Student Experiences of the Leaving Certificate Applied Programme

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158 ENGAGING YOUNG PEOPLE?perspectives of LCA students and help in understanding the current use ofthe programme by schools and the level of awareness of LCA amongparents.
REFERENCESAINSWORTH, J.W. and V.J. ROSCIGNO, 2005. “Stratification, SchoolworkLinkages and Vocational Education”, in Social Forces, Vol. 84, pp.257-284.ANDRES, L., M. ADAMUTI-TRACHE, E. YOON, M. PIDGEON, andJ. P. THOMSEN, 2007. “Educational Expectations, Parental SocialClass, Gender, and Postsecondary Attainment: a 10-year Perspective”,Youth Society, Vol. 39, pp. 135-163.ARUM, R. and Y. SHAVITT, 1995. “Secondary Vocational Education andthe Transition from School to Work”, Sociology of Education, Vol. 68, pp.187-204.AYALON, H., 2006. “Nonhierarchical Curriculum Differentiation andInequality in Achievement: a Different Story or More of the Same?”,Teachers College Record, Vol. 108, pp. 1186-1213.BECKER, G., 1975. Human Capital, New York: Columbia University Press.BLOSSFELD, H. P., 1992. “Is the German Dual System a Model for aModern Vocational Training System? A Cross-national Comparison ofHow Different Systems of Vocational Training Deal with theChanging Occupational Structure”, International Journal of ComparativeSociology, Vol. 23, p. 168.BOURDIEU, P. and J.C. PASSERON, 1990. Reproduction in Education,Society and Culture, London: Sage.BOWLES, S. and H.G. GINTIS, 1976. Schooling in Capitalist America,London: Routledge.BRUNELLO, G. and D. CHECCHI, 2007. “Does School Tracking AffectEquality of Opportunity? New International Evidence”, Economic Policy,No. 52, pp. 781-844.BURKE JOHNSON, R. and A.J. ONWUEGBUZIE, 2004. “MixedMethods Research: a Research Paradigm Whose Time Has Come”,Educational Researcher, Vol. 33, pp. 14-26.BYRNE, D., 2007. The Influence of Early Work Experiences Undertakenbefore Leaving Second-level Education on the Socio-economicOutcomes of School-leavers in the Republic of Ireland, Centre forEducational Sociology, University of Edinburgh.BYRNE, D. and E. SMYTH, forthcoming. Parental Involvement in Second-Level Education, Dublin: ESRI/Liffey Press.BYRNE, D. and E. SMYTH, forthcoming. ‘No Way Back’ The Dynamics ofEarly School Leaving, Dublin: ESRI/Liffey Press.BYRNE, D., S. McCOY, and D. WATSON, 2009. School Leavers' SurveyReport 2007, Dublin: ESRI and DES.COLEMAN, J. S., E. Q. CAMPBELL, C. J. HOBSON, J.McPARTLAND, A.M. MOOD, F.D. WEINFELD and R.L. YORK,1966. Equality of Educational Opportunity, Washington, D.C: GovernmentPrinting Office.CRESWELL, J. W., 2003. Research Design: Qualitative, Quantitative, andMixed Methods Approaches, Thousand Oaks, CA: Sage.CRESSWELL, J. and V. L. PLANO CLARK, 2007. Designing and ConductingMixed Methods Research, Thousand Oaks: Sage.DARMODY, M. and E. SMYTH, 2005. Gender and Subject Choice: Takeupof Technological Subjects in Second-level Education, Dublin: LiffeyPress.159
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RESEARCH SERIESNUMBER 15APRIL 2010E
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Joanne Banks is a Research Analyst,
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ACKNOWLEDGEMENTSThis study was fund
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9. Discussion and Policy Implicatio
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LIST OF FIGURESFigure 1.1: Rates of
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Figure 7.13: Percentage of Females
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EXECUTIVE SUMMARYIntroductionWhethe
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EXECUTIVE SUMMARY XVLCA. In additio
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EXECUTIVE SUMMARY XVIICURRICULUM CH
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2 ENGAGING YOUNG PEOPLE?This chapte
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4 ENGAGING YOUNG PEOPLE?Training (I
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6 ENGAGING YOUNG PEOPLE?Figure 1.1:
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8 ENGAGING YOUNG PEOPLE?secondary l
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2. RESEARCHMETHODOLOGY2.1MixedMetho
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12 ENGAGING YOUNG PEOPLE?Certificat
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14 ENGAGING YOUNG PEOPLE?2.6Limitat
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16 ENGAGING YOUNG PEOPLE?There is n
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18 ENGAGING YOUNG PEOPLE?Trends in
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20 ENGAGING YOUNG PEOPLE?The larges
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22 ENGAGING YOUNG PEOPLE?students w
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24 ENGAGING YOUNG PEOPLE?Figure 3.1
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26 ENGAGING YOUNG PEOPLE?State Exam
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28 ENGAGING YOUNG PEOPLE?In sum, ar
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30 ENGAGING YOUNG PEOPLE?more likel
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32 ENGAGING YOUNG PEOPLE?Me Dad wan
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34 ENGAGING YOUNG PEOPLE?expectatio
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36 ENGAGING YOUNG PEOPLE?more reali
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38 ENGAGING YOUNG PEOPLE?Schools (N
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40 ENGAGING YOUNG PEOPLE?had droppe
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42 ENGAGING YOUNG PEOPLE?aspiration
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44 ENGAGING YOUNG PEOPLE?Well a lot
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46 ENGAGING YOUNG PEOPLE?it should
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48 ENGAGING YOUNG PEOPLE?4.4Entry i
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50 ENGAGING YOUNG PEOPLE?That would
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52 ENGAGING YOUNG PEOPLE?because of
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54 ENGAGING YOUNG PEOPLE?Ah they we
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56 ENGAGING YOUNG PEOPLE?4.5Conclus
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5. SCHOOLEXPERIENCES ANDLEARNING PR
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60 ENGAGING YOUNG PEOPLE?Like maybe
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62 ENGAGING YOUNG PEOPLE?write, wri
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64 ENGAGING YOUNG PEOPLE?However, o
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66 ENGAGING YOUNG PEOPLE?much less
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68 ENGAGING YOUNG PEOPLE?I found it
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70 ENGAGING YOUNG PEOPLE?opinion in
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72 ENGAGING YOUNG PEOPLE?So how did
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74 ENGAGING YOUNG PEOPLE?practising
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76 ENGAGING YOUNG PEOPLE?of wrong o
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78 ENGAGING YOUNG PEOPLE?and … wh
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80 ENGAGING YOUNG PEOPLE?other Leav
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82 ENGAGING YOUNG PEOPLE?crammed in
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84 ENGAGING YOUNG PEOPLE?The respon
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86 ENGAGING YOUNG PEOPLE?Confidence
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88 ENGAGING YOUNG PEOPLE?positive a
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90 ENGAGING YOUNG PEOPLE?The work e
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92 ENGAGING YOUNG PEOPLE?Table 6.1:
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94 ENGAGING YOUNG PEOPLE?did the wo
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96 ENGAGING YOUNG PEOPLE?Most of th
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98 ENGAGING YOUNG PEOPLE?as they sa
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100 ENGAGING YOUNG PEOPLE?6.7The ro
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102 ENGAGING YOUNG PEOPLE?Well I al
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104 ENGAGING YOUNG PEOPLE?Did you h
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106 ENGAGING YOUNG PEOPLE?reliant o
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Page 160 and 161: 140 ENGAGING YOUNG PEOPLE?and mirro
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Page 164 and 165: 9. DISCUSSION ANDPOLICY IMPLICATION
Page 166 and 167: 146 ENGAGING YOUNG PEOPLE?tensions
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Page 170 and 171: 150 ENGAGING YOUNG PEOPLE?students
Page 172 and 173: 152 ENGAGING YOUNG PEOPLE?research
Page 174 and 175: 154 ENGAGING YOUNG PEOPLE?highlight
Page 176 and 177: 156 ENGAGING YOUNG PEOPLE?guidance
Page 180 and 181: 160 ENGAGING YOUNG PEOPLE?DARMODY,
Page 182 and 183: 162 ENGAGING YOUNG PEOPLE?OECD, 200
Page 184 and 185: APPENDIX 1Organisationof the LCAThe
Page 186: 166Organisation of the Leaving Cert
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Student Experiences of the Leaving Certificate Applied Programme

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