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242 From Leaving Certificate to Leaving School Looney, J. (2009). Assessment and Innovation in Education. Paris: OECD Working Paper no. 24. Lumby, J. (2011). ‘Enjoyment and learning’. British Educational Research Journal, Vol. 37, No. 2, pp. 247-264. Lynch, K. and Lodge, A. (2002). Equality and Power in Schools. London: Routledge/ Falmer. Macbeath, J., Myers, K., and Demetriou, H. (2001). ‘Supporting teachers in consulting pupils about aspects of teaching and learning, and evaluating impact’. Forum, Vol. 43, No. 2, pp. 78-82. Madaus, G.F. (1988). ‘The distortion of teaching and testing: High-stakes testing and instruction’. Peabody Journal of Education, Vol. 65, No. 3, pp. 29-46. Madaus, G.F. and Greaney, V. (2005). ‘The Irish experience of competency testing: Implications for American education’. American Journal of Education, Vol. 93, No. 2, pp. 268-294. Maychell, K., Evans, C., Brooks, R., Lee, B., Pathak, S. (1998). Leaving at 16: A Study of the Factors Affecting Young People’s Decision to Leave Full-time Education. Slough: NFER. McCoy, S., and Byrne, D. (2011). ‘“The sooner the better I could get out of there”: Barriers to higher education access in Ireland’. Irish Educational Studies, Vol. 30, No. 2, pp. 141-157. McCoy, S., Byrne, D., O’Connell, P.J., Kelly, E. and Doherty, C. (2010). Hidden Disadvantage? A Study of the Low Participation in Higher Education by the Non Manual Group. Dublin: Higher Education Authority. McCoy, S. and Smyth, E. (2004). At Work in School: Part-time Employment among Second-level Students. Dublin: Liffey Press/ESRI. McCoy, S. and Smyth, E. (2011). ‘Higher education expansion and differentiation in the Republic of Ireland’. Higher Education, Vol. 61, No. 3, pp. 243-260. McCoy, S., Smyth, E., Darmody, M. and Dunne, A. (2006). Guidance for All? Guidance Provision in Second-level Schools. Dublin: Liffey Press/ESRI. McDonough, Patricia M. (1997). Choosing Colleges: How Social Class and Schools Structure Opportunity. Albany, NY: State University of New York Press. Meo, A.I. (2011). ‘Zafar, so good: Middle-class students, school habitus and secondary schooling in the city of Buenos Aires (Argentina)’. British Journal of Sociology of Education, Vol. 32, No. 3, pp. 349-367.
References 243 Mickelson, R.A. (1990). ‘The attitude-achievement paradox among black adolescents’. Sociology of Education, Vol. 63, pp. 44-61. Morris, M., Golden, S., and Lines, A. (1999). The Impact of Careers Education and Guidance on Transition at Age 16. London: Department for Education and Employment. Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1988). School Matters: The Junior Years. London: Open Books. Munro, M. and Elsom, D. (2000). Choosing Science at 16: The Influence of Science Teachers and Careers Advisers on Students’ Decisions about Science Subjects and Science and Technology Careers. Cambridge: Careers Research and Advisory Centre. NCCA. (2003a). Developing Senior Cycle Education: Directions for Development. Dublin: NCCA. NCCA. (2003b). Developing Senior Cycle Education: Report on the Consultative Process. Dublin: NCCA. NCCA. (2008). Senior Cycle Developments: Update on Flexible Learning Profiles. Dublin: NCCA. NCCA. (2011). Towards Learning: An Overview of Senior Cycle Education. Dublin: NCCA. Noguera, P.A. (2007). ‘How listening to students can help schools to improve’. Theory into Practice, Vol. 46, No. 3, pp. 205-211. O’Connell, P.J., Clancy, D. and McCoy, S. (2006). Who Went to College in 2004? A National Survey of New Entrants to Higher Education. Dublin: HEA . OECD. (2004). Career Guidance and Public Policy: Bridging the Gap. Paris: OECD. OECD. (2010). Education at a Glance. Paris: OECD. Osler, A. (2010). Students’ Perspectives on Schooling. Milton Keynes: Open University Press. Perna, L.W. and Thomas, S. (2008). ‘Barriers to college opportunity: The unintended consequences of State-mandated testing’. Educational Policy, Vol. 23, pp. 451-478. Putwain, D.W. (2009). ‘Assessment and examination stress in Key Stage 4’. British Educational Research Journal, Vol. 35, No. 3, pp. 391-411.
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The Economic and Social Research In
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FROM LEAVING CERTIFICATE TO LEAVING
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CONTENTS List of Tables and Figures
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Contents vii 5.3.3 Always Wanted to
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EXECUTIVE SUMMARY Introduction Curr
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Executive Summary xxi Such a focus
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Page 263 and 264: REFERENCES Airasian, P.W. and Madau
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Page 271: Current debates about senior cycle
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