As a key research base for humanities and social sciences designated by China's Ministry of Education and a national key research base for textbook development, the Institute of Curriculum and Instruction at East China Normal University is committed to sharing China's educational experience with the world. In recent years, the Institute has invited internationally influential scholars and experts to engage in dialogue on China's curriculum reform. These efforts led to the launch of China's first book series devoted specifically to "Curriculum Reform and School Innovation in China."
The series is co-edited by Professor Cui Yunhuo, Professor Chen Shuangye, and Lee Shulman, former president of the American Educational Research Association (AERA) and professor emeritus at Stanford University. Associate Professors Wang Tao and Shi Yuchen serve as Executive Editors. The series is published in collaboration with the internationally renowned Springer Group ( https://www.springer.com/series/15932 ).
Volume 3
Demand for Private Supplementary Tutoring in China
Written by Associate Professor Liu Junyan, the third volume, Demand for Private Supplementary Tutoring in China , was published in 2023. While school education in China has made wide-ranging and groundbreaking advances, private supplementary tutoring has continued to grow and expand. Before the introduction of the Double Reduction policy, it had developed into an almost parallel system outside formal schooling; under the pressure of policy regulation, some forms of tutoring have become less visible and more varied. Drawing on ten years of the author's empirical research, this book investigates the factors underlying demand for private supplementary tutoring in China.
Overview
Taking parents' perspectives as its starting point, the author integrates parentocracy theory and consumer choice theory, and draws on both quantitative and qualitative methods to provide a systematic analysis of demand for private supplementary tutoring during China's compulsory education stage. After presenting the scale of demand nationwide and differences among social groups, the book examines how students, families, schools, tutoring providers, and the government interact to shape that demand. It explores how family demand changes and reaches a balance over time, and explains differences in demand patterns among families of high, middle, and low socioeconomic status. It then analyzes how family demand has changed under the Double Reduction policy. Finally, from the standpoint of families, the book considers the implications for reducing students' educational burden, reforming school curricula and teaching, and strengthening collaboration among families, schools, and communities. The volume offers theoretical contributions as well as practical insights that can help illuminate and inform ongoing changes in education and teaching in China.
The series is currently open to submissions of theoretical or empirical monographs by individual authors or co-authors, as well as edited collections. It plans to publish three volumes each year, continuing to share China's experiences in curriculum reform with the world.