

27. Collas, T. (2013). Le public du soutien scolaire privé. Revue française de sociologie, 54(3), 465−506. CrossRef

28. Coniam, D. (2013). 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. CrossRef

29. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New York: Pearson Education Inc.

30. Disman, M. (2008). Jak se vyrábí sociologická znalost. Praha: Karolinum.

31. Długosz, P. (2012a). Korepetycje maturzystów pogranicza w latach 2008−2011. Kultura i Edukacja, 88(2), 88−106.

32. Długosz, P. (2012b). Stare i nowe nierówności edukacyjne wśród młodzieży wiejskiej. Wieś i Rolnictwo, 1(154), 132−145.

33. Foondun, A. R. (2002). The issue of private tuition: An analysis of the practice in Mauritius and selected South-East Asian countries. International Review of Education, 48(6), 485−515. CrossRef

34. Faganel, A., & Trnavčevič, A. (2013). Constructions of private tutoring in Slovenian online chatrooms. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the mediterranean (s. 167−176). Rotterdam: Sense Publishers. CrossRef

35. Feistritzer, G. (Ed.). (2010). AK-Studie: Nachhilfe: bundesweite Elternbefragung. Studienbericht. Wien: Institut für empirische Sozialforschung GmbH.

36. Feistritzer, G. (Ed.). (2012). AK-Studie: Nachhilfe in Österreich, bundesweite Elternbefragung 2012 Studienbericht. Wien: Institut für empirische Sozialforschung GmbH.

37. Feistritzer, G. (Ed.). (2013). AK-Studie: Nachhilfe in Österreich, bundesweite Elternbefragung 2013 Studienbericht. Wien: Institut für empirische Sozialforschung GmbH.

38. Feistritzer, G. (Ed.). (2014). AK-Studie: Nachhilfe in Österreich, bundesweite Elternbefragung 2014 Studienbericht. Wien: Institut für empirische Sozialforschung GmbH.

39. Feistritzer, G. (Ed.). (2015). AK-Studie: Nachhilfe in Österreich, bundesweite Elternbefragung 2015 Studienbericht. Wien: Institut für empirische Sozialforschung GmbH.

40. Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. New York: McGraw-Hill.

41. Gavora, P.(2000). Úvod do pedagogického výzkumu. Brno: Paido.

42. Gavora, P. (2015). Obsahová analýza v pedagogickom výskume: Pohľad na jej súčasné podoby. Pedagogická orientace, 25(3), 345−371. CrossRef

43. Glasman, D., & Besson, L. (2004). Le travail des élèves pour l'école en dehors de l'école. Paris: Haut conseil de l'évaluation de l'école.

44. Grodsky, E. (2010). Learning in the shadows and in the light of day: A commentary on shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89(2), 475−481. CrossRef

45. Guill, K., & Bos, W. (2014). Effectiveness of private tutoring in mathematics with regard to subjective and objective indicators of academic achievement: Evidence from a German secondary school sample. Journal for Educational Research Online, 6(1), 34−67.

46. Guill, K., & Spinath, B. (Eds.). (2014). Effects of private tutoring [Special Issue]. Journal for Educational Research Online, 6(1). Dostupné z http://www.j-f-b.de/index.php/jero/issue/view/26

47. Harkness, J. (2003). Questionnaire translation. In J. Harkness, B. E. Pennell, & A. Schoua-Glusberg, Cross-cultural survey methods (s. 35−56). Hoboken: Wiley-Interscience.

48. Harkness, J. A., & Schoua-Glusberg, A. (1998). Questionnaires in translation. ZUMA-Nachrichten Spezial, 3(1), 87−127.

49. Harkness, J. A., Van de Vijver, F. J., & Mohler, P. P. (2003). Cross-cultural survey methods (Vol. 325). Hoboken: Wiley-Interscience.

50. Hartmann, S. (2013). Education "home delivery" in Egypt. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the mediterranean (s. 57−75). Rotterdam: Sense Publishers.

51. Hof, S., & Wolter, S. (2012). Nachhilfe Bezahlte ausserschulische Lernunterstützung in der Schweiz. SKBF Staff Paper, 8. Aarau: SKBF.

52. Höschlová, M. (2012). Rozsah a příčiny doučování na prvním stupni ZŠ (Diplomová práce). Dostupné z https://is.cuni.cz/webapps/zzp/detail/95095/?lang=cs

53. Hrynevych, L., Toropova, A., Pylnyk, T., Sereda, L., & Gerasevich, U. (2006). Ukraine. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 279−304). New York: Open Society Institute.

54. Husremović, D., & Trbić, D. (2006). Bosnia and Herzegovina. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 143−168). New York: Open Society Institute.

55. Ireson, J., & Rushforth, K. (2011). Private tutoring at transition points in the English education system: Its nature, extent and purpose. Research Papers in Education, 26(1), 1−19. CrossRef

56. Ireson, J., & Rushforth, K. (2014). Why do parents employ private tutors for their children? Exploring psychological factors that influence demand in England. Journal for Educational Research Online, 6(1), 12−33.

57. Jokić, B. (Ed.). (2013). Emerging from the shadow: A comparative qualitative exploration of private utoring in Eurasia. Zagreb: NEPC.

58. Jokić, B., Soldo, A., & Ristić Dedić, Z. (2013). Private tutoring and social equity in Croatia and Bosnia & Herzegovina. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the mediterranean (s. 11−27). Rotterdam: Sense Publishers. CrossRef

59. Koh, A. (2014). The "magic" of tutorial centres in Hong Kong: An analysis of media marketing and pedagogy in a tutorial centre. International Review of Education, 60(6), 803−819. Dostupné z http://link.springer.com/article/10.1007%2Fs11159-014-9460-y CrossRef

60. Korpasová, P. (2009). Private supplementary tutoring in English language (Bakalářská práce). Dostupné z http://is.muni.cz/th/215712/ff_b/

61. Kozar, O. (2013). The face of private tutoring in Russia: Evidence from online marketing by private tutors. Research in Comparative and International Education, 8(1), 74−86. CrossRef

62. Kozar, O. (2015). Discursive practices of private online tutoring websites in Russia. Discourse: Studies in the Cultural Politics of Education, 36(3), 1−15. CrossRef

63. Krejčí, J., & Leontiyeva, Y. (2012). Cesty k datům: zdroje a management sociálněvědních dat v České republice. Praha: Slon.

64. Kubánová, M. (2006). Slovakia. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 279−304). New York: Open Society Institute.

65. Lambert, K., & Spinath, B. (2014). Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient? Journal for Educational Research Online, 6(1), 68−93.

66. Lamprianou, I., & Lamprianou, T. A. (2013). Charting private tutoring in Cyprus: A Sociodemographic Perspective. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private tutoring across the mediterranean (s. 29−56). Rotterdam: Sense Publishers. CrossRef

67. Lee, C. J., Park, H. J., & Lee, H. (2009). Shadow education systems. In G. Sykes, B. L. Schneider, & D. N. Plank (Eds.), Handbook of education policy research (s. 901−919). New York: Routledge.

68. Luplow, N., & Schneider, T. (2014). Nutzung und Effektivität von privat bezahlter Nachhilfe im Primarbereich. Zeitschrift für Soziologie, 43(1), 31−49. CrossRef

69. Manzon, M., & Areepattamannil, S. (2014). Shadow educations: Mapping the global discourse. Asia Pacific Journal of Education, 34(4), 389−402. CrossRef

70. Mareš, J. (2013). Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická orientace, 23(4), 427−454. CrossRef

71. Mareš, J., & Lukas, J. (2007). Internetové prezentace základních škol jako možný indikátor jejich vnitřního sociálního prostředí. Pedagogika, 57(1), 4−20.

72. Mareš, J., & Lukas, J. (2009). Internetové prezentace základních škol jako jeden z indikátorů jejich vnitřního sociálního prostředí. Orbis scholae, 3(1), 63−78.

73. Maszl, G. (2004). Nachhilfe und Angst in der Schule. Erziehung & Unterricht, Österreichische Pädagogische Zeitschrift, 9(10), 825−831.

74. Mischo, C., & Haag, L. (2002). Expansion and effectiveness of private tutoring. European Journal of Psychology of Education, 17(3), 263−273. CrossRef

75. Murawska, B., & Putkiewicz, E. (2006). Poland. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 257−277). New York: Open Society Institute.

76. Nawrot-Borowska, M. (2009). Korepetytor w nauczaniu domowym na ziemiach polskich doby zaborów. Biuletyn Historii Wychowania, 25, 83−101.

77. Neto-Mendes, A., Costa, J. A., Ventura, A., Azevedo, S., & Gouveia, A. (2013). Private tutoring in Portugal: Patterns and impact. In M. Bray, E. Mazawi, & R. Sultana (Eds.), Private tutoring across the mediterranean (s. 151−165). Rotterdam: Sense Publishers.

78. Nowacka, A., & Szewczyk-Jarocka, M. (2012). Korepetycje jako problem systemu edukacji w Polsce. Zarządzanie i Edukacja, 82, 135−148.

79. Pelikán, J. (2011). Základy empirického výzkumu pedagogických jevů. Praha: Karolinum.

80. Popa, S., & Acedo, C. (2006). Redefining professionalism: Romanian secondary education teachers and the private tutoring system. International Journal of Educational Development, 26(1), 98−110. CrossRef

81. Průcha, J. (2015). Česká vzdělanost. Praha: Wolters Kluwer.

82. Průcha, J., Walterová, E., & Mareš, J. (2009). Pedagogický slovník. Praha: Portál.

83. Psacharopoulos, G., & Papakonstantinou, G. (2005). The real university cost in a "free" higher education country. Economics of Education Review, 24(1), 103−108. CrossRef

84. Rega, A. (2012). An exploratory qualitative study of Italian high school students who receive private tutoring in mathematics. Journal of Scholarship & Practice, 9(1), 48−56.

85. Reichel, J. (2009). Kapitoly metodologie sociálních výzkumů. Praha: Grada Publishing.

86. Ristić Dedić, Z., Jokić, B., & Jurko, L. (2006). Croatia. In I. Silova, V. Būdiene, & M. Bray (Eds.), Education in a hidden marketplace: Monitoring of private tutoring (s. 169−190). New York: Open Society Institute.

87. Safarzyńska, K. (2013). Socio-economic determinants of demand for private tutoring. European Sociological Review, 29(2), 139−154. CrossRef

88. Schneider, T. (2004). Nachhilfe als Strategie zur Verwirklichung von Bildungszielen. Eine empirische Untersuchung mit Daten des Sozioökonomischen Panels (SOEP). Berlin: Deutsches Institut für Wirtschaftsforschung.

89. Silova, I., Būdiene, V., & Bray, M. (Eds.). (2006). Education in a hidden marketplace: Monitoring of private tutoring. New York: Open Society Institute.

90. Smyth, E. (2008). The more, the better? Intensity of involvement in private tuition and examination performance. Educational Research and Evaluation, 14(5), 465−476. CrossRef

91. Smyth, E. (2009). Buying your way into college? Private tuition and the transition to higher education in Ireland. Oxford Review of Education, 35(1), 1−22. CrossRef

92. Straková, J., & Greger, D. (2013). Faktory ovlivňující přechod žáků 5. ročníků na osmileté gymnázium. Orbis scholae, 7(3), 73−85.

93. Szewczyk-Jarocka, M., & Nowacka, A. (2013). Praca na czarno" w szkolnictwie średnim − badania własne. In J. Grzywacz & S. Kowalski (Eds.), Nauki ekonomiczne: tom XVIII. (s. 70−80). Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku.

94. Šťastný, V. (2013). Metodologické výzvy komparativního výzkumu stínového vzdělávání v ČR. In V. Laufková, H. Moraová, & T. Medřická (Eds.), Metodologické přístupy v pedagogických a psychologických doktorských výzkumech: recenzovaný sborník z doktorské konference konané dne 20. května 2013 v Praze (s. 205−212). Praha: PedF UK.

95. Šťastný, V. (2014). Soukromé doučování a vzdělávací politiky v Evropě. Pedagogická orientace, 24(3), 353−374. CrossRef

96. Šťastný, V. (2015). Soukromé doučování pohledem společenskovědních disciplín a teorií. Studia Paedagogica, 20(1), 45−66.

97. Švaříček, R., & Šeďová, K. (2007). Kvalitativní výzkum v pedagogických vědách: pravidla hry. Praha: Portál.

98. Tanner, E., Ireson, J. M., Rushforth, K., Smith, K., Day, N., Tennant, R., & Turczuk, O. (2009). Private tuition in England. Research report DCSF-RR081. London: Department for Schools and Families. Dostupné z http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR081.pdf

99. Tansel, A., & Bircan, F. (2005). Effect of private tutoring on university entrance examination performance in Turkey. Bonn: Institute for the Study of Labour (IZA) Discussion Paper No. 1609. Dostupné z http://ssrn.com/abstract=721925

100. Tansel, A., & Bircan, F. (2006). Demand for education in Turkey: A tobit analysis of private tutoring expenditures. Economics of Education Review, 25(3), 303−313. CrossRef

101. Tok, T. N. (2013). The shadow education system: Private courses. International Journal of Social Sciences & Education, 3(3), 619−634.

102. Ventura, A., & Jang, S. (2010). Private tutoring through the internet: Globalization and offshoring. Asia Pacific Education Review, 11(1), 59−68. CrossRef

103. Vlčková, K. (2009). Strategie učení: výzkumné oblasti, přístupy a metody. In M. Janíková, K. Vlčková, P. Doulík, M. Chvál, T. Janík, P. Jelemenská, … J. Škoda, Výzkum výuky: tematické oblasti, výzkumné přístupy a metody, 1, 97−116.

104. Walterová, E. (2010). M. Bray: Confronting the shadow education system. What government policies for what private tutoring? [Recenze knihy]. Orbis scholae, 4(3), 132−134.

105. Walterová, E., & Greger, D. (2011). Škola 1. a 2. stupně v České republice a v zahraničí a přechody mezi oběma stupni. In E. Walterová, et al., Dva světy základní školy?: úskalí přechodu z 1. na 2. stupeň (s. 51−66). Praha: Karolinum.

106. Zhang, W., & Bray, M. (2015). Shadow education in Chongqing, China: Factors underlying demand and policy implications. KEDI Journal of Educational Policy, 12(1), 83−106.