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REFERENCES<br />

Airasian, P.W. and Madaus, G.F. (1983). ‘Linking testing and instruction: Policy<br />

issues’. Journal of Educational Measurement, Vol. 20, No. 2, pp. 103-118.<br />

Au, W. (2007). ‘High-stakes testing and curricular control’. Educational Researcher,<br />

Vol. 36, No. 5, pp. 258-267.<br />

Au, W. (2010). ‘The idiocy of policy: The anti-democratic curriculum of highstakes<br />

testing’. Critical Education, Vol. 1, No. 1, pp. 1-15.<br />

Banks, J., Byrne, D., McCoy, S. and Smyth, E. (2010). Engaging Young People?<br />

Student Experiences of the <strong>Leaving</strong> Certificate Applied Programme. Dublin:<br />

ESRI.<br />

Borko, H. and Elliott, R. (1999). ‘Hands-on pedagogy versus hands-off accountability’.<br />

Phi Delta Kappan, Vol. 80, No. 5, pp. 394–400.<br />

Bloom, J.L. (2007). ‘(Mis)reading social class in the journey <strong>to</strong>wards college:<br />

Youth development in urban America’, Teachers College Record, Vol. 109, No.<br />

2, pp. 343-368.<br />

Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste.<br />

London: Routledge and Kegan Paul.<br />

Braun, H. (2004). ‘Reconsidering the impact of high-stakes testing’. Education<br />

Policy Analysis Archives, Vol. 12, No. 1, pp. 1-43.<br />

Byrne, D., McCoy, S. and Watson, D. (2008). School Leavers’ Survey Report<br />

2007. Dublin: ESRI and the Department of Education and Science.<br />

Byrne, D. and Smyth, E. (2010). No Way Back? The Dynamics of Early School<br />

<strong>Leaving</strong>, Dublin: Liffey Press/ESRI.<br />

Byrne, D. and Smyth, E. (2011). Behind the Scenes? A <strong>Study</strong> of Parental Involvement<br />

in Post-primary Education. Dublin: Liffey Press/ESRI.

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