Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

The East Asian miracle: Economic growth and public policy: By the World Bank. (New York: Oxford University Press for the World Bank, 1993. 389 pp. $19.95, paper.)

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.

Invisible colleges : diffusion of knowledge in scientific communities

Private tutoring for students in academic subjects is not a new phenomenon. Known variously as cram schools, private tuition, crammers and supplemental education, no one questions the existence of supplementary tutoring, yet the phenomenon is not well understood. There are various reasons for our scant knowledge. Private tutoring is a fragmentary and complex business, taking various forms ranging from home tutorials and highly selective academies to correspondence courses and Internet test preparation. Such private services tend not to be regulated by central education authorities, who may be reluctant to investigate too closely for fear of being blamed for failings of the mainstream system. In some cases, tutors are public school teachers during the day and are reluctant to admit that they moonlight. Educational research has tended to focus on the mainstream system, not the private and peripheral world of supplemental lessons. The result is that many of our impressions about private tuition and cram schools come from the mass media. Yet this sector of private education is growing, with consequences for mainstream systems. In Japan, 70 per cent of all students have used private lessons by the time they leave middle school, creating a $14 billion market for tutoring services provided in part by large education companies, the biggest of which are traded on the Tokyo Stock Exchange. South Korean families are said to spend an astonishing 1.5 times the amount that their government spends per capita on education. The United States is witnessing rapid growth in many private educational services, especially extracurricular test preparation. Mark Bray describes and analyzes the phenomenon of private educational tutoring and places the subject in a global context. He has written a concise, information-packed volume that should be read by anyone interested in contemporary education. Bray, who is director of the Comparative Education Research Centre at the University of Hong Kong, usefully employs the metaphor of a shadow. If mainstream education is seen as the object in the sunlight, then private tutoring is the murky shadow cast by its outlines. As with shadows, private lessons exist only because the mainstream system does. Changes in the size and shape of mainstream education alter the size and shape of private tuition and societies tend to focus on the mainstream system, not its shadow, he points out. Bray describes the scale, cost and geographic spread of private tutoring, as well as the producers and consumers, and the educational, social and economic impacts. He provides a historical and sociological context for the phenomenon and ends by providing some suggestions for policy makers.

The Shadow Education System: Private Tutoring and Its Implications for Planners

Within the context of broad literature on cross-border flows for higher education, this article examines the distinctive case of mainland Chinese students in Hong Kong and Macau. These territories are a sort of bridge between the fully domestic and the fully international. Hong Kong and Macau higher education plays a dual role, as a destination in itself for higher education and as a stepping-stone for students’ further international development. Patterns in Hong Kong are slightly different from those in Macau, and the territories may thus be usefully compared with each other as well as taken as a pair for comparison with other parts of the world. The paper begins by noting the literature on the ways that push and pull factors influence student mobility, and then turns to motivations in pursuit of academic and professional growth, economic benefit, individual internationalisation, and enhanced social status. The paper shows that flows of mainland Chinese students are driven by both excess and differentiated demand. Analysis of the distinctive features of this pair of territories adds to wider conceptual understanding of the nature of cross-border flows for higher education.

http://www.ses.ecnu.edu.cn/picture/article/148/57/ee/a7faed434c058109a8c983e78def/775fb62c-7b71-46d9-9812-ce760265505a.pdf

Cross-border flows of students for higher education: Push-pull factors and motivations of mainland Chinese students in Hong Kong and Macau

https://www.childresearch.net/RESEARCH/TODAY_ASIA/HONGKONG/001.PDF

Demand for Private Supplementary Tutoring: Conceptual Considerations, and Socio-Economic Patterns in Hong Kong.

Research in the field of comparative education has traditionally focused on studies across world regions and countries. In this article, Mark Bray and R. Murray Thomas argue that this approach often yields incomplete and unbalanced perspectives on educational studies because it fails to consider salient differences among states, districts, schools, classrooms, and individuals. The authors illustrate the need for a broader conceptualization of comparative education and propose multilevel analysis as a more comprehensive model of research that can integrate insights gleaned from single-level approaches.

Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analyses

Within the education sector throughout the world, research enthusiasts, education planners and policymakers is typically focus on the various aspects of formal schools across all year levels. Parallel to this mainstream education system and increasingly evident in many countries is what this book refers to as shadow education system. As a metaphor, the author, Mark Bray in 1999 first used the term “shadow” , referring to the object shadow which he used to describe a system of education that mimics mainstream education. Historically, this after-class activity started as a small and informal business usually in the home of either the tutor or the tutee, intended to help slow learners individually or in small groups outside their school hours for purposes of additional remuneration. It is also commonly known as private tutoring. Today, its presence which stems from the growing significance of educational achievement for future careers, and the greater pressure on schools to raise standards in countries where high stakes testing is more evident has led business entrepreneurs to establish SE institutions, thereby posing a challenge to the government as to how this growing type of service industry can be best regulated.

Mark Bray

Papers

The Shadow Education System: Private Tutoring and Its Implications for Planners

Cross-border flows of students for higher education: Push-pull factors and motivations of mainland Chinese students in Hong Kong and Macau

Demand for Private Supplementary Tutoring: Conceptual Considerations, and Socio-Economic Patterns in Hong Kong.

Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analyses

Confronting the Shadow Education System: What government policies for what private tutoring?