Conclusions

Emer Smyth

Chapter Chapter 8 in Students' Experiences and Perspectives on Secondary Education, 2016, pp 201-219 from Palgrave Macmillan

Abstract: Abstract In this chapter, Smyth highlights the main contribution of the study in relation to four dimensions in particular: transitions and trends, the impact 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 highlights the kinds of reforms needed to provide students with an authentic and engaging experience of school. It is argued that, even in the absence of radical reform, schools can adopt a number of measures which will foster student learning and engagement, in particular, by using a broader repertoire of 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.

Keywords: School Climate; School Engagement; Shadow Education; Lower Secondary Education; Early School Leaving (search for similar items in EconPapers)
Date: 2016
References: Add references at CitEc
Citations:

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:pal:palchp:978-1-137-49385-9_8

Ordering information: This item can be ordered from
http://www.palgrave.com/9781137493859

DOI: 10.1057/978-1-137-49385-9_8

Access Statistics for this chapter

More chapters in Palgrave Macmillan Books from Palgrave Macmillan
Bibliographic data for series maintained by Sonal Shukla () and Springer Nature Abstracting and Indexing ().