Browsing by Subject "Ireland"

Now showing 1 - 4 of 4
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    España e Irlanda en el siglo XVIII según Richard Twiss
    (Universidad de Murcia, Editum, 2020) Lario de Oñate, Mª Carmen; Vazquez Amador, María
    Los libros de viaje permiten al lector aprender sobre esos lugares que se describen. A pesar de que España no formaba parte del itinerario de viaje conocido en el siglo XVIII como el Grand Tour , suscitó la curiosidad de algunos viajeros que se adentraron por esos caminos para saber algo más de ese país desconocido para muchos. Estos intrépidos viajeros dejaron constancia de todo aquello que iba n conociendo en libros de viajes, relatos, guías, etc. Irlanda tampoco se encontraba en el circuito del Grand Tour y por ello no existe mucha literatura al respecto. No obstante hubo un viajero, Richard Twiss, que viajó tanto por España como por Irlanda a finales del siglo XVIII. Twiss, de ascendencia inglesa, se crió en Holanda pero dedicó su vida a viajar y narrar sus experiencias en sus visitas a las ciudades más importantes del continente. Asimismo se dirigió a España y Portugal y a Irlanda, fruto de lo cual son los libros Travels through Portugal and Spain in 1772 and 1773 y Tour in Ireland in 1775 . Este trabajo tiene como objetivo presentar la imagen que Twiss ofrece sobre ambos países en cuanto a sus culturas, sociedad, costumbres y tradiciones y pri ncipales ciudades y mostrar las similitudes y diferencias que el autor nos presenta con respecto a los dos países.
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    School socio-economic context and student achievement in Ireland: an unconditional quantile regression analysis using PISA 2018 data
    (Springer Open, 2023-05-26) Flannery, Darragh; Gilleece, Lorraine; Jose G. Clavel; Métodos Cuantitativos para la Economía y la Empresa
    Background: The existence of a multiplier, compositional or social context efect is debated extensively in the literature on school efectiveness and also relates to the wider issue of equity in educational outcomes. However, comparatively little attention has been given to whether or not the association between student achievement and school socio-economic composition may vary across the achievement distribution. Furthermore, with limited exception, comparatively little use has been made of unconditional quantile modelling approaches in the education literature. / Methods: This paper uses Irish data from the Programme for International Student Assessment 2018 and employs ordinary least squares regression and unconditional quantile regression empirical approaches to examine the association between school socio-economic composition and achievement. Reading and mathematics achievement are used as outcome variables and models control for a rich set of school and student characteristics. / Results: Findings from the ordinary least squares regression show that, on average, there is a signifcant negative relationship between school socio-economic disadvantage and student achievement in reading and mathematics having controlled from a range of individual and school-level variables. From a distributional perspective, unconditional quantile regression results show variation in the strength of the relationship between school socio-economic disadvantage and student achievement, particularly in reading, with a stronger association at the lower end of the achievement distribution. Findings illustrate the need to give nuanced consideration to how students with varying levels of achievement may experience a socio-economically disadvantaged context at school. Our fndings also draw attention to the beneft of examining variation in the association between achievement and explanatory variables across the achievement distribution and underscore the importance of moving beyond an exclusive focus on the mean of the distribution. Finally, we emphasise the importance of drawing population-level inferences when using the unconditional quantile regression method.
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    Single-sex schooling, gender and educational performance: Evidence using PISA data
    (John Wiley & Sons, 2022-12-15) Jose G. Clavel; Flannery, D.; Métodos Cuantitativos para la Economía y la Empresa
    The advantages and disadvantages of single-sex schooling continue to be a source of policy and public debate. Previous empirical evidence is somewhat ambiguous, with some studies finding a positive impact of single-sex schooling on education achievement and others finding no differences across school types. The relationship between single-sex schooling on academic outcomes is typically problematic to examine, as in most countries single-sex schools are selective and the numbers attending them are relatively small. In Ireland, a high proportion of secondary school children (~1/3) attend a single-sex school. In addition, these schools are largely state-funded and non-selective but differing in composition compared to mixed-sex schools. For this reason, the Irish educational system provides an interesting setting for exploring the outcomes of single-sex schooling. In this context, this study utilises the 2018 PISA data for Ireland to examine the relationship between single-sex education and mathematics, reading and science literacy performance for boys and girls, respectively, as well as differences across gender in these outcomes. We find significant raw gaps in reading, science and mathematics scores between females in single-sex and mixed-sex schools and in mathematics scores for males across the same school types. However, after controlling for a rich set of individual, parental and school-level factors we find that, on average, there is no significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science, mathematics or reading. In terms of heterogeneous analysis, this finding is consistent across the performance distribution.
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    Who Chooses Single Sex Schooling and Why? Evidence from Ireland
    (Taylor and Francis Group, 2023-02-27) Jose G. Clavel; Flannery, Darragh; Métodos Cuantitativos para la Economía y la Empresa
    A common decision parents face is the choice of school for their children. In Ireland, somewhat uniquely in an international context, this choice includes a large number of state-funded singlesex schools, to the point that this can be considered a realistic option for many parents. Focusing on secondary-level education and using the PISA 2018 dataset, we examine whether different parental attitudes help explain the selection of singlesex versus coeducational schools in Ireland. Focusing on those households that have a degree of choice in secondary school selection, we find that parents who place a greater emphasis on factors such as religious ethos and academic achievement rather than subject choice or the climate of the school tend to have children in single-sex schools. The importance of a school’s academic achievement seems to be particularly relevant for those from higher socioeconomic backgrounds.