Relevant bibliographies by topics / Cram schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cram schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Cram schools"

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Mineshita, Yui, Hyeon-Ki Kim, Takae Shinto, Mai Kuwahara, and Shigenobu Shibata. "Attending a Sports Club Can Help Prevent Visual Impairment Caused by Cram School in Elementary School Children in Japan." International Journal of Environmental Research and Public Health 18, no. 23 (November 26, 2021): 12440. http://dx.doi.org/10.3390/ijerph182312440.

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Longer durations for near-work activities, such as studying, worsen eyesight. In contrast, outdoor exercise is effective in reducing the risk of developing myopia. Despite these findings, however, the interaction between studying and exercise in eyesight has not been quantitatively evaluated. Moreover, since there is a culture of attending lessons in Japan, it is important to investigate the relationship between elementary school activities, such as cram schools or sports clubs, and vision. Therefore, in this study, we examined whether attending cram schools and/or sports clubs is associated with the use of glasses among elementary school students. We conducted a survey among 7419 elementary school students in Tokyo, Japan using a food education questionnaire. A logistic regression analysis was used to evaluate the relationship between wearing glasses, an objective variable, and attending sports clubs and cram schools. Sex and school year were considered confounding factors. The results of this study showed that students who attended only sports clubs were more likely to be categorized into the “not wearing glasses” group (p = 0.03, OR = 1.45), whereas those who attended only cram schools were more likely to be categorized into the “wearing glasses” group (p = 0.008, OR = 0.67). In addition, students who attended both cram schools and sports clubs were more likely to be categorized into the “not wearing glasses” group than those who only attended cram schools (p = 0.28, OR = 0.85). Our findings indicate that attending not only cram schools but also sports clubs may prevent deterioration of eyesight. Parents and health care providers need to take these findings into account in order to prevent visual impairment in children.
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Lan, Chang, Ma, Zhang, and Chuang. "Influences of Transformational Leadership, Transactional Leadership, and Patriarchal Leadership on Job Satisfaction of Cram School Faculty Members." Sustainability 11, no. 12 (June 24, 2019): 3465. http://dx.doi.org/10.3390/su11123465.

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While there is a decline in the annual population of Taiwan, the number of crams schools in the supplementary education industry is increasing. A concern is that there are not enough students to go around. Cram schools are facing a difficult situation to survive in the industry. Therefore, a great and useful leadership method is needed to help leaders lead their faculty members and organizations so that they can survive and even grow in this white-hot industry. In this study, 400 New Taipei City cram school faculties were invited to be the research objects to study the influences of transformational leadership, transactional leadership, and patriarchal leadership on job satisfaction. This study adopted the method of intentional sampling to conduct a questionnaire survey. After collecting data, SPSS12.0 software was used to analyze the descriptive statistics, reliability analysis, description of statistics, t-test method of single factor analysis of variance, and regression. As a result of this research, the employees under transformational leadership have a larger positive result on outer job satisfaction while patriarchal leadership has positive influences on inner job satisfaction. Encouraging subordinates with positive responses, inspiring speeches, and compliments could make subordinates satisfied with the company and interaction with colleagues, while teaching subordinates behavior sets up a moral and authorized style and controlling the organization directly could let subordinates get a sense of accomplishment from work. This study is aimed to provide suggestions and references for the cram schools’ leaders to change their leadership styles and improve their employees’ job satisfaction. Cram schools that take the suggestions and references could improve their working environment and become more competitive in the education industry.
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Lin, Ming-Chu, JrJung Lyu, and Chia-Wen Chen. "Design of a Metrics for Teaching Quality on Cram Schools Business." Journal of Business and Economics 10, no. 12 (December 22, 2019): 1200–1209. http://dx.doi.org/10.15341/jbe(2155-7950)/12.10.2019/007.

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Due to the pressure of fierce competition, many parents worry about their children being unable to compete with their peers. Besides the regular school class, they have engaged their kids at the cram school in order to strengthen the performance of their academic or creative art, so they might have a better foundation. The cram school business thus becomes a unique and prosperous educational business. Due to the low entry barrier, many companies have joining this business. However, the declining birth rate makes cram school business facing decreasing students number in recent years. Therefore, developing effective practices to improve students retention rate and to improve competitive advantages are becoming critical for managers of cram schools. The first step to change the cram school competition environment from cost-driven to quality-driven is to establish a way to measure the teaching quality — as there is no metrics during the past few decades in this domain. This work proposes a metrics based on the theory developed by Marsh and elaborated their idea to design a teaching quality assessment mechanism. Experts in academia and cram schools were interviewed to revise the proposed framework and the associated weighted values of elements in all dimensions of the framework were further calculated using Analytic Network Process (ANP) process. Questionnaires were distributed to representative teachers and supervisors in the cram school to justify the proposed metrics. The results show that this proposed metrics are valuable to the managers and could be used to improve students retention rate.
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Lo, Chih-Fong, and Chin-Huang Lin. "The Impact of English Learning Motivation and Attitude on Well-Being: Cram School Students in Taiwan." Future Internet 12, no. 8 (August 6, 2020): 131. http://dx.doi.org/10.3390/fi12080131.

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As English is a global language, it is important for students to learn it effectively and efficiently. Learning English from English cram schools is very popular in Taiwan. Most students have studied in English cram schools for some period of time of their English learning experience. The present study concerns about how English cram school learners’ English learning attitudes related to their learning motivation and learning well-being in Taiwan. By using the quantitative research methodology, an empirical research model has been proposed and 277 valid questionnaires were collected. The research results show that learning motivation has a significant impact on learning attitude and learning well-being. Then, the English learning attitude provides mediated effects between learning motivation and well-being. Learning attitude is the key to English learning well-being. Furthermore, a participant’s gender has a significant moderating effect between learning intrinsic motivation and attitude. According to research findings, some suggestions such as using e-learning tools were provided for teachers and educators of the cram schools in Taiwan.
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Liu, Jeng. "Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan." International Journal of Educational Development 32, no. 1 (January 2012): 46–52. http://dx.doi.org/10.1016/j.ijedudev.2011.01.014.

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Fülöp, Márta, and János Gordon Győri. "Japanese students' perceptions of the role that shadow education plays in competition in education." Hungarian Educational Research Journal 11, no. 2 (July 14, 2021): 143–65. http://dx.doi.org/10.1556/063.2021.00059.

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AbstractThe relationship between shadow education and competition has been discussed and studied widely by educational experts and policy makers in Japan. One major topic has been the role that shadow education plays in social inequality by creating winners and losers. Another is related to competition and students' psychological health; and a third concerns the cause-and-effect relationships between cram/preparatory schools and competition. The present paper focuses on students' perspectives and describes an empirical study carried out with 211 Japanese senior high school students and 145 university students. The students answered open-ended questions about their cram/preparatory school attendance, and were asked to describe how they perceived the relationship between cram/preparatory schools and competition. The free descriptive answers were content-analysed and categorized. The majority of the respondents not only saw a relationship between the two but also listed a number of functions that increased students' competitive advantage. Educational experts' and sociologists' common criticism that shadow education has detrimental effect on fairness or equal chances in education was hardly at all expressed. Relatively few students expressed doubts or emphasized the negative or harmful side of cram/preparatory school attendance and competition. The results call the attention to the importance of studying different aspects of shadow education more in-depth from the direct “users'” i.e, the students' perspective as well.
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Lowe, Robert. "Cram Schools in Japan: The Need for Research." Language Teacher 39, no. 1 (January 1, 2015): 26. http://dx.doi.org/10.37546/jalttlt39.1-5.

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The private juku (cram school) industry is an enormously profitable and influential area of education in Japan, including in the specific field of English language teaching (ELT). However, while much research has been carried out in other areas of ELT in Japan, juku have largely escaped the attention of researchers. This paper attempts to argue the need for more research into English language education as it is practiced in juku. The article first situates juku within the Japanese education system, and then illustrates the extent to which juku have been under-researched when compared to other ELT contexts in Japan. The author advocates the need for more research into ELT to be carried out in juku, and finally suggests some areas into which this research could be conducted. 学習塾産業は大きなビジネスであり、日本の英語教育に大きな影響を与えている。ところが、高校や大学などでの英語教育に関する研究は多くなされているが、学習塾での英語教育の研究はされていない。本論では、初めに、学習塾の現状を説明し、次に、どれだけ学習塾の英語教育の研究が不足しているか説明する。最後に、学習塾の英語教育の研究の必要性を訴え、より多くの研究がこの分野で行われるべきであると論じる。
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Reys, Barbara J., and Robert E. Reys. "In My Opinion: Japanese Mathematics Education: What Makes It Work?" Teaching Children Mathematics 1, no. 8 (April 1995): 474–75. http://dx.doi.org/10.5951/tcm.1.8.0474.

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Japan's stature as an economic and political power worldwide has caused growing interest in the country's culture and. more specifically, its system of educating its youth. International comparisons of mathematics achievement highlight Japanese students' unquestioned superiority in mathematical performance. Factors that contribute to the relatively high performance include the nature of Japanese schools, the professional stature of teachers, the homogeneity of the school population, the high parental expectations for the educational success of their children, the abundance of jukus (special cram schools), and heavy reliance on entrance and qualifying examinations.
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Kwok, Percy. "Examination-Oriented knowledge and value transformation in East Asian Cram Schools." Asia Pacific Education Review 5, no. 1 (February 2004): 64–75. http://dx.doi.org/10.1007/bf03026280.

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SAYANAGI, Nobuo, and Norihiro KUROISHI. "The Effect of Achievement Goal Structures in Cram Schools on Academic Motivation:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 3PM104. http://dx.doi.org/10.4992/pacjpa.74.0_3pm104.

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Dissertations / Theses on the topic "Cram schools"

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Chang, Chi-Hsiung, and 張志雄. "The Consumer Behavior Research of Compulsory Education Students Attending Cram Schools — Foreign Language Cram Schools." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/88747308694907830650.

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碩士
中國文化大學
國際企業管理研究所
90
The purposes of the study are to understand the consumer behavior of the parents who let their children attend foreign language courses in cram schools or institutes, to know further if the parents show significant variance in the degree of the motives, the sources of information, and the evaluation or not. The data is composed by the parents whose child is the student of the junior high or the elementary school, and it is collected by 522 questionnaires and returned completely by 371 parents (about 71% response rate). The major four sources of reference material are " the recommendation from relatives", " the recommendations form other students'' parents ", " the recommendations from classmates or higher grade schoolmates ", and " the recommendations from teachers ". Above all are interpersonal recommendations, so we can understand the messages from interpersonal relationship have greater influence on consumers to make decisions to take lessons after school. The most important five estimative standard items are " the professional and expressional abilities of the teacher ", " the attendance conditions and teaching attitudes of the teacher", " the achieved percentage of scheduled progress and the atmosphere in class ", "the total hours and the number of times of taking courses ", and " the depth and the practicability of the contents of course ". The parents show significant variance in the degree of the motives, the sources of the messages, and the evaluations.
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Yeh, Tzu-Ching, and 葉子菁. "How the Cram Schools Survive from a Low Birth RateAn example of academic cram school." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/9qy623.

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碩士
樹德科技大學
金融系碩士班
103
In Taiwan, the fertility rate has declined gradually by years and then the population pyramid shows low birth rate. Because of the phenomenon, the number of the students decreased every year, which results in the decreasing of the number of classes in the schools. However, the cram schools become more prosperous under the attack of low birth rate. The study will examine the impacts of low birth rate of cram schools by SWOP, interviewing the managers and teachers of G School, and questionnaire and case studies for parents. Further, it will be analyzed as Poter’s five forces analysis and 4C’s of marketing. Then, the cram schools will be suggested, based on the results, to develop in five ways such as sophisticated operation, multi-programs, internet marketing, improving the learning situation and raising a sense of worth. By means of implement the five ways, the cram school could operate well expectantly.
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Chen, Chun-chung, and 陳俊仲. "Teaching Management of Schools and Cram-school Industry: A Case Study of Junior High Schools and a Cram School in Taipei County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/91429403271426639565.

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碩士
國立臺灣科技大學
企業管理系
98
This is a case study based on questionnaire survey collected from students, parents, and teachers in schools and cram-school industries. By interviewing directors of the cram school and principals of two junior high schools in the district, a better understanding of the junior high school and cram school is gained in terms of teaching and managerial status, and development trends. Comparisons are also made through the results of the interviews. Moreover, the interviews and surveys provide an insight into the compatibility between demand and supply of teaching in relation to teachers, parents, and students. The purpose of this paper is to serve as a basis of reference for parents and students while selecting or recommending educational institutions, and for school and cram-school teachers while enhancing or adapting teaching and management. Through the case study, it can be perceived that cram-school institutes emphasize the boost of intellectual performance more evidently than that of schools with regard to teaching management. In schools, the teaching beliefs of “five educations (moral, intellectual, physical, team-building, and artistic) are equally important” and “teaching in accordance with the aptitude of the students” are widely accepted by teachers and students. The teachers’ commitment to teaching management is still essential and influential to the students’ learning curve. Schools, parents, and cram schools have constructed a compatible network around the students. The relationship between teachers and students can be seen as two extremes of demand and supply. With the impact of the low birth rate, school and cram-school teachers are required to offer extra services so as to meet the growing expectations of parents and students.
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Hsu, Ting Fang, and 徐婷芳. "A Study on the Differences of Marketing between Humanities and Science cram schools and English cram schools." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/v8q65v.

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碩士
文藻外語大學
外語文教事業發展研究所
106
In recent years, under the situation of declining birthrate, cram schools compete intensely. The differences between marketing strategies behind English cram schools and those behind the humanities and science cram schools are the purposes of this study. This study uses four different cram schools in Kaohsiung City: two are humanities and science cram schools and two are English cram schools. Qualitative research method was adapted. Research data were collected and analyzed using the marketing 5P strategies by Gary in 1991: product, price, medium, promotion, and people. The conclusions indicate that on the aspect of product strategy, the differences between English cram schools and the humanities and science cram schools are the most; and the fewest of the differences on the aspect of medium strategy. On the other hand, the similarities on the aspect of product strategy are the most; and the fewest of the similarities on the aspect of price strategy. For those who want to invest or are now working in this field, the researcher suggests that they build their own marketing strategies and have unique products in order to be competitive.
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Chungchih, Lee, and 李崇智. "The Factor Analysis of Parents Choosing Cram Schools–A Case Study of Cram Schools for Junior High Schools in Tainan County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95293973962913537512.

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碩士
南台科技大學
高階主管企管碩士班
95
The execution of the diverse enrollment program provides the different ways of enrollment for junior high school students in Taiwan. However, junior high school students encounter a more intense competition than before, and thus take more lessons from cram schools. The number of cram school increases at least two times. This research aims to investigate the key factors when junior high students’ parents in Tainan county select cram schools for their children. The questionnaires are analyzed by using the method of factor analysis. The results show that the key factors of parents choosing cram schools for their children are child orientation, ability orientation and learning orientation.
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CHIN, HSIEH YA, and 謝雅琴. "A Study of Attending Cram Schools among Elementary School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/45210866508173935432.

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碩士
大葉大學
教育專業發展研究所
98
The purposes of this study was to investigate the occurrence of attending cram schools for elementary school students and to examine relationships among perception of cram, academic self-efficacy, self-regulated learning, perceived academic achievement, and attending cram schools. It also explored whether attending cram schools brings any difference among perception of cram, academic self-efficacy, self-regulated learning and perceived academic achievement. A sample of 550 5th and 6th graders from the public elementary schools in Taiwan was selected. Questionnaires used in this study included Perception of Cram Scale, Academic Self-Efficacy Scale, Self-Regulated Learning Scale, Perceived Academic Achievement Scale and Reasons Scale. The data obtained were analyzed by descriptive statistics, Pearson’s correlation, t-test and Enter Multiple Regression. The results of this study were as follows: (1)The percentage of students who attend cram schools is 82%. (2)The main reason why students attend cram schools is the perception of usefulness of cram courses, secondly is family factor. The lowest impact is from others. (3)Students feel that it’s more useful to study on their own or their family can help with their homework, so they don’t need to attend cram schools. (4)There are significant differences in perception of cram, cognitive regulation, behavioral regulation and perceived academic achievement between students with and without attending cram schools. (5)There are significant correlation among positive perception of cram, academic self-efficacy, self-regulated learning and perceived academic achievement. (6)Students with and without attending cram schools, academic self-efficacy and cognitive regulation could effectively predict perceived academic achievement.
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Liao, Chen-Hsin, and 廖晨心. "Business and Expansion Strategies of Taiwan''s Cram Schools－A Case Study of H Cram School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/98p99k.

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碩士
健行科技大學
企業管理系碩士班
105
As a result of the change of school education policies, the trend toward low birth rate and the low threshold of cram school, Taiwan’s cram schools are constantly emerging, which have different enrollment patterns, faculty members and curriculum planning. With the enhancement of parent’s education level, parents pay more attention to children''s academic courses, andhave more expectations and requirements in selection of cram school. Faced with an increasingly competitive supplementary education industry, management and development policies of cram schoolshould also advance with the times, and continuously adjust and update in order to maintain a competitive advantage. This research adopts a case study method. For the supporting strategies of which Taiwan’s supplementary education industry should carry out in response to social environment changes, a SWOT analysis is used to analyze H cram school. A five forces analysis discusses five factors that influence Taiwan’s supplementary education industry. From the results of the case study, some suggestions for management and development strategies of H cram school are provided.
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Chang, I.-Hsiung, and 張義雄. "Exploring The Key Success Factors of Cram Schools on Parental Perspectives─A Study of Cram Schools in Taipei Area." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/11659785331225396181.

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碩士
淡江大學
管理科學研究所企業經營碩士在職專班
95
Recently, due to the change in Taiwan’s environment, as the focus on the importance of language ability by people and the parents’ anxiety on their children’ education, so the demand for cram schools are higher than before. However, the only affair that the government regulates on cram schools is no more than providing acceptable facilities. There are few specific standards for qualification on teaching and class management. Parents, in a way, do have their own criteria for selecting ideal cram schools. Therefore, many cram schools are still thriving especially facing the economic recession and the trend of fewer children. During these ten years, the birth of children in Taiwan is fewer and fewer by years and reduces from three hundreds thousand to about two hundreds thousand, but the numbers of cram schools become more and more-step up quintuple from 1997 to 2006. The purpose of this study is to investigate the key success factors (KSFs) in Cram Schools on parental perspectives, based on a study of cram schools in Taipei area. This research was conducted through document collection, brainstorm meeting of cram school managers, preliminary questionnaire surveys and symposiums, finally a survey was conducted. The subjects of this survey were parents whose children are students of cram schools which have been set up for over 10 years and have a number of over 300 students. Finally there are 633 valid subjects were returned. The data of the survey were analyzed and the result is shown below: I. From parents’ point of view, the key success factors in Cram Schools will be1.professional teachers 2.student management 3. legality 4.business management. II. Parents in Taipei city showed lower intent toward “joyful learning” while parents in Taipei County showed higher tendency on that aspect. Therefore, cram schools in Taipei City need to focus on how to make students learn more knowledge and become more mature. On the other hand, cram schools in Taipei County should pay attention on whether students are learning happily or not, otherwise the cram schools may lose their students despite the progress in their grade records. III. Families of higher income would pay more attention on qualification of teachers. As the trend of fewer children was formed, so cram schools need to be more professional and high-priced in order to keep the market stable. IV. The key success factors in cram school are shown in the survey, which concludes in the following eight points: 1.teachers with enthusiasm and higher EQ 2. recruiting teachers from various sources 3. good facilities 4. advertisement 5. academic affairs 6.understanding expectation of parents on cram school industry-including cram schools with right visions of running schools, and cram schools with designing of gifted education, etc.. 7.understanding expectation of parents on cultivation of their children. 8.understanding expectation of parents on learning process of their children. V. In addition to the abovementioned findings, this research will provide valid criteria (KSFs) for cram school managers, government and parents on evaluating related affairs of cram schools. When evaluating or exploring the key success factors of cram schools, if time is enough, we can use the long-form survey, which includes 123 items. If there isn’t enough time, we can use the short-form survey, which includes 30 items.
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Huang，Ching-Hsien and 黃靜嫻. "Choice Behavioral Factors on Cram Schools of Undergraduates." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/16919436614242838305.

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碩士
輔仁大學
應用統計學研究所
94
The subject of study is Choice Behavioral Factors on Cram School of Taiwanese Undergraduates, used questionnaire by students of Taipei county to indagate and analyze. The primay purpose of this research are shown as follows: 1. Investigation of students’ demand for choosing cram school. 2. Investigation of connection relationship between different character of students and 　　 　selecting of cram school. 3. Investigation of motive intension of choosing cram school, getting information of 　source, each attributive intension of cram school for cluster of student. The central focus of this study is to understand sutdents of choosing motion of cram school, informational source, noticeable level of evaluated principle, discussing wether it is defferent from different background of studnts between choosing cram school, futhermore, to provide standard reference of marking manner of cram school. There search was used by data analysis and got important conclusion stated below: There are four motion to choose cram school as follow by students of graduate:better chance for passing exam, rasing ability of employability, enhancing study to overstride different subjects, affected by classmates who choose cram school, encouraged by family and teacher. The source of getting information as follow: introduced by classmates and family, distributed DM by cram school, inquired by counter, or promotive symposiac.
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Horng, Wen-Yih, and 洪文義. "Management strategies for cram schools in Taichung city." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78813190026620303256.

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碩士
國立勤益科技大學
研發科技與資訊管理研究所
98
As the social and economic environments changes, the worse boom has arisen after the financial shock. The changes in the education policies such as the use of various kinds of textbooks in the elementary school and junior high school, national education extends to 12 years causing significant reduction in number of students of younger generations admitting to schools. However, due to increasing number of teachers and low threshold in the establishment, the number of cram schools drastically increased from 5,017 to 18,096 since last ten years (2000-2009). Increasing cram schools with reducing number of students also lead to the low recruiting rates and huge fluctuations in the whole market. Therefore, the management of the cram schools toward right direction will be an issue of concern. Facing various factors such as the profit making, competition and customer requirement, it was possible to find out the competitive advantages or key factors of a successful cram school. In the present study, attempts have been made to figure out the major factors playing significant roles in the establishment of a successful and sustainable cram school in the market. By interviewing the experts, staffs and officers the score card was designed and the expert questionnaire was completed based on different aspects including finance, customer, internal management, learning as well as growth. The questionnaire was delivered to the experts by using the Delphi method. The Analytic Hierarchy Process (AHP) was used to find out the key factors influencing the successful management of a cram school, and this was done after giving priority to the aspects including finance, customer, internal management, learning as well as growth. Based on the interviewing scheme research data were collected and coordinated. After the Importance-Performance Analysis (IPA), the most important and satisfactory factors were determined by analyzing and scoring the values from the questionnaires. The important factors in the management of the cram schools were investigated from the AHP results and were ranked as follows: the cram schools should be legal and must be equipped with fire control facilities certified by the government, the location and traffic situation, the public praise for the superior teaching should be propagated by the patriarch, the satisfaction of the demands posed by the students. The less important factor was the scoring and assessment of the staff. The IPA demonstrated that the factors needed to be greatly improved were listed in the following ranking: the financial control of the cost, productivity, scoring and assessment system, identification and responsibility of the staffs. Overall, the fulfillment of scoring and assessment system should be the contemporary goal needed to be established and adjusted. The financial status will be taken into consideration to enhance the competitiveness of the cram schools in near future. In the ‘first needed to be improved’ and the ‘overemphasized’ factors, items with higher potential will be selected, in order to achieve success in establishing the sustainable cram school. Priority must be given to the factors above mentioned in order to boost the performance of the cram school. The overall profit can be maintained meanwhile increasing the competitiveness with respect to educating younger generation. The public praise for the superior teaching should be propagated by the patriarch, which will increase the profit with subsequent sustainable management. The present studies can serve as the reference to the staff, related personals or researchers for the sustainable management of the education offered by the cram schools.
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Books on the topic "Cram schools"

1

G, Vlk Ronald, ed. Cram course for the LSAT. 2nd ed. New York: Arco, 1990.

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Kang, Ch'ang-hŭi. Sagyoyuk e taehan kyŏngjehakchŏk punsŏk mit chŏngch'aek cheŏn. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2010.

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1-tŭng hagwŏn kyŏngyŏng ŭi pimil. Sŏul T'ŭkpyŏlsi: Mirae wa Kyŏngyŏng, 2010.

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Kim, Ir-hyŏk. Sa kyoyukpi chosa pangbŏp kaesŏn yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Konggyoyuk ŭn chugigo sagyoyuk man sallija. Sŏul-si: Misŏng Munhwawŏn, 2010.

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Kim, Sun-nam. Sagyoyukpi kyŏnggam chŏngch'aek ŭi chindan kwa taech'aek: Chŏngch'aek ch'ujin tan'gye rŭl chungsim ŭro. Sŏul T'ŭkpyŏlsi: Han'guk Kyoyuk Kaebarwŏn, 2011.

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Chʻoe, Hyŏng-jae. Sagyoyuk ŭi taehak chinhak e taehan hyokwa. Sŏul Tʻŭkpyŏlsi: Hanʼguk Nodong Yŏnʼguwŏn, 2007.

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1940-, Chŏng Chi-ung, and Hanʼguk Hagwŏn Chʻongyŏnhaphoe, eds. Hagwŏn ŭi yŏksa wa panghyang. [Seoul]: Hanʼguk Hagwŏn Chʻongyŏnhaphoe, 1994.

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Kim, Sun-nam. Sagyoyuk chindan mit taecha'ek: Wŏnin, munje chindan mit chonghap taech'aek. Sŏul-si: Han'guk Kyoyuk Kaebarwŏn, 2010.

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Ekpaideutiko Synedrio (18th 1996 Nicosia, Cyprus). Heniaiopoiēsē exetaseōn-parapaideia: 18. Ekpaideutiko Synedrio, Ekpaideutiko kai Politistiko Kentro Laikēs Trapezas, Leukōsia, Savvato 27 Apriliou, 1996. Leukōsia, Kypros: Ekpaideutikos Metarrythmistikos Homilos Kyprou, 1998.

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Book chapters on the topic "Cram schools"

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Hunt, Tamerah N. "Return to School/Work Accommodations." In Cram Session in Evaluation of Sports Concussion, 99–106. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523376-6.

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HUANG, Hsin Mei. "Effects of Cram Schools on Children's Mathematics Learning." In Series on Mathematics Education, 282–306. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812562241_0011.

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MacDonald, Ewen. "Chapter 10: Eikaiwa vs. juku: The affordances and constraints of each context." In Teacher Narratives From the Eikaiwa Classroom: Moving Beyond "McEnglish", 111–22. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/13/10.

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​In this chapter, Ewen MacDonald compares eikaiwa and juku (cram schools), arguably the two most overlooked contexts in TESOL research in Japan. Having simultaneously worked in both contexts, he relates the affordances and constraints he experienced in each classroom and explores the ways in which he feels his experiences in eikaiwa and juku contributed to his evolving teacher identity.
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Nagai, Masahiro, and Noriyuki Matsunami. "Gifted Education and One Case Solution through E-Learning in Japan." In Cases on Instructional Technology in Gifted and Talented Education, 381–410. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch018.

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Japanese parents are genuinely concerned about their children's education, especially if the latter display exceptional abilities. Such parents also believe that the public education system insufficiently nurtures their gifted children's potential. Consequently, parents frequently enroll their children in private schools and afterschool programs at cram schools (juku), which feature accelerated, condensed curriculums. Juku have subsequently prospered, with approximately 37.8% of Japanese sixth grade students attending one (Ministry of Education, Culture, Sports, Science, & Technology in Japan, 2008). Public schools have noted juku students' excellent examination results and begun hiring juku instructors (Kuroishi, 2009). Unfortunately, equally gifted, but poor, students cannot afford to enroll in these institutions (Mimiduka, 2009). Therefore, the authors propose implementing an e-learning system, granting students affordable access to supplemental learning opportunities. Herein, they discuss the state of Japanese gifted education before highlighting e-learning's effectiveness in this context based on practical educational research at a Tokyo elementary school.
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"Zest for Life." In Advances in Educational Marketing, Administration, and Leadership, 47–67. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7005-3.ch003.

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Japan's school education system is highly structured and focused on academic excellence. Japanese education emphasises discipline, hard work, and respect for authority. The 12-year school education comprises elementary education of six years, lower secondary and upper secondary education of three years each. The ‘Zest for Life' is the most remarkable reform in Japanese school education, representing its ambition and commitment. Japanese curriculum aims to develop students' personalities to the fullest by striving to build a healthy human mind and body, love for truth, respect for individuals, the value of work, and a deep sense of responsibility and a spirit of independence as the builders of a peaceful country and society. Schooling in Japan is stressful (with a high suicide rate among students). High school and university entrance are highly competitive and based on academic performance and entrance examinations. Many students also attend private “cram schools” or ‘juku' to supplement their education and improve their chances of success.
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"The mosquito, the cram school and the army." In The Lives of Brian, 37–46. MUP, 2018. http://dx.doi.org/10.2307/jj.5371948.11.

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Wu, Yuhfen Diana, Peggy Cabrera, and Jeff Paul. "Librarians for Tomorrow at the San José Dr. Martin Luther King Jr. Joint Library." In Advances in Human Resources Management and Organizational Development, 62–82. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-601-8.ch004.

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Recruitment initiatives at San José State University date back over a decade. SJSU and local librarians and faculty from the School of Library and Information Science and local libraries have been partnering with professional organizations by sponsoring recruitment fairs, ice cream socials and other gatherings at SJSU and in the broader communities to recruit individuals to attend library school. This paper provides a review of the literature regarding recruitment and retention of students of color in library schools. Also included is a review of the factors that lead to the decision to become a librarian. It provides a description of the IMLS Librarians for Tomorrow Program at San José State University. Challenges and recommendations for future study followed.
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"5. The Cram School Industry in the Age of Recession." In The Strange Child, 110–38. Stanford University Press, 2020. http://dx.doi.org/10.1515/9780804798563-008.

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Sudhalter, Richard M. "Bread, Gravy, and Cream." In Stardust Melody, 164–82. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195131208.003.0011.

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Abstract Eva Ford replaced the telephone receiver and stood for a moment, lost in thought. A songwriter, newly discharged from Flowers Fifth Avenue Hospital, needed home care. One of her friends, a nurse, had been offered the job but couldn’t take it. Would Eva fill in for her? She’d come down to New York after graduation from high school in Cambridge, near Boston, to take up nursing, and this was definitely a nursing opportunity: she couldn’t very well turn it down without at least giving it a chance.
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"5. Constructing Reality: Ice Cream, Women’s Studies, and the MBA." In The Schooled Society, 99–122. Stanford University Press, 2020. http://dx.doi.org/10.1515/9780804790482-008.

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Conference papers on the topic "Cram schools"

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Alves, Ediane, and Paulo Prado. "DOMESTIC VIOLENCE AGAINST WOMEN AND ITS IMPACT ON CHILDREN'S SCHOOL PERFORMANCE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact030.

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"This research addressed the issue of domestic violence investigating whether and how it affects the school performance of the child who witnesses episodes of violence against the mother in the home. Personal characteristics and other environments in which these children and adolescents are inserted in, such as family, school and community interact with each other and can influence their school performance. Because the school is the second most common space for children, it is in it where family environment is expressed. The main objective of this study was to analyze whether and how domestic violence experienced by children affects their school performance. The data were collected throughout documentary research, one analyzing the information recorded in the files of the Reference and Service Center for Women (CRAM in Portuguese) and the Municipal Education Secretariat (SME). Records were selected from 20 children regularly enrolled in elementary public schools, whose mothers sought the services of CRAM. The dependent variable was school grades, which were analyzed according to a repeated measures design: during the occurrence of domestic violence episodes and after these episodes have ceased. Analyzes were also conducted with the aim of verifying possible effects of other variables, such as school attendance, family socioeconomic status and mothers education level. The results showed that the students had lower school performance after the end of the episodes of violence. No effects of other variables were observed. Factors related to the phenomenon are discussed as possible causes: separation from the father, change of address, custody’s change and others. Considering that the casuistry of this study was composed of students from low-income families, the results point to a kind of ""Matthew effect"", that is, a relationship between violence, poverty and ignorance in which everyone feeds each other forming a cycle quite hard to break. Therefore, it is necessary that public policies be formulated in the scope of education so that students who experience domestic violence receive specialized attention aiming at realizing their learning potential."
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Lan, Tian-Syung, I.-Hsiung Chang, and Tsz-Ching Ma. "THE INFLUENCES OF TRANSFORMATIONAL LEADERSHIP AND TRANSACTIONAL LEADERSHIP ON JOB SATISFACTION OF FACULTY MEMBERS IN NEW TAIPEI CITY CRAM SCHOOLS." In 2nd Eurasian Conference on Educational Innovation 2019. International Institute of Knowledge Innovation and Invention Private Limited, 2019. http://dx.doi.org/10.35745/ecei2019v2.071.

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Salonikov, Nikolay V., and Konstantin V. Sutorius. "The Fate of Novgorod Archbishop School Students under Theophan (Prokopovich)." In Лихудовские чтения — 2022. НовГУ им. Ярослава Мудрого, 2023. http://dx.doi.org/10.34680/978-5-89896-832-8/2023.readings.10.

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e article deals with the fate of the Novgorod Archbishop school and its students a er the Novgorod cathedra was headed by eophan (Prokopovich). A er the Slavic, Latin, particular and diocesan schools of the Novgorod diocese were disbanded in 1726, most of the students, the children of church and clergymen, were sent to their parents’ homes without appointing them to any positions. Some of the students, mostly children of commoners and orphans, were sent to Moscow and St. Petersburg to learn a cra , the other was assigned to various services at the bishop’s house. Only Greek grammar class remained in Novgorod school, where only orphans were le — the children of the clergy, peasants and employees of the bishop’s house, but over the next four years they were taken from the school and sent either to learn a cra , or transferred to the eophan’s (Prokopovich) school in St. Petersburg, so that from 1730 to 1732 there are no traces of the school’s activities in known documents. Based on the analysis of the available sources the authors try to determine the possible reasons why during the reign of Archbishop eophan in the late 20s — early 30s of the XVIII century the activities of the Archbishop school in Novgorod were drastically reduced.
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Huang, Siyi, Jiawei Wang, Lei Mao, Juan Ren, and Lei Zhang. "New Space Exploration of Chinese Education in the 21st Century Based on Heuristic Infiltration Teaching Method." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002405.

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With the rapid development of China in recent decades, people's life has undergone a qualitative change, facing a new way of life and a new way of thinking. In this context, this study will discuss what kind of buildings, Spaces and urban status have changed with these changes, which will change, what architects can do for these changes, and what attitude they should hold towards these changes.This study comes from the open architecture design course of the School of Architecture of Chang 'an University in 2021, which is taught by Lei Mao, an architect who graduated from Berlage Institute. The course trains students' comprehensive ability to find and solve problems in the design process through the classical heuristic and penetrative teaching method of Berlage Institute.Research contents and objectivesSince the 1970s, the resumption of National College Entrance Examination has restored order to the country's selection of talent, but the single and fixed selection method has led to the internal examination of learning competition, and thus the cram school system, which is independent of the education system. This paper will systematically study this new type of remedial education space.The author tries to through the method of design, research of urban living space in the phenomenon summarized, analysis, deconstruction, at the same time, compare with standardized format education space, summarized similarities and differences of the two, in the study based on the results of analysis of continuation education space in the form of architecture design of refactoring.Research pathResearch path :(1) Determination of research object (2) Construction of research framework (3) Investigation and information collection (4) Induction and analysis of spatial features (5) Expression of design drawings.Firstly, the architectural environment space of the cram school is determined as the research topic. Then, the research framework of the space history and type of cram school was set up. According to the framework, information was collected and the internal scale of space was studied. The research results were expressed with plan and axonometric map. At last, based on the preliminary research, the architectural design is carried out. In this stage, the connection between architecture and exterior is no longer emphasized, but the organization of the internal space of the building, and the reality is reflected through the design results, which causes social reflection.4. Conclusion(1) Architecture and space often develop with the changes of The Times. The cram school space evolved from the traditional education space, but its profit and commodity nature makes it different from the education space such as school.(2) Intensive cram school buildings are likely to emerge in the future. In the course, the relationship between architectural space scale, crowd and activity type is discussed, and the possibility of intensive design of cram school is proposed. Complement the existing educational space.(3)The architect in the design of new type of space, through combing the historical trace of the spatial analysis of the current existing strong correlation and weak correlation space types, explore the space variable and variable, on the basis of this system between ground-to-air refactoring, to get a new space pattern and space form.
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Kobashi, Shumpei, and Tsunenori Mine. "A System for Generating Student Progress Reports in Cram School." In 2022 12th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2022. http://dx.doi.org/10.1109/iiaiaai55812.2022.00019.

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Suzuki, Yosuke, and Kazunori Mizuno. "Two-Phase Optimization for Shift Scheduling in Individualized Teaching Cram School." In 2022 International Conference on Technologies and Applications of Artificial Intelligence (TAAI). IEEE, 2022. http://dx.doi.org/10.1109/taai57707.2022.00031.

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Sitanggang, Hendra Dhermawan, and Ummi Kalsum. "The Pattern of Snack And Beverage Concumption for Suku Anak Dalam (Sad) Children in The Trans Social Area of Nyogan Village, Muaro Jambi, Jambi Province." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.21.

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Background: Consumption of street food in school has an impact on children’s health, especially their nutritional status. Children in the Anak Dalam Tribe (SAD) are mostly malnourished and short. The remote indigenous community (Suku Anak Dalam) in Nyogan Village has undergone a social transition for 15 years since being granted permanent settlement by the Government. Many changes have occurred as well as consumption patterns. This study aims to determine the pattern of consumption of street food and beverages in schools for SAD children in Nyogan Village. Subjects and Method: This was a qualitative study with a phenomenological design conducted in Nyogan Village, Muaro Jambi Regency. Several information was selected for this study included: children, parents, community leaders or traditional leaders, school principals, teachers, neighbourhood leader, village heads, village midwives and public health center officer. The inclusion criteria were consumption pattern of food and drink snacks for SAD children at school. The data were collected by in-depth interview and analyzed using Miles and Hubberman’s model. Results: Children with SAD who go to elementary school in trans social areas in Nyogan Village like food and drink snacks. The most commonly consumed snack foods are sausages, sticky and grilled meatballs, thousand fried rice, candy, rice cake. At the same time, the most widely consumed snack drinks are present ice, juice jacket, glass tea, okky jelly drink, and ice cream. The reason is that only these types of food and beverages are available and cheap. SAD children in Nyogan Village rarely eat local snacks, such as fried sweet potatoes, that used to be consumed. There are concerns regarding the safety of snack foods and drinks suspected of having “chemical content” that is harmful to children health in these snacks. The cleanliness of the place of snacks and personal hygiene of food handlers are factors related to food and beverage snacks’ health. The Health Officer or public health center never conducts counseling on snack foods’ safety and is not regularly supervised. Conclusion: The consumption pattern of food and drink snacks for children with SAD in trans-social areas has changed. They consume snacks that are sold around the school. However, these foods and drinks are not guaranteed safety. Education and supervision are needed for food vendors or handlers in schools so that SAD children improve their health. Keywords: Consumption patterns, school snacks, children’s health, Suku Anak Dalam, qualitative Correspondence: Hendra Dhermawan Sitanggang. Program Studi Ilmu Kesehatan Masyarakat, Universitas Jambi. Jalan Tri Brata, Km 11 Kampus Unja Pondok Meja Mestong, Kab. Muaro Jambi. Email: hendrasitanggang@unja.ac.id. Mobile: 081361918000. DOI: https://doi.org/10.26911/the7thicph.02.21
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Gao, Qiancheng, Siyu Peng, and Ruoxi Zhang. "Taking Cram School Courses and Negative Emotion in Middle School Students: The Moderating Role of Parent-Child Relationships." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.120.

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Yee, B., R. Calaga, F. Zimmermann, R. Lopez, Agustín Conde-Gallardo, Eloy Ayón-Beato, Juan José Godina-Nava, Martín Hernández-Contreras, and Liliana Velasco-Sevilla. "Simulations of the failure scenarios of the crab cavities for the nominal scheme of the LHC." In ADVANCED SUMMER SCHOOL IN PHYSICS 2011: EAV2011. AIP, 2012. http://dx.doi.org/10.1063/1.3678621.

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Kho, Adam. "A Descriptive Analysis of Cream-Skimming and Pushout in Choice Versus Traditional Public Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576914.

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Reports on the topic "Cram schools"

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Altonji, Joseph, Ching-I. Huang, and Christopher Taber. Estimating the Cream Skimming Effect of School Choice. Cambridge, MA: National Bureau of Economic Research, December 2010. http://dx.doi.org/10.3386/w16579.

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