Bottom of the Class? The Leaving Certificate Applied Programme and Track Placement in the Republic of Ireland

Autor/inn/en	Banks, Joanne; Byrne, Delma; McCoy, Selina; Smyth, Emer
Titel	Bottom of the Class? The Leaving Certificate Applied Programme and Track Placement in the Republic of Ireland
Quelle	In: Irish Educational Studies, 33 (2014) 4, S.367-381 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2014.960148
Schlagwörter	Foreign Countries; Track System (Education); Social Class; Qualitative Research; Case Studies; Interviews; Student Attitudes; Decision Making; Educational Environment; Vocational Education; Academic Education; School Role; Equal Education; Secondary School Students; Ireland + Suchen Sie Ihr Suchwort? Ausland; Leistungsgruppe; Leistungsdifferenzierung; Social classes; Soziale Klasse; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schülerverhalten; Decision-making; Entscheidungsfindung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausbildung; Berufsbildung; Akademische Bildung; Sekundarschüler; Irland
Abstract	Across many countries, young people are differentiated into academic and vocational tracks, a pattern that is closely related to their social class background. The Irish secondary system has been largely undifferentiated, but the introduction of a pre-vocational programme, the Leaving Certificate Applied (LCA), has brought an element of tracking into upper secondary education. This article explores whether allocation into the LCA track reflects processes similar to those highlighted in international research. It goes further than these studies by explicitly recognising the role of school organisation in influencing student's learning careers and educational decisions. The purpose of this paper is to estimate the determinants of track placement in the Republic of Ireland. Using in-depth qualitative case study interviews with students from Irish post-primary schools, this paper examines the factors influencing students' decisions to enter the LCA programme. This paper explores the extent to which individual agency and school-level factors influence track choice by focusing on the learning careers of individual students within specific school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10