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Oxford Review of Education Volume 44, 2018 - Issue 1: Special Issue: Inequalities and the Curriculum by Guest Editors: Alice Sullivan, Morag Henderson, Jake Anders, Vanessa Moulton
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Special Issue: Inequalities and the Curriculum

Working at a different level? Curriculum differentiation in Irish lower secondary education

Emer SmythEconomic and Social Research Institute, Dublin, IrelandCorrespondence[email protected]
Pages 37-55 | Published online: 12 Feb 2018

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Read on this site (7)

Ruth Bourke. (2023) Responding to complexity in disadvantaged school contexts: the role of school networks in building social capital. Irish Educational Studies 42:4, pages 1043-1064.
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Stefanie Sprong & Camilla Devitt. (2022) Onwards and upwards? The educational and occupational expectations of Irish teens of migrant descent. British Journal of Sociology of Education 43:7, pages 1032-1051.
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Mª Victoria Aguilar-Tablada, Amaya Erro-Garcés & Raquel María Pérez-García. (2020) Social work educational programmes aimed at the young: redefining programmes to succeed?. Social Work Education 39:1, pages 41-59.
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Vanessa Moulton, Alice Sullivan, Morag Henderson & Jake Anders. (2018) Does what you study at age 14–16 matter for educational transitions post-16?. Oxford Review of Education 44:1, pages 94-117.
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Jake Anders, Morag Henderson, Vanessa Moulton & Alice Sullivan. (2018) The role of schools in explaining individuals’ subject choices at age 14. Oxford Review of Education 44:1, pages 75-93.
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Cristina Iannelli & Adriana Duta. (2018) Inequalities in school leavers’ labour market outcomes: do school subject choices matter?. Oxford Review of Education 44:1, pages 56-74.
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Rhian Barrance & Jannette Elwood. (2018) Young people’s views on choice and fairness through their experiences of curriculum as examination specifications at GCSE. Oxford Review of Education 44:1, pages 19-36.
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Articles from other publishers (2)

Ciaran Sugrue & John O'Sullivan. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 410 419 .
Jose Eos Trinidad & Ronnel B. King. (2021) Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018. Educational Research for Policy and Practice 21:2, pages 305-322.
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