OCTO
发表于 2025-3-26 21:19:51
Teaching, Learning and Assessment,cular institutions and courses within higher education and influencing their employment chances if they enter the labour market directly. Ireland is therefore a revealing case study of the impact of high-stakes examinations on student experiences of teaching and learning. In general, young people ar
垫子
发表于 2025-3-27 03:59:45
Conclusions,of social class and school composition, the role of ability grouping in fostering educational inequality, and the impact of high-stakes examinations on student experiences of teaching and learning. She relates the study findings to ongoing debates about lower secondary reform in Ireland and highligh
责难
发表于 2025-3-27 09:21:19
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Incommensurate
发表于 2025-3-27 09:44:01
Book 2016cture and process is explored. Placing young people‘s voices centre stage, it explores how they respond to the school context and make decisions that will profoundly affect their future. This book contrasts different types of school settings and examines how gender and social class play out at the school level.
Stable-Angina
发表于 2025-3-27 15:14:17
The Democratic Climate of the School,aviour and disengagement from the school context. In contrast to the growing emphasis on ‘student voice’ in the research literature, these young people felt they had no voice and were effectively silenced.
渗入
发表于 2025-3-27 20:19:47
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无法解释
发表于 2025-3-27 22:13:32
Conclusions,teaching methods, postponing subject choice as late as possible, moving away from the use of rigid ability grouping, and promoting a positive school climate which emphasises positive feedback rather than negative sanctions.
Esophagitis
发表于 2025-3-28 04:16:38
a culture of high stakes examinations affect experiences of This book explores the experiences of young people as they move through the Irish secondary educational system. Drawing on a rich study which combines survey data with in-depth interviews with students, it addresses the key facets of school
盟军
发表于 2025-3-28 08:39:57
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STYX
发表于 2025-3-28 10:34:21
https://doi.org/10.1057/978-1-137-49385-9Student voice; School effect; School climate; Transitions; Ability groupings; Gender; Social Class; High St