Universität zu Köln

Guill, Karin ORCID: 0000-0003-2032-5382 and Lintorf, Katrin (2019). Private tutoring when stakes are high: Insights from the transition from primary to secondary school in German. International Journal of Educational Development, 65. S. 172 - 183. OXFORD: PERGAMON-ELSEVIER SCIENCE LTD. ISSN 1873-4871 ; 0738-0593

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Abstract

Private supplementary tutoring is a widespread and controversial phenomenon. The pressure high-stakes exams put on students is often held responsible for high tutoring rates. Our study tested this hypothesis by using regional variance in Germany: Results from two of three large-scale studies give evidence that, in regions where the transition from primary to secondary school resembles high-stakes exams, the probability to attend private tutoring is higher than in other regions. Therefore, we discuss how a more flexible education system with different pathways to the same educational goal might obviate the need for private tutoring and we consider this system's side-effects.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Guill, Karin UNSPECIFIED orcid.org/0000-0003-2032-5382 UNSPECIFIED Lintorf, Katrin UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-155864
DOI:	10.1016/j.ijedudev.2018.08.001
Journal or Publication Title:	International Journal of Educational Development
Volume:	65
Page Range:	S. 172 - 183
Date:	2019
Publisher:	PERGAMON-ELSEVIER SCIENCE LTD
Place of Publication:	OXFORD
ISSN:	1873-4871 ; 0738-0593
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Erziehungs- und Sozialwissenschaften > Institut für Allgemeine Didaktik und Schulforschung
Subjects:	Education
Uncontrolled Keywords:	Keywords Language SHADOW EDUCATION; CHALLENGES; ELEMENTARY; TUITION; DEMAND; POLICY Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/15586