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Books on the topic 'Post-primary students'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Mark, Morgan. Drinking among post-primary schoolpupils. Dublin: Economic and Social Research Institute, 1994.

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2

Morgan, Mark. Drinking among post-primary school pupils. Dublin: Economic and Social Research Institute, 1994.

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3

Ireland. Department of Education and Science. Inspectorate. Inclusion of students with special educational needs: Post-primary guidelines. Dublin: Stationery Office, 2007.

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4

Smyth, Emer. Moving up: The experiences of first-year students in post-primary education. Dublin: Liffey Press in association with the Economic and Social Research Institute, 2004.

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5

Crane, C. D. Applying for a primary school post: A guide for students and teachers. [U.K.]: Education Appointments Council, 1993.

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6

Subject availability and student performance in the senior cycle of Irish post-primary schools. Dublin: Economic and Social Research Institute, 1986.

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7

Douglas, Ken-Garfield. Patterns of substance use and abuse among post primary students in Jamaica: National adolscent students' drug survey 1997/ 1998. Kingston, Jamaica: Policy Development Unit, Planning Institute of Jamaica, 2000.

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8

Maura, Boyle, ed. Schooling decisions: The origins and consequences of selection and streaming in Irish post-primary schools. Dublin: Economic and Social Research Institute, 1987.

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9

Balfe, Lorcan. Student motivation, learning strategy and achievement: A case study in a Dublin post-primary school. Dublin: University College Dublin, 1997.

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10

Ewing, Carol Anne. The primary to secondary school transition: The effects of a group work intervention programme on students' self-esteem and coping following transition to post-primary education. [s.l: The Author], 2001.

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11

Grube, Joel W. The development and maintenance of smoking, drinking and other drug use among Dublin post-primary pupils. Dublin: Economic and Social Research Institute, 1990.

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12

Grube, Joel W. The development and maintenance of smoking, drinking, and other drug use among Dublin post-primary pupils. Denver, CO: iAcademicBooks, 2001.

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13

Carey, Sheila Christine Berneice. An investigation into substance use by students in a post-primary school in the South Antrim area of Northern Ireland. (s.l: The Author), 2000.

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14

McGowan, Ceola. Home economics in the post-primary curriculum: Comparing two types of teacher-made objective tests to monitor student progress at junior certificate level. Dublin: University College Dublin, 1995.

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15

Butler, Patrick J. A study of the substance use of year twelve students in a maintained post primary school in West Belfast and the implications this behaviour has for health promotion within the school. [s.l: The Author], 1997.

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16

Shaughnessy, Julie M. Student experience of a Primary Post-Graduate Certificate in Education (PGCE). [Guildford]: [University of Surrey], 1999.

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17

Elliott, Willliam, and Melinda Lewis. Making Education Work for the Poor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190621568.001.0001.

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Abstract:
Making Education Work for the Poor identifies wealth inequality as the gravest threat to the endangered American Dream. Though studies have clearly illustrated that education is the primary path to upward mobility, today, educational outcomes are more directly determined by wealth than innate ability and exerted effort. This accounting directly contradicts Americans' understanding of the promise the American Dream is supposed to offer: a level playing field and a path towards a more profitable future. In this book, the authors share their own stories of their journeys through the unequal U.S. education system. One started from relative privilege and had her way to prosperity paved and her individual efforts augmented by institutional and structural support. The other grew up in poverty and had to fight against currents to complete higher education, only to find his ability to profit from that degree compromised by student debt. To directly counter wealth inequality and make education the 'great equalizer' that Americans believe it to be, this book calls for a revolution in financial aid policy, from debt dependence to asset empowerment. The book examines the evidence base supporting Children's Savings Accounts, including CSAs' demonstrated potential to improve children's outcomes all along the 'opportunity pipeline': early education, school achievement, college access and completion, and post-college financial health. It then outlines a policy that builds on CSAs to incorporate a sizable, progressive wealth transfer. This new policy, Opportunity Investment Accounts, is framed as the cornerstone of the wealth-building agenda the nation needs in order to salvage the American Dream. Written by leading CSA researchers, the book includes overviews of the major children's savings legislation proposed in Congress and the key features of prominent CSA programs in operation around the country today, as well as new qualitative and quantitative CSA research. The book ultimately presents a critical development of the theories that, together, explain how universal, progressive, asset-based education financing could make education work equitably for all American children.
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