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Dependence-Deconstruction: Widening Participation and Traditional-Entry Students Transitioning from School to Higher Education in Ireland
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Keane, Elaine – Teaching in Higher Education, 2011
Equality and quality in higher education (HE) are frequently juxtaposed in the literature. This paper presents evidence to contest deficit assumptions about widening participation, particularly the belief that entering HE with "non-traditional" entry qualifications lowers standards. Drawing on a three-year constructivist grounded theory…
Descriptors: Grounded Theory, Constructivism (Learning), Foreign Countries, Educational Environment
Method of Measurement and Gender Differences in Scholastic Achievement.
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Bolger, Niall; Kellaghan, Thomas – Journal of Educational Measurement, 1990
Gender differences in scholastic achievement as a function of measurement method were examined by comparing performance of 739 15-year-old boys and 758 15-year-old girls in Irish high schools on multiple-choice and free-response tests of mathematics, Irish, and English achievement. Method-based gender differences are discussed. (SLD)
Descriptors: Academic Achievement, Adolescents, Comparative Testing, English