From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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244 From Leaving Certificate to Leaving School Reay, D., David, M.E. and Ball, S. (2001). ‘Making a difference? Institutional habituses and higher education choice’. Sociological Research Online, 5. Available online at: http:\\www.socresonline.org.uk/5/4/reay.html Roderick, M., Jacob, B.A. and Bryk, A.S. (2002). ‘The impact of high-stakes testing in Chicago on student achievement in promotional gate grades’. Educational Evaluation and Policy Analysis, Vol. 24, No. 4, pp. 333-357. Rolfe, H. (2000). Improving responsiveness to the labour market among young people. London: Department for Education and Employment. Rudduck, J. and Flutter, J. (2004). How to Improve Your School: Giving Pupils a Voice. London, New York: Continuum. Rutter, M., Maughan, B., Mortimore, P. and Ouston, J. (1979). Fifteen Thousand Hours: Secondary Schools and Their Effects on Children. London: Open Books. Ryan, R. and Weinstein, N. (2009). ‘Undermining quality teaching and learning: A self-determination perspective on high-stakes testing’. Theory and Research in Education, Vol. 7, No. 2, pp. 224-233. Sammons, P., Thomas, S., Mortimore, P., Owen, C., Pennell, H., Hillman, J. (1994). Assessing School Effectiveness: Developing Measures to Put School Performance in Context. London: Institute of Education. Shavit, Y. and Blossfeld, H. (eds.) 1993. Persistent Inequalities: A Comparative Study of Educational Attainment in Thirteen Countries. Boulder Colorado: Westview Press. Shavit, Y., Arum, R.and Gamoran, A. (eds.) (2007). Stratification in Higher Education: A Comparative Study. California: Stanford University Press. Shepard, L.A. and Dougherty, K.C. (1991). ‘Effects of high stakes testing on instruction’. Paper to AERA Annual Conference. Smerdon, B.A., Burkham, D.T and Lee, V. (1999). ‘Access to didactic and constructivist teaching: Who gets it? Where is it practiced?’ Teachers College Record, Vol. 1, No. 1, pp. 5-34. Smyth, E. (1999. Do Schools Differ? Dublin: OakTree Press/ESRI. Smyth, E. (2009). ‘Buying your way into college: Private tuition and the transition to higher education’. Oxford Review of Education, Vol. 35, No. 1, pp. 1-22. Smyth, E., Byrne, D. and Hannan, C. (2004). The Transition Year Programme: An Assessment. Dublin: Liffey Press/ESRI.
References 245 Smyth, E. and Calvert, E. (2011). Choices and Challenges: The Transition from Junior Cycle to Senior Cycle Education. Dublin: Liffey Press/ESRI. Smyth, E., Dunne, A., McCoy, S. and Darmody, M. (2006). Pathways through the Junior Cycle: The Experiences of Second Year Students, Dublin: Liffey Press/ESRI. Smyth, E., Dunne, A., Darmody, M. and McCoy, S. (2007). Gearing Up for the Exam? The Experiences of Junior Certificate Students. Dublin: Liffey Press/ESRI. Smyth, E. and Hannan, C. (2007). ‘School processes and the transition to higher education’. Oxford Review of Education, Vol. 33, pp. 175-194. Smyth, E. and McCoy, S. (2009). Investing in Education: Combating Educational Disadvantage, Dublin: ESRI/Barnardos. Smyth, E., McCoy, S. and Darmody, M. (2004). Moving Up: The Experiences of First Year Students in Post-primary Education. Dublin: Liffey Press/ESRI. Sommerfield, M.R. and McCrae, R.R. (2000). ‘Stress and coping research’. American Psychologist, Vol. 55, No. 6, pp. 620-625. Stanton-Salazar, R. (1997). ‘A social capital framework for understanding the socialization of racial minority children and youth’. Harvard Educational Review 67: 1-40. Stecher, B.M. (2002). Consequences of Large-scale, High-stakes Testing on School and Classroom Practice. Santa Monica: Rand. Teddlie, C. and Reynolds, D. (2000). The International Handbook of School Effectiveness Research. London: Falmer. Teddlie, C. and Stringfield, S. (1993). Schools Make a Difference: Lessons Learned from a 10-year Study of School Effects. New York: Teachers College Press. Thomas, L. (2001). Widening Participation in Post-compulsory Education. London: Continuum. Triplett, C.F. and Barksdale, M.A. (2005). ‘Third through sixth graders’ perceptions of high-stakes testing’. Journal of Literacy Research, Vol. 37, No. 2, pp. 237-260. US Department of Education. (2002). Executive Summary: The No Child Left Behind Act of 2001. Washington, DC: US Department of Education.
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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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Chapter Four LEAVING CERTIFICATE EX
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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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