Journal for the Study of Education and Development, Infancia y Aprendizaje

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  Año 2023, Vol. 46, Número 4. Dedicado a: Shadow Education: Teaching, learning, and development / Educación en la sombra: Enseñanza, aprendizaje y desarrollo

  • Introduction

    • Shadow education: new areas of inquiry in teaching, learning and development

      Kevin Wai-Ho Yung, Steve R. Entrich, Alfredo Bautista Arellano

      • Resumen
      • Texto completo

      págs. 707-727

      

  • Prospectives / Prospectivas

    • Understanding private supplementary tutoring: metaphors, diversities and agendas for shadow education research

      Mark Bray

      • Resumen
      • Texto completo

      págs. 728-773

      

  • Research papers / Artículos de investigación

    • Does shadow education discourage or encourage creative thinking? Evidence from South Korea

      Soo-yong Byun, Jilli Jung, Tae-Seob Shin

      • Resumen
      • Texto completo

      págs. 774-808

      

  • Research Article

    • Entrepreneurial leadership of academic managers in cram schools under double reduction policy in China: conceptualizing competencies and resilience

      Percy-Lai-Yin Kwok, William-Wei-Lin Wang

      • Resumen
      • Texto completo

      págs. 809-843

      

    • Responding to uncertainty: examining Hong Kong parents’ perceptions of private tutoring through the lens of timescapes

      Alexandros Tsaloukidis, M. Nutsa Kobakhidze

      • Resumen
      • Texto completo

      págs. 844-878

      

    • Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle?

      Shalini Bhorkar

      • Resumen
      • Texto completo

      págs. 879-913

      

  • Papers / Artículos

    • The Brain Balance® programme improves attention and classroom behaviour in students with attentional and developmental challenges in a school setting

      Rebecca Jackson, Ryan M. Glanz

      • Resumen
      • Texto completo

      págs. 914-949

      

  • Research Article

    • Is there continuity from implicit recognition of intentional action in infants to explicit mindreading in preschoolers?: Systematic review of longitudinal evidence and theoretical implications

      Anyerson Stiths Gómez Tabares

      • Resumen
      • Texto completo

      págs. 950-982