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Mental health and gender discourses in school: “Emotional” girls and boys “at risk” Educ. Rev. (IF 3.829) Pub Date : 2024-04-09 Lauren Stentiford, George Koutsouris, Tricia Nash, Alexandra Allan
This paper highlights an emergent form of gender inequality within schools, set against the backdrop of a perceived mental health “crisis” amongst young people in popular and media narratives. We p...
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A survey of children’s learning and non-cognitive attitudes in England and Pakistan Educ. Rev. (IF 3.829) Pub Date : 2024-04-09 Nadia Siddiqui, Stephen Gorard
Children’s learning attitudes and social emotional skills can be shaped by their family background and school experiences. This study compares 832 children aged 10–11 years old attending primary an...
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The development of professional identity in higher education: continuing and advancing professionalism Educ. Rev. (IF 3.829) Pub Date : 2024-03-26 Michelle Lurch-Shaw
Published in Educational Review (Ahead of Print, 2024)
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Indigenous school leadership practices for societal integration in segregated society Educ. Rev. (IF 3.829) Pub Date : 2024-03-22 Rima'a Da’as
This paper draws on research, knowledge, and practices from Indigenous spaces, discusses the role of Indigenous school leaders as agents for students’ social integration through socialisation proce...
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The rise of for-profit teacher preparation programmes: investigating career outcomes for novice teachers Educ. Rev. (IF 3.829) Pub Date : 2024-03-22 Wesley Edwards, Kevin Russel Magill
The increased privatisation of educational systems is a global trend with several important implications for teachers’ preparation and workforce outcomes. With many countries facing teacher shortag...
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Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives Educ. Rev. (IF 3.829) Pub Date : 2024-03-20 Rosanna Wilson, Edward Sellman, Stephen Joseph
Schools play a central role in supporting young people affected by mental health issues. This article reports a reflexive thematic analysis of focus group and interview data with English secondary ...
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Embracing complexity: rethinking education inspection in England Educ. Rev. (IF 3.829) Pub Date : 2024-03-19 Meng Tian
This theoretical paper provides valuable insights into the ongoing debates on OfSTED’s fitness for purpose and effectiveness. It critically examines the current education inspection system in Engla...
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School leaders navigating student wellbeing: the interplay between academic achievement and economic logics in Danish schools Educ. Rev. (IF 3.829) Pub Date : 2024-03-19 Ronni Laursen
This exploratory qualitative case study was conducted at three primary and lower secondary schools in Denmark, with the aim of empirically illustrating how principals work with student wellbeing. T...
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Gendered conditions of higher education access: advancing a gender prism analytic through the case of Haryana, India Educ. Rev. (IF 3.829) Pub Date : 2024-03-19 Emily F. Henderson, Nidhi S. Sabharwal
This article argues that a holistic, nuanced analytical framework for analysing gender and access to higher education (HE) would be of great benefit to the field, especially in an era where many co...
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The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification Educ. Rev. (IF 3.829) Pub Date : 2024-03-14 Thomas Delahunty
The forces of neoliberalism have profoundly reconfigured the landscape of educational policy and discourse, shifting focus from democratic values-based conceptions to exigencies for effective learn...
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Preparing teachers for parent engagement: role of teacher educators in Canada Educ. Rev. (IF 3.829) Pub Date : 2024-03-07 M. Antony-Newman
Parent engagement has long been considered important for students’ academic achievement and well-being. To ensure strength-based parent engagement, it is important for teachers to be prepared to wo...
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Academic managers’ roles and challenges in migrating to interim online teaching: a higher education context Educ. Rev. (IF 3.829) Pub Date : 2024-03-05 Jessie S. Barrot, Ma. Rita R. Aranda, Maribel V. Belleza
Despite the important roles that academic managers play and the growing body of literature on online learning, research on the organisational level, such as management, remains underexplored, parti...
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Querying queer quantitative educational research: a systematic literature review Educ. Rev. (IF 3.829) Pub Date : 2024-03-05 Kamden K. Strunk, Stephanie Anne Shelton
The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 ...
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Countering antisemitism through Holocaust education. A comparative perspective on Scotland and Austria Educ. Rev. (IF 3.829) Pub Date : 2024-03-05 Elke Rajal
There is an emerging debate in the field as to whether or not Holocaust education is effective in combating antisemitism. This paper aims to provide explanations for the frequently observed ineffec...
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Culturally sensitive research methods for educational administration and leadership Educ. Rev. (IF 3.829) Pub Date : 2024-03-05 Guodong Jiang, Huiqi Lin
Published in Educational Review (Ahead of Print, 2024)
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Exploring the experiences of ethnic minority postgraduate researchers in the UK Educ. Rev. (IF 3.829) Pub Date : 2024-03-05 Siobhan Lynam, Caroline Lafarge, Raffaella Margherita Milani
Racism and inequity remain widespread in Higher Education Institutions (HEIs), hindering ethnic minority (EM) postgraduate researchers’ (PGRs) prospects. A deeper understanding of the experience of...
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Where has the sense of ease gone? Ambivalent elite identity among Palestinian students in Israel Educ. Rev. (IF 3.829) Pub Date : 2024-03-05 Dalia Halabi, Avihu Shoshana
This article explores elite high school identities among Palestinian youth in Israel, a stigmatised national ethnic minority. Two research questions guide this study: how do high school students in...
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Parenting by day, studying by night: challenges faced by student-parents in the COVID-19 pandemic Educ. Rev. (IF 3.829) Pub Date : 2024-02-20 Claire Evans
In 2020, COVID-19-associated measures closed the majority of work places resulting in the transfer of education to online classrooms. Many parents were forced to work from home whilst simultaneousl...
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A scoping review of methods and measures used to capture children's play during school breaktimes Educ. Rev. (IF 3.829) Pub Date : 2024-02-15 Lily FitzGibbon, Brooke Oliver, Rachel Nesbit, Helen Dodd
Play is linked to healthy child development and is recognised in the UN Convention on the Rights of the Child. School breaktimes provide regular opportunities for children to play, and as such, the...
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Supervisors’ competences from doctoral students’ perspectives – a systematic review Educ. Rev. (IF 3.829) Pub Date : 2024-02-09 Aimee Haley, Mona Holmqvist, Karmen Johansson
This systematic review captures research on doctoral students’ perspectives of supervision. The aim was to capture research on aspects of importance to enhance professional development for supervis...
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Music education research: an introduction Educ. Rev. (IF 3.829) Pub Date : 2024-02-09 Ellie Dabell
Published in Educational Review (Ahead of Print, 2024)
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Pre-application doctoral communications: a missing dimension in research on doctoral admissions Educ. Rev. (IF 3.829) Pub Date : 2024-02-09 James Burford, Sophia Kier-Byfield, Dangeni, Emily F. Henderson, Ahmad Akkad
This paper makes a novel contribution to international doctoral education scholarship by offering a detailed examination of pre-application doctoral communications (PADC) between prospective applic...
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How did the COVID-19 pandemic affect the anxiety of teachers at work? Educ. Rev. (IF 3.829) Pub Date : 2024-02-07 John Jerrim, Rebecca Allen, Sam Sims
This paper explores teachers’ anxiety about work at 75 timepoints between October 2019 and July 2022, covering the period before, during and towards the end of the COVID-19 pandemic in England. We ...
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Incompatibility between politics and practice: a review portrait of the middle leader role in lower secondary school initiated by a Danish case Educ. Rev. (IF 3.829) Pub Date : 2024-01-31 Sanna Lassen
This integrative literature review offers a portrait of the middle leader in lower secondary school, emphasising practical insights. Initiated by a Danish case study, it shows the middle leader as ...
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When autistic writing is superior to neurotypical writing: the case of blogs Educ. Rev. (IF 3.829) Pub Date : 2024-01-23 Catherine L. Caldwell-Harris, Solomon D. Posner
Research on autistic individuals’ writing has long focused on weaknesses in structural complexity, organisation, and perspective-taking skills. More recently, awareness has grown that writing can b...
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Do academically selective school systems strengthen the link between students’ family backgrounds and the likelihood of higher education participation? Educ. Rev. (IF 3.829) Pub Date : 2024-01-22 Binwei Lu, Binru Dai, Beng Huat See, Xin Shao, Xianan Hu
Proponents of academic selection argue that academic selection helps children from disadvantaged backgrounds have better lifelong outcomes. However, the evidence needs to be clarified since selecti...
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Visible learning: the sequel: a synthesis of over 2,100 meta-analyses relating to achievement Educ. Rev. (IF 3.829) Pub Date : 2024-01-16 Christie Petersen
Published in Educational Review (Ahead of Print, 2024)
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A re-view of educational inequalities Educ. Rev. (IF 3.829) Pub Date : 2024-01-16 Sarah Jane Aiston, Guido Walraven
Published in Educational Review (Vol. 76, No. 1, 2024)
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List of reviewers for Educational Review 2023 Educ. Rev. (IF 3.829) Pub Date : 2024-01-16
Published in Educational Review (Vol. 76, No. 1, 2024)
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To give: ethically storying data Educ. Rev. (IF 3.829) Pub Date : 2024-01-11 Louise Gwenneth Phillips, M. Obaidul Hamid, Vicente Reyes, Ian Hardy
We live in a data-driven world. The voluminous scale of data gathered can lead to diminished consciousness of ethics whilst economic interests are prioritised. Across recent decades education has c...
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Influence of empowering and disempowering motivational climates on academic self-concept amongst STEM, social studies, language, and physical education pre-service teachers: a test of basic psychological needs Educ. Rev. (IF 3.829) Pub Date : 2023-12-18 Antonio Granero-Gallegos, Antonio Baena-Extremera, María del Mar Ortiz-Camacho, Rafael Burgueño
Guided by the bright and dark side described in Self-Determination Theory, and following hierarchical and integrative conceptualisation of motivational climates, the primary objective of this resea...
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Will the UK Government’s Initial Teacher Training Market Review Report provide the catalyst for a renewed values-based dialectic in teacher education? Educ. Rev. (IF 3.829) Pub Date : 2023-12-21 Nick Mead
The context for this study is the recommendation of the UK Government’s Initial Teacher training (ITT) Market Review (2021) to require all, including historic English university partnerships, to ap...
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Narratives of becoming leaders in disciplinary and institutional contexts: Leadership identity in learning and teaching in higher education Educ. Rev. (IF 3.829) Pub Date : 2023-12-18 Hasan Şerif Baltacı
Published in Educational Review (Ahead of Print, 2023)
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The career prospects of migrant, female academics from minority ethnic backgrounds in the UK’s higher education sector: an integrative review of peer-reviewed literature Educ. Rev. (IF 3.829) Pub Date : 2023-12-13 Andy Coleman, Megan Crawford, Hyemi Shin, Deneise Dadd, Becky Collins
While the under-representation of women in senior leadership roles in the UK higher education sector is well recognised, scant regard has been paid to how this impacts female academics from alterna...
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Pressure to attend university: beyond narrow conceptions of pathways to a “good life” Educ. Rev. (IF 3.829) Pub Date : 2023-12-13 Felicia Jaremus, Kristina Sincock, Sally Patfield, Leanne Fray, Elena Prieto, Jennifer Gore
Securing stable, well-paid employment has become increasingly difficult for youth world-wide, negatively affecting their health and wellbeing. In recent years, this job insecurity has been exacerba...
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Multimodality as a “third space” for English as an additional language or dialect teaching: early career teachers’ use and integration of technology in culturally and linguistically diverse classrooms Educ. Rev. (IF 3.829) Pub Date : 2023-12-08 Leonardo Veliz, Mauricio Véliz-Campos
This research reports on a qualitative study that examines early career teachers’ preparedness for the pedagogical use and integration of (digital) technology in culturally and linguistically diver...
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Psychoeducational groups: process and practice Educ. Rev. (IF 3.829) Pub Date : 2023-12-06 Fatma Inceman-Kara
Published in Educational Review (Ahead of Print, 2023)
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The impact of negative school experiences on rates of youth delinquency: accounts of incarcerated young people in Türkiye Educ. Rev. (IF 3.829) Pub Date : 2023-12-06 Taner Atmaca, Turgay Öntaş
The main purpose of this study is to examine the school experiences of incarcerated Turkish young delinquents and reveal how these negative experiences affected their descent into delinquency. In o...
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Towards an improved involvement of parents in educating girls: a study on Particularly Vulnerable Tribal Groups in India Educ. Rev. (IF 3.829) Pub Date : 2023-11-28 Pallavi Kanungo, Seemita Mohanty, Apparao Thamminaina
Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. Howeve...
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Supporting students to engage with case studies: a model of engagement principles Educ. Rev. (IF 3.829) Pub Date : 2023-11-22 Claire Toogood
Case studies are an educational tool that can promote active learning, and make learning more accessible, by serving as frameworks for student meaning-making. This action research project focused o...
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Classroom assistant roles and deployment models: an international scoping review Educ. Rev. (IF 3.829) Pub Date : 2023-11-17 Una O’Connor Bones, Caroline Courtney, Alison Montgomery, Allison Campbell
The aim of this scoping review is to explore wider international literature to contextualise the role and deployment of classroom assistants in Northern Ireland. A paucity of research in this regio...
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Migrant academics’ narratives of precarity and resilience in Europe Educ. Rev. (IF 3.829) Pub Date : 2023-11-14 Abdul-Aziz Dembélé
Published in Educational Review (Ahead of Print, 2023)
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Making a mass institution: Indianapolis and the American high school Educ. Rev. (IF 3.829) Pub Date : 2023-11-09 Max Jacobs
Published in Educational Review (Ahead of Print, 2023)
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Experts in care: homeroom teachers, care work and the development of practice-based care expertise Educ. Rev. (IF 3.829) Pub Date : 2023-11-06 Adi Sapir, Ravit Mizrahi-Shtelman
In this study we explore the care work of homeroom teachers, who, in many educational systems, are responsible for the social and emotional wellbeing of students in their homeroom classes. The stud...
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Trajectories of merit: re-viewing leadership in elite universities Educ. Rev. (IF 3.829) Pub Date : 2023-11-03 Sarah Aiston, Tanya Fitzgerald
Vice Chancellors, Presidents, or Rectors occupy elite public positions in universities. A cursory glance of the roll call of names across elite universities (‘top 100’) globally reveals the dominan...
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The 75th anniversary and the politics of commemoration Educ. Rev. (IF 3.829) Pub Date : 2023-10-16 Jane Martin
Published in Educational Review (Vol. 75, No. 7, 2023)
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Second Language Literacy Pedagogy: A Sociocultural Theory Perspective Educ. Rev. (IF 3.829) Pub Date : 2023-10-10 Zhiyun Huang, Zhanhao Jiang
Published in Educational Review (Ahead of Print, 2023)
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What do New Zealand teachers and principals perceive is happening for English as an additional language students with the changing architecture of New Zealand schools? Educ. Rev. (IF 3.829) Pub Date : 2023-10-10 John Everatt, Jo Fletcher, Jean Kim, Yogeetha Bala Subramaniam
This paper explores the perceptions of New Zealand teachers and principals about how English as an additional language (EAL) students are faring in the profound changes to the architectural design ...
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Emergent trends in comparative education: the dialectic of the global and the local Educ. Rev. (IF 3.829) Pub Date : 2023-10-10 Tony Hall
Published in Educational Review (Ahead of Print, 2023)
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Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life Educ. Rev. (IF 3.829) Pub Date : 2023-10-10 Aysha Mazhar
Published in Educational Review (Ahead of Print, 2023)
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Nine guiding principles for women in higher education Educ. Rev. (IF 3.829) Pub Date : 2023-10-10 Guo Zhang
Published in Educational Review (Ahead of Print, 2023)
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The evaluation game: how publication metrics shape scholarly communication Educ. Rev. (IF 3.829) Pub Date : 2023-10-06 Huw Morris
Published in Educational Review (Ahead of Print, 2023)
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“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society Educ. Rev. (IF 3.829) Pub Date : 2023-09-27 Ilana Finefter-Rosenbluh, Jane Wilkinson
The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian se...
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Facilitating students as partners: co-researching with undergraduates in Asian university contexts Educ. Rev. (IF 3.829) Pub Date : 2023-09-22 Tracy X. P. Zou, Gray Kochhar-Lindgren, Andrew Pau Hoang, Kristy Lam, Tom J. Barry, Lily Y. Y. Leung
Students as partners (SaP) has become an impactful practice in higher education as it enables students to take ownership of their learning and exercise agency. However, the implementation of SaP, p...
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Spatial–temporal enactments of home-schooling among low-income families of primary-aged children Educ. Rev. (IF 3.829) Pub Date : 2023-09-19 Emma Wainwright, Kate Hoskins
This paper focuses on spatial–temporal enactments of home-schooling among low-income families of primary-aged children in England. COVID-19 re-set boundaries and spaces of formal education for chil...
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Teachers’ perceptions of national large-scale assessment: the pedagogical dimension Educ. Rev. (IF 3.829) Pub Date : 2023-09-19 Rinat Arviv Elyashiv, Orit Avidov-Ungar
Large-scale assessments have become a basic national policy for educational improvement encouraging standards, decentralisation and school accountability. The current study focuses on the pedagogic...
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“You’re just not real”. LGBTQ+ youth and the struggle for identity in school Educ. Rev. (IF 3.829) Pub Date : 2023-09-15 Richard Harris, Ann E. Wilson-Daily, Markus Kemmelmeier, Meggie Copsey-Blake
ABSTRACT This study explores the challenges of students who identify as LGBTQ+ in six secondary schools in the south of England. Drawing on survey data from five schools (n = 257), and focus groups in six schools with 33 students, this study looks at the way that school culture and school climate operate and how these impact on the experiences of LGBTQ+ youngsters. This paper examines how school culture
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The impact of college diversity: struggles and successes at age 30 Educ. Rev. (IF 3.829) Pub Date : 2023-09-08 Amal Hamid
Published in Educational Review (Ahead of Print, 2023)
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Revisiting the debates on “epistemicide”: Insights from the South African school curriculum Educ. Rev. (IF 3.829) Pub Date : 2023-09-08 Gift Sonkqayi
ABSTRACT Epistemicide occurs when one knowledge is exalted at the expense of local or indigenous knowledge systems leading to the demise of such knowledge systems. In this article, I focus on how some conceptions and ways of incorporating indigenous knowledge systems seem to be entangled in the same misnomer to which they owe their existence (i.e. a mischaracterisation of indigenous knowledge systems
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The structure and predictors of instructional quality in private tutoring: a study among German private tutors Educ. Rev. (IF 3.829) Pub Date : 2023-09-08 Anna Hawrot, A. Katharina Peters, Janina Roloff-Bruchmann, Karin Guill
ABSTRACT Research on the instructional quality of private tutoring is scarce. Meanwhile, poor instructional quality may be a reason for the minimal or null effects of private tutoring on academic achievement reported in many studies. It is also not clear what makes a good private tutor. To fill in these gaps, the study examined whether the structure of instructional quality in private tutoring could