Relevant bibliographies by topics / Brisbane Girls' Grammar School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Brisbane Girls' Grammar School'

Author: Grafiati
Published: 25 July 2024
Last updated: 19 July 2025

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Journal articles on the topic "Brisbane Girls' Grammar School"

1

Eneiga, R. U. "Influence of School Infrastructure on Student's Learning in Anglican Girls' Grammar School, Awkunanaw, Enugu State." Contemporary Journal of Social Science and Humanities 5, no. 2 (2024): 1–20. https://doi.org/10.5281/zenodo.11582685.

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<em>The study evaluated the influence of school infrastructure on student&rsquo;s learning in Anglican Girls&rsquo; Grammar School, Awkunanaw, Enugu State with the following specific objectives; to examine the influence of school Infrastructure on quality education in Anglican Girls&rsquo; Grammar School, Awkunanaw, Enugu State, to ascertain the influence of school Infrastructure on the academic achievement of students in Anglican Girls&rsquo; Grammar School, Awkunanaw, Enugu State and to determine the influence of school Infrastructure on students&rsquo; classroom engagement in Anglican Girls
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LAMBART, AUDREY. "Mereside: A grammar school for girls in the 1960s." Gender and Education 9, no. 4 (1997): 441–56. http://dx.doi.org/10.1080/09540259721187.

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Dormus, Katarzyna. "The Directions of Changes in the Secondary Comprehensive School System for Girls within the Polish Territories During the Partitions Period and the II Republic of Poland." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 167–77. http://dx.doi.org/10.5817/cphpj-2020-015.

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The manner in which secondary school education for girls was transforming within the Polish territories during the partitions period and under the II Republic of Poland is a complex issue which, on the one hand, inscribes into the educational policy executed by the partitioning states and later on by Polish authorities, while, on the other hand into a broad scope of changes regarding the social position of women. For a long time, girls were perceived, first and foremost, as future wives, mothers, and housekeepers. As a result, the need to create female grammar schools, that is, comprehensive s
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Roennfeldt, Peter. "The South Brisbane Municipal Chambers: A landmark with many pasts." Queensland Review 25, no. 1 (2018): 102–18. http://dx.doi.org/10.1017/qre.2018.10.

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AbstractDuring its 125-year history, the South Brisbane Municipal Chambers (Old Town Hall) has had numerous custodians and functions. Designed as a prominent landmark directly across the Brisbane River from the Queensland Parliament building, its ornate architectural features make it a unique example of late colonial extravagance. With the absorption of the City of South Brisbane into the greater Brisbane City Council in 1925, the building lost its original purpose, but was subsequently deployed in various ways. After serving as a Council Works Depot, it became the headquarters of the US armed
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Selvan, Tamil, and G. Kalaiyarasan. "Exploring English Grammar Competence and English Language Attitude Among the Secondary School Students." Shanlax International Journal of English 10, no. 3 (2022): 32–37. http://dx.doi.org/10.34293/english.v10i3.4921.

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In this study, the investigator attempted to study the relationship between English grammar competence and the English language attitude among the secondary school students at Puliangudi municipality in Tenkasi district. One hundred and ninety nine students studying in secondary school were the sample of the study. English grammar competence was measured by a test constructed and validated by the researcher. English language attitude tool was standardized by the researcher combine with my supervisor. The results revealed that there is a significant very low positive correlation between English
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Blundell, Patricia. "An Aboriginal Studies Program For Year 11." Aboriginal Child at School 16, no. 2 (1988): 17–42. http://dx.doi.org/10.1017/s0310582200015327.

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To situate the Aboriginal Studies program I am designing, I would need to say that in a Year 11 course in Religious Education at a Catholic Girls’ Independent (non-systemic) High School in Brisbane, the Semester 2 area is Morality and Justice and involves a consideration of personal decision making, understanding stages of moral development, individual/personal moral issues and social, moral and justice issues. (I should add that the school is almost totally non-Aboriginal although it is multi-ethnic to the extent that it runs ESL classes at each year level).
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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involv
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8

Horička, Pavol, and Jaromír Šimonek. "Relationship between motor learning and general intelligence." Studia sportiva 16, no. 1 (2022): 44–53. http://dx.doi.org/10.5817/sts2022-1-5.

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AIM: The aim of the research was to find out the differences in the level of motor learning (ML) and general intelligence (IQ). The research sample included 120 boys and girls of primary school and grammar school aged 12-17 years and the subsequent identification of a possible relationship between the two indicators. METHODS: 120 students Elementary school (ES) and Secondary Grammar School (SGS) took part in testing the level of motor learning and intelligence (n = 120). We evaluated the level of ML in boys and girls in the demonstration of learned gymnastic elements. We used the intelligence
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9

Grendler, Paul F. "Schooling in Western Europe." Renaissance Quarterly 43, no. 4 (1990): 775–87. http://dx.doi.org/10.2307/2862790.

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Renaissance boys and girls attended a variety of different kinds of pre-university schools in England, France, Italy, and Spain. Renaissance Europe inherited from the Middle Ages a large educational establishment that was not a "school system" in a modern sense. Instead, there were different kinds of schools which complemented or overlapped each other. The many and confusing names for pre-university schools, such as song school, grammar school, and collège, further confuse matters.
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Krivosheina, N. P., A. I. Fedorov, E. M. Kazin, I. A. Sviridova, N. N. Koshko, and M. S. Kolomeets. "FEATURES OF PSYCHOPHYSIOLOGICAL DEVELOPMENT AND ADAPTATION OF BOYS AND GIRLS AT THE STAGE OF PREPARATION FOR SCHOOL AND THE BEGINNING OF SCHOOL EDUCATION." Bulletin of Kemerovo State University, no. 2 (June 29, 2017): 151–57. http://dx.doi.org/10.21603/2078-8975-2017-2-151-157.

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The article features the analysis of features of physiological adaptation and the rate of physiological development in boys and girls of preparatory kindergarten groups and 1 – 2 grades of grammar school. The analysis points out the differences of neurodynamic indicators, physiological adaptation and the degree of activity of the autonomic nervous system among 6 – 8 year-old boys and girls. It has been found that, regardless of age, boys are characterized by a lower level of development of mental functions, lower balance of processes of excitation and inhibition in the central nervous system,
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Dissertations / Theses on the topic "Brisbane Girls' Grammar School"

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Scott, Peter Terence, and res cand@acu edu au. "The Communication of School Culture in an Anglican Grammar School." Australian Catholic University. School of Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp215.03092009.

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This study reports research employing a three-phase methodology to investigate the nature and communication of the school culture of the Anglican Church Grammar School Brisbane. A preliminary survey with open-ended questions was used to obtain general opinion on the nature of the school's culture, how it is communicated and the role of the school's organisation structure in communicating the school's culture. From the results of this preliminary survey, a set of ratings was developed and given to randomly selected samples of ex-students, parents, staff and senior students. A descriptive statis
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Clayton, Kaylene. "The Influence of Metropolitan Brisbane Middle-School ICT Experience on Girls' ICT Study and Career Choices." Thesis, Griffith University, 2009. http://hdl.handle.net/10072/365481.

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The under-representation of women entering into Information and Communication Technology (ICT) programs is a long-standing and increasing problem, commonly referred to as the shrinking IT pipeline. Over the past two decades, numerous studies have investigated the low and declining female participation in the ICT educational and vocational pipeline and have identified various factors that may influence female ICT career decisions. Some of the factors identified include national and organisational culture, lack of, or poor quality ICT career information, societal influences, discriminatory work
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3

Campbell, John Robert, and n/a. "A case study of the amalgamation of the Broadland House Chirch of England Girls' Grammar School and the Launceston Church Grammar School : a management of change process." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060623.160001.

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The amalgamation of Broadland House C.E.G.G.S. and the Launceston Church Grammar School was announced, as a fait accompli, in April 1982. The merger was to be in two stages; the separate operation of both schools under the one Headmaster from June 1982 and the completely merged schools from the beginning of 1983. Both Broadland House and the Launceston Grammar claim to be the oldest continuing schools in Australia, having been founded in 1845 and 1846 respectively. The fact that many families had been involved with either or both schools for four or five generations led to period of bitter con
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Kitchen, Rebecca Jane. "How do ethnic minority students represent geographical knowledge? : exploring the stories that relate to representations and link with post-14 subject choices." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267923.

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Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made.
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Books on the topic "Brisbane Girls' Grammar School"

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Howell, Maxwell. Not without dust and heat: A journey into learning and teaching. University of Queensland Press, 1996.

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2

Ward, Canice Philip. School image in an all-girls voluntary grammar school. The author], 1999.

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3

1945-, McCarthy Rosslyn, and Theobald Marjorie R, eds. Melbourne Girls Grammar School centenary essays, 1893-1993. Hyland House, 1993.

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4

Hillier, Kenneth. Ashby Grammar School: A centenary of girls' education 1889-1989. K. Hillier, 1989.

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5

Carson, Stephen John. A communication audit of a large grammar school for girls. The Author], 1997.

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6

Douglas, Priscilla M. The school on the hill: A history of the Hitchin Girls' (Grammar) School, 1889-1989. s.n.], 1988.

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7

King, Barbara. P.G.S.G: A history 1905-1946. B. King, 1990.

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8

Ward, Barbara Anne. An investigation into sources of pupil disaffection in a girls' grammar school. The Author], 1996.

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9

Great Britain. Department of Education for Northern Ireland. Report of a focused inspection in Cambridge House Boys' Grammar School and Cambridge House Grammar School for girls, Ballymena, inspectd January 1998. Department of Education for Northern Ireland, 1998.

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10

Fendley, J. Margaret. A school on a hill, Strathcona, 1924-1984. Hyland House, 1986.

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Book chapters on the topic "Brisbane Girls' Grammar School"

1

"Learning and Virtue: English Grammar and the Eighteenth-Century Girls’ School." In Educating the Child in Enlightenment Britain. Routledge, 2016. http://dx.doi.org/10.4324/9781315256962-10.

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2

Hendry, John. "From Educating Women to Examining Girls." In Emily Davies and the Mid-Victorian Women's Movement. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198910237.003.0007.

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Abstract This chapter traces Davies’s interest in the higher education of women, and explores her development of a distinctive practical approach to campaigning. Her first campaign, in support of Elizabeth Garrett’s attempt to gain admission to London University so as to qualify as a doctor, was focused more on medicine as a female profession than on degrees for women; it was Frances Power Cobbe who brought the latter issue to public attention. But it was Davies who kept up the pressure on university authorities and who, rebutted there, turned to a more practically achievable object, gaining girls admission to the school-leaving exams recently introduced by Oxford and Cambridge for grammar school boys. The chapter shows how Davies chose and went about her task, identifying institutional targets, using influential print media to make a reasoned case, setting up committees through which she could act, and working with sympathetic male collaborators.
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Stripp, Alan. "How were they intercepted?" In Codebreaker In The Far East. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780192853165.003.0010.

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Abstract WEC at Delhi was part of a comprehensive array of Allied sigint units, large and small, which co-operated to ensure good coverage and exchanged news when progress was made. Furthest back were the very large units at Bletchley Park and Arlington Hall, Virginia, formerly a spacious girls school. Both of them tackled the really intractable problems of high-grade crypto systems that had never yet been broken, and fundamentally new materials which had lost us the ability to read a hitherto broken system. At a halfway stage came the large American and British units at Delhi, the former called ‘US 8’, the latter WEC with its two main out-stations: Western Wireless Sub-Centre at Bangalore in south India and Eastern Wireless Sub-Centre at Barrackpore near Calcutta. These were concerned with Japanese Army and Army Air traffic. There was also a large naval sigint unit at Anderson, near Colombo, and smaller ones at Kilindini near Mombasa and on Mauritius. They worked closely with US naval stations at Guam, Leyte and elsewhere, and acted as longstop for signals, travelling 4,000 miles or more, which through the vagaries of short-wave transmission, had evaded the main chain of intercept stations. These, quite apart from the huge US network in the Pacific, ran in a great arc from Melbourne, Canberra, Brisbane and Darwin through Ceylon to Calcutta and south China.
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