Готові списки джерел за темами / Leaving Certificate examination

Добірка наукової літератури з теми "Leaving Certificate examination"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Leaving Certificate examination"

1

Mulcahy, D. G. "Physical education, liberal education and the Leaving Certificate Examination." Irish Educational Studies 31, no. 3 (September 2012): 251–62. http://dx.doi.org/10.1080/03323315.2012.710064.

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2

Borthakur, Sujata. "An Empirical study on Attainment in Mathematics at High School Leaving Certificate Examination." International Journal for Research in Applied Science and Engineering Technology 7, no. 5 (May 31, 2019): 392–99. http://dx.doi.org/10.22214/ijraset.2019.5065.

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3

Letmon, Damienne, Odilla E. Finlayson, and Eilish Mcloughlin. "Examining Irish Leaving Certificate physics examination questions (1966-2016) according to Bloom’s Revised Taxonomy." Journal of Physics: Conference Series 1929, no. 1 (May 1, 2021): 012064. http://dx.doi.org/10.1088/1742-6596/1929/1/012064.

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4

Cullinane, Alison, and Maeve Liston. "Review of the Leaving Certificate biology examination papers (1999–2008) using Bloom’s taxonomy – an investigation of the cognitive demands of the examination." Irish Educational Studies 35, no. 3 (June 13, 2016): 249–67. http://dx.doi.org/10.1080/03323315.2016.1192480.

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5

Burns, Denise, Ann Devitt, Gerry McNamara, Joe O'Hara, and Martin Brown. "Is it all memory recall? An empirical investigation of intellectual skill requirements in Leaving Certificate examination papers in Ireland." Irish Educational Studies 37, no. 3 (June 16, 2018): 351–72. http://dx.doi.org/10.1080/03323315.2018.1484300.

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6

Kabore, André, and Charles Nazortin. "Critical Analysis of the Place and Importance of Literature in the Teaching / Learning of English and in School Leaving Certificate Examination in Burkina Faso from 1985 to 2018." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 239–52. http://dx.doi.org/10.47963/asemka.vi10.284.

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Анотація:
The potentials of literary texts are numerous. Literary texts can be used as basis for the teaching of the four traditional skills. They can also be used to develop learners‘ cultural competence. In Literature classes preparing for ―Baccalaureate A‖ written examination, literary texts are expected to be used frequently with regard to the profile of students in this section. The purpose of this study is to analyse the types of texts given at the ―Baccalaureate A‖ written examination in the last thirty years. In this study, quantitative and qualitative data are collected. Baccalaureate written English papers are the main focus of our collection. Teachers and supervisors are interviewed. The study is grounded on ―Reader-Response Theory‖ which stresses the interactions between the reader and the text. The results of the study show that the great majority of texts proposed for ―Baccalaureate A‖ examination, in the last thirty years, are non-literary texts. The consequence of this reduction in the use of literary texts may explain teachers‘ gradual lack of motivation to use them in class, or vice-versa, everything that is likely to have a negative impact on the performance of students from this class.
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7

Wariyo, Lemecha, and Amare Asgedom. "Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education." Journal on Efficiency and Responsibility in Education and Science 14, no. 2 (June 30, 2021): 101–17. http://dx.doi.org/10.7160/eriesj.2021.140204.

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Анотація:
Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.
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8

Poudel, Krishna Prasad. "Space of Geography Content in Social Studies of School Education Curriculum in Nepal." Third Pole: Journal of Geography Education 17 (May 23, 2018): 1–20. http://dx.doi.org/10.3126/ttp.v17i0.19979.

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Анотація:
Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of the academic disciplinary subjects of social sciences, such as, geography, history, sociology, anthropology, civics, economics, psychology, culture including numbers of social issues and agendas in an integrated form including the past events in the study enables and inspires students to understand the present and become the bona fide citizens. The present paper has focused the position of geography content in the social studies of school education curriculum in Nepal. It has been over viewed in the context of content incorporated inside the subject according to the grades from basic to the secondary level and the delivery systems in each chapter. At the end, the final outcomes have been summarized as a form of suggestions to improve the disciplinary development of geography content in the social studies of school education curriculum. The Third Pole: Journal of Geography Vol. 17: 1-20, 2017
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9

Hupkau, Claudia, Sandra McNally, Jenifer Ruiz-Valenzuela, and Guglielmo Ventura. "Post-Compulsory Education in England: Choices and Implications." National Institute Economic Review 240 (May 2017): R42—R57. http://dx.doi.org/10.1177/002795011724000113.

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Анотація:
Most students do not follow the ‘academic track’ (i.e. A-levels) after leaving school and only about a third of students go to university before the age of 20. Yet progression routes for the majority that do not take this path but opt for vocational post-compulsory education are not as well-known, which partly has to do with the complexity of the vocational education system and the difficulty of deciphering available data. If we are to tackle long-standing problems of low social mobility and a long tail of underachievers, it is essential that post-16 vocational options come under proper scrutiny. This paper is a step in that direction.We use linked administrative data to track decisions made by all students in England who left compulsory education after having undertaken the national examination – the General Certificate of Secondary Education (GCSE) – at age 16 in the year 2009/10. We track them up to the age of 21, as they progress through the education system and (for some) into the labour market. We categorise the many different types of post-16 qualifications into several broad categories and we look at the probability of achieving various educational and early labour market outcomes, conditional on the path chosen at age 17. We also take into account the influence of demographics, prior attainment and the secondary school attended. Our findings illustrate the strong inequality apparently generated by routes chosen at age 17, even whilst controlling for prior attainment and schooling up to that point
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10

Geleta, Abeya. "Schools Climate and Student Achievement in Secondary Schools of Ethiopia." European Scientific Journal, ESJ 13, no. 17 (June 30, 2017): 239. http://dx.doi.org/10.19044/esj.2017.v13n17p239.

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Анотація:
A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.
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Книги з теми "Leaving Certificate examination"

1

Addis Ababa University. ESLCE Office. The Ethiopian School Leaving Certificate Examination handbook. Addis Ababa, Ethiopia: The Office, 2012.

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2

Martin, Michael O. The 1991 leaving certificate examination: A review of results. Dublin: National Council for Curriculum and Assessment, 1992.

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3

O'Dea, John J. The leaving certificate examination and academic performance in a Regional Technical College. (Ballinode): Sligo RegionalTechnical College, 1985.

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4

Murray, Thomas J. The Leaving Certificate Applied: Is it an alternative to or a level within the traditional Leaving Certificate? : a case study of the school experience. Dublin: University College Dublin, 1998.

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5

M, Murphy William. The Leaving Certificate Applied Programme and its implications for equality of opportunity. Dublin: University College Dublin, 1997.

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6

Anne, Clancy, ed. Signs: Complete poetry and language skills for Leaving Certificate ordinary level : for examination in 2007 onwards. Dublin: Gill & Macmillan, 2005.

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7

Loinsigh, Córa Ní. Pre-leaving certificate examination stress: A survey of senior cycle post-primary pupils in the greater Dublinarea. Dublin: University College Dublin, 1995.

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8

Bernard, Horgan, ed. Physics revision for Leaving Certificate. 2nd ed. Dublin: Gill and Macmillan, 2007.

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9

Accounting revision for Leaving Certificate: Higher level. 4th ed. Dublin: Gill & Macmillan, 2007.

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10

Irish revision for Leaving Certificate: Higher level. 4th ed. Dublin: Gill & Macmillan, 2007.

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Частини книг з теми "Leaving Certificate examination"

1

Milne, David. "H.M. Inspectorate and the Scottish Leaving Certificate Examination." In The Scottish Office, 81–85. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212782-12.

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2

Tante, Achu Charles. "A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon." In Teacher Involvement in High-Stakes Language Testing, 31–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_3.

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