Citations (30)
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Oliver McGarr, Chris Exton, Julie Power & Clare McInerney. (2023) What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools. Computer Science Education 33:2, pages 168-185.
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Helen Law & Joanna Sikora. (2020) Do single-sex schools help Australians major in STEMM at university?. School Effectiveness and School Improvement 31:4, pages 605-627.
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Laura Perry & Christopher Lubienski. (2020) Between-school stratification of academic curricular offerings in upper secondary education: school decision-making, curriculum policy context, and the educational marketplace. Oxford Review of Education 46:5, pages 582-600.
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Emer Smyth. (2020) Shaping educational expectations: the perspectives of 13-year-olds and their parents. Educational Review 72:2, pages 173-195.
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Shaista Shirazi. (2017) Student experience of school science. International Journal of Science Education 39:14, pages 1891-1912.
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Andrew Noyes & Michael Adkins. (2016) Studying advanced mathematics in England: findings from a survey of student choices and attitudes. Research in Mathematics Education 18:3, pages 231-248.
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Laura B. Perry & Leonie Southwell. (2014) Access to academic curriculum in Australian secondary schools: a case study of a highly marketised education system. Journal of Education Policy 29:4, pages 467-485.
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Andrew Noyes. (2013) The effective mathematics department: adding value and increasing participation?. School Effectiveness and School Improvement 24:1, pages 1-17.
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Maarten Pinxten, Bieke De Fraine, Wim Van Den Noortgate, Jan Van Damme & Dickson Anumendem. (2012) Educational choice in secondary school in Flanders: the relative impact of occupational interests on option choice. Educational Research and Evaluation 18:6, pages 541-569.
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Stephen Gorard & Beng Huat See. (2008) Is science a middle‐class phenomenon? The SES determinants of 16–19 participation. Research in Post-Compulsory Education 13:2, pages 217-226.
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Annemarie van Langen, Lyset Rekers‐Mombarg & Hetty Dekkers. (2006) Sex‐related Differences in the Determinants and Process of Science and Mathematics Choice in Pre‐university Education. International Journal of Science Education 28:1, pages 71-94.
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Articles from other publishers (18)
Jenny Dean, Philip Roberts & Steve Murphy. (2023) Access to senior secondary science and mathematics: examining the evidence for stratification in an Australian school system. Asia Pacific Education Review.
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Diego Ardura, Ángela Zamora & Alberto Pérez-Bitrián. (2023) On the effect of gender on secondary school students’ causal attributions to choose or abandon physics & chemistry. Chemistry Education Research and Practice.
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Fahimul Hoque, Ruhizan M. Yasin & Kamaruzzaman Sopian. (2022) Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy. Sustainability 14:14, pages 8296.
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Thomas Delahunty, Mark Prendergast & Máire Ní Ríordáin. (2021) Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?. Frontiers in Education 6.
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Diego Ardura, Ángela Zamora & Alberto Pérez-Bitrián. (2021) The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry. Chemistry Education Research and Practice 22:1, pages 43-61.
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Maien S.M. Sachisthal, Brenda R.J. Jansen, Jonas Dalege & Maartje E.J. Raijmakers. (2020) Relating teenagers’ science interest network characteristics to later science course enrolment: An analysis of Australian PISA 2006 and Longitudinal Surveys of Australian Youth data. Australian Journal of Education 64:3, pages 264-281.
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David Jeffries, David D. Curtis & Lindsey N. Conner. (2019) Student Factors Influencing STEM Subject Choice in Year 12: a Structural Equation Model Using PISA/LSAY Data. International Journal of Science and Mathematics Education 18:3, pages 441-461.
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Marita Jacob, Cristina Iannelli, Adriana Duta & Emer Smyth. (2020) Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland. International Journal of Comparative Sociology 61:1, pages 59-78.
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Marina Shapira & Mark Priestley. (2019) Do schools matter? An exploration of the determinants of lower secondary school subject choices under the Scottish Curriculum for Excellence. Review of Education 8:1, pages 191-238.
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Diego Ardura & Alberto Pérez-Bitrián. (2019) Motivational pathways towards academic achievement in physics & chemistry: a comparison between students who opt out and those who persist. Chemistry Education Research and Practice 20:3, pages 618-632.
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Steffani Saß & Nele Kampa. (2019) Self-Concept Profiles in Lower Secondary Level – An Explanation for Gender Differences in Science Course Selection?. Frontiers in Psychology 10.
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Milan Kubiatko. (2018) Validity and reliability analyses for the climate of science subjects research tool. Open Access Journal of Science 2:4.
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Diego Ardura & Alberto Pérez-Bitrián. (2018) The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students. Chemistry Education Research and Practice 19:3, pages 905-918.
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P. Neville. (2017) An observational analysis of recent female dental enrolment figures in the Republic of Ireland. European Journal of Dental Education 21:4, pages 235-239.
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Peter Davies, Neil M. Davies & Tian Qiu. (2017) Information and choice of A-level subjects: A cluster randomised controlled trial with linked administrative data. British Educational Research Journal 43:4, pages 647-670.
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Carmel Hannan. (2015) Teaching stats: A crisis in Irish sociology?. Irish Journal of Sociology 24:1, pages 102-111.
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Janet Penelope Varley, Clíona Murphy & Órlaith Veale. (2011) At the Crossroads: The Impact of New Irish Science Curricula on First Year Post-Primary Students. Research in Science Education 43:1, pages 275-298.
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Emer Smyth. (2010) Single-sex Education: What Does Research Tell Us?Non-mixité à l’école : que nous dit la recherche actuelle ?La no-mixidad en la escuela: ¿qué nos aprende la investigación actual?Monoedukation in der Schule: was sagt uns die Forschung?. Revue française de pédagogie:171, pages 47-58.
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