dr. emer smyth nui galway dec. 5th 2014
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Reforming Education: Lessons from the Leaving School in
Ireland Study
Emer Smyth
http://www.esri.ie/publications/search_for_a_publication/search_results/view/index.xml?id=3944
The Leaving School in Ireland study
Follow-up of cohort from the Post-Primary Longitudinal Study: around 900 students from 12 case-study schools who were followed from first year to final year of second-level education; surveys and group interviews
Leaving School in Ireland study:
Leaving Certificate leavers from this cohort were surveyed (2011), 3-4 years post-school
In-depth qualitative interviews with a sub-group
Lessons from the LSI study: outline
1. Schools matter for longer term outcomes:
Role of early educational success
School social mix and climate
Guidance and decision-making
2. Mismatch between second-level and FE/HE teaching and learning: implications across educational sectors
What happens after school?Post-school pathways
0%
25%
50%
75%
100%
Male Female
Higher education
PLC non-progression
PLC progression
Apprentice
LM entrant
School factors: Junior cycle experiences
Capacity to cope with schoolwork (academic self-image) in 2nd year enhances entry to HE
Educational aspirations are formed early (junior cycle) and are very stable thereafter
Negative interaction with teachers reduces participation in PLC and HE
Impact of ability grouping, with streaming more prevalent in disadvantaged schools
Influence of junior cycle factors: Ability grouping
0%
25%
50%
75%
100%
Mixed ability Higher Middle Lower
Status at time of survey
Unemp/oth
Appr/tr
Working
PLC
HE
Role of access to higher level subjects
0%
25%
50%
75%
100%
<3 4-7 8+
No. higher level JC
HE
PLC
Appr
LM entrant
Early educational success: JC grades
0.
2.
4.
6.
8.
10.
LM entrant Appr PLC non-prog PLC prog HE
JC
gra
de
po
int
English
Maths
Senior cycle factors
Liking school enhances entry to all forms of post-school ET
Negative interaction with teachers reduces entry to post-school ET
School social mix and pathways
0%
25%
50%
75%
100%
Working-class Mixed Middle-class
HE
PLC
Apprentice
LM entrant
Impact of school social mix – why?
Use of ability grouping
Access to higher level subjects
Lower Junior Cert exam grades
Differences in school climate – relations with teachers
Higher education as ‘taken for granted’ in middle-class schools
Lower expectations in working-class schools
Guidance and decision-making
Aspirations to higher education emerge as early as junior cycle – implications for guidance
Parents play a very important role in supporting choices throughout second-level education but vary in their ‘insider’ knowledge
Guidance counsellors become more important at later stages, especially for working-class youth
Most helpful form of advice
0. 7.5 15. 22.5 30.
Other family member(s)
Sibling(s)
Friends
Someone studying course
Another teacher
Someone working in the area
Father
GC
Mother
%
Most helpful advice by school social mix
0.
8.
16.
24.
32.
40.
Middle-class Mixed Working-class
%
Mother GC
Perceptions of formal guidance
Young people were broadly satisfied (65%) with guidance in survey but more complex views from interviews
Positive features: Amount of information; responsive to student needs Use of aptitude tests One-to-one sessions were a key factor:
We had like the career guidance counsellor, like we went to her like one to one and she’d go through [the information] with us and tell us, you know, what would be suited to us to do in college and how we’d get into it like. So she was helpful. (Siobhan, Belmore Street, PLC and higher education)
Positive perceptions (2)
Personal qualities of the GC:The guidance counsellor was probably one of the best people you could ever have ... But he was great, he told us all the information ... All you had to do is go to him and say something to him and he helped you. (Brian, Dawes Point, unemployed)
Open days:I went to a few [open days] and I think they are probably the best way to kind of get a feel to talk to actual students that are studying and stuff like that, you know, and what the course is about and stuff but like yeah they were probably the best way I found out about stuff. (Denise, Harris Street, higher education)
More critical views of guidance
Lack of time, especially for one-to-one sessionsMaybe more of a one-on-one session [is needed] ... they should talk about people’s personality and what they would like and not just getting them to tick off pieces of paper, actually getting to know the person like, and then making an ... informed decision and, you know, helping them decide, talking to them about it and maybe giving them information on what the course would be like. (Sandra, Belmore Street, higher education)
Earlier guidance - some options already closed offI was looking at the CAO form and it’s like I can’t do that because I
don’t do sciences, I can’t do that because I don’t do business. Should have got it [guidance] a long time ago like. (Argyle Street, 6th
years, mixed intake coed school)
Critical views (2)
Over-emphasis on HE and CAO applications:
If you want to do a trade, it’s no good.Because they don’t talk about trades really.
They don’t talk about trades really, you have to go and do that yourself. (Dawes Point, working-class boys’ school)
I suppose maybe we could have been given a bit more information like about you know, possibly things you could kind of do out of courses ... rather than let’s say just courses themselves, you know. (Ronan, Park Street, PLC and higher education)
Transition to further/higher education
0.
25.
50.
75.
100.
Teaching & learning very differentMy schoolwork prepared meCourse involves lot of project workCourse involves lot of tests/exams
% HE PLC
Main challenges in first year of ET
0. 12.5 25. 37.5 50.
Fees/costs
Knowing what standard expected
Course difficulty
Juggling work and study
Time for other interests
Timely completion of coursework
Balancing personal relationships
%
Major problem
Moderate problem
Shift to self-directed learning
Challenges of knowing what standard to expect and course difficulty; ‘dealing with deadlines’In school you’re learning for an exam, in college you’re learning to think for yourself, it’s just completely different. I don’t think school really prepares you for it. (Sandra, Belmore Street, higher education)
There’s a lot of self-directed work compared to being in secondary school where you’ve got someone always behind you and saying, pushing you like ‘you know you have to do this, you’re in sixth year, your Leaving Cert is coming up’. (Fiona, Barrack Street, higher education)
Academic Difficulties
Greater among: Science and engineering students
Those who worked part time
Family illness/disability
Mediating role of support in college/institutions
Academic difficulties central in course non-completion, particularly course not being as expected
Implications for policy
Importance of junior cycle reform – a positive and engaging experience for all
School climate: relations with teachers are a key influence on later educational participation; implications for ITE and teacher CPD
Whole-school and specialist guidance throughout second-level education; especially important for disadvantaged students and schools
Mismatch in teaching and learning – importance of emphasis on self-directed learning in junior cycle reform; similar issues for senior cycle
Responsibility of educational institutions – academic and social supports
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