Relevant bibliographies by topics / Cheney Girls' Grammar School

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

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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

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LAMBART, AUDREY. "Mereside: A grammar school for girls in the 1960s." Gender and Education 9, no. 4 (December 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 schools that would prepare them for university studies, was disregarded. However, various post-primary schools were established with the aim to prepare girls for their future roles or, alternatively, provide qualifications enabling them to become school teachers. These schools could also be attended by those girls who wished to expand and supplement their general education. Not until the II Republic of Poland was the male and female school system standardised at the secondary level. Yet, girls continued to struggle to complete the secondary level of education due to a smaller number of state grammar schools addressed at female students.
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Matthews, D. G. "The South East England Daffodil Show, Weald of Kent Grammar School for Girls." Circa, no. 103 (2003): 54. http://dx.doi.org/10.2307/25563916.

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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, with faster visual-motor response. They are characterized by a higher degree of tension of regulatory mechanisms. Individuals with symptoms of attention deficit and social-psychological deficits are often detected in this group. Girls display neurodynamic indicators that are most optimal for the corresponding age period, a high level of mental functions development; in this group we observed mainly balanced or parasympathetic influence on heart rate and more satisfactory functional state.
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Jocic, Zorica. "Influence of problem-based teaching and learning of grammar on pupils’ attainment in primary school." Zbornik Instituta za pedagoska istrazivanja 42, no. 2 (2010): 247–62. http://dx.doi.org/10.2298/zipi1002247j.

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With the purpose of getting an insight into the effects of problem-based teaching and learning, an experiment was carried out by using the method of parallel groups on the sample of 204 pupils in the third and sixth grade of primary school. The results of final knowledge assessment showed that problem-based teaching and learning of grammar had positive influence on pupils' attainment comparing to the usual way of learning grammar. A significant improvement has been achieved in the field of reproductive and productive grammar knowledge on the whole sample of pupils as well as on the subsamples of pupils in the third and sixth grade. Because of the limited time left for this experimental programme, the reproductive knowledge of pupils was bigger than the productive knowledge. It has been noticed that regarding the successfulness of solving the grammatical problems, there was no difference between the pupils of younger and older primary school age, in the situation when these problems were decided on according to their age and intellectual abilities. All pupils had made an improvement, but they remained within the range of their marks in Serbian language. In addition to this, better progress was made by the pupils with better marks in Serbian language. Girls were more successful than boys, but the difference between boys and girls was smaller regarding the reproductive knowledge than the productive knowledge.
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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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Kuftyak, E. V., and I. V. Tikhonova. "Sociocultural Factors of Mental Health in Children Primary Schoolers." Bulletin of Kemerovo State University 21, no. 3 (October 5, 2019): 716–25. http://dx.doi.org/10.21603/2078-8975-2019-21-3-716-725.

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The present research featured a theoretical analysis of the concept "mental health" within the framework of the system and level approach. The paper focuses on factors and conditions of mental health, as well as on the effect of sociocultural factors on emotional problems and deviations in the behavior of primary schoolers. The experiment involved 131 primary schoolers (girls – 48,1 %; mean age=10,2): 53 pupils of a grammar school, 54 pupils of a comprehensive school, and 24 pupils of a rural school. The research included their relationships with parents, mental health, and social living conditions. The children from the grammar school demonstrated more pronounced behavioral and communicative problems. The children from the rural school had a more distinct pro-social orientation of behavior. Male sex appeared to be a risk factor of mental health deviations. Urban children demonstrated more difficult relations with peers, as well as internality and externality or problems. Good relations with parents acted as a nonspecific factor of mental health protection. The obtained data have a certain value for prevention of mental development deviations in primary schoolers.
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Elisifa Sam, Zelda. "Tanzanian Secondary School Learners’ Beliefs about EFL Learning, Teaching and Testing: Exploratory Account." Journal for the Study of English Linguistics 6, no. 1 (June 1, 2018): 66. http://dx.doi.org/10.5296/jsel.v6i1.13234.

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The current study explored EFL secondary school learners’ beliefs about language teaching, learning and testing in Tanzania. Specifically, it sought to find out the EFL learners’ beliefs about language assessment, explore the EFL learners’ beliefs about language learning and establish degree of EFL learner variability in their beliefs about language teaching. The study involved 48 secondary school learners, 36 (75%) males and 12 (25%) females. From these 20 (all boys) (50%) were from a private secondary school in Temeke and the rest (16 boys and all 12 girls) from another secondary school in Kinondoni District, Dar es Salaam, Tanzania. Data were collected via a questionnaire, which was one and only tool for data gathering and it consisted of 25 items, five on language assessment, 9 on language teaching and 11 on language learning to which the respondents were asked to react and register their level of agreement about pre –developed assertions. Findings showed that while the learners differed in their beliefs about language teaching, a grand majority shared a belief about primacy of grammar teaching and on role of teacher in error correction and disfavoured communicative language teaching. The same was the case for language assessment where the most shared belief was testing grammar and correcting errors. It is concluded that these set of beliefs are hinged upon years of grammar-focussed teaching in Tanzania which still characterize language teaching in Tanzania despite the introduction of communicative language teaching approach in the national language curriculum more than ten years ago.
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Burgic-Radmanovic, M., and S. Burgic. "Satisfaction with body image, attitudes and habits relating to nutrition in secondary school students." European Psychiatry 26, S2 (March 2011): 269. http://dx.doi.org/10.1016/s0924-9338(11)71979-4.

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IntroductionIn the adolescence, girls are often preoccupied with body image, express discontent with their figure, body weight and want to lose weight.ObjectiveOur objective was to inquire eating attitudes and habits among female adolescents.MethodSurvey research carried out among female adolescents, age of 16 – 17, in four secondary schools in Banja Luka (economic, medical, agricultural and grammar school). Survey questionnaire EAT-26, modified by author, was used. The response rate was 1301 (90.3%) out of 1441 (total number of pupils in first and second grade of schools).ResultsIn inquired secondary schools 90 girls (6.9%) out of 1301 have body mass index < 18,5 kg/m2. About 26.9% of all respondents, want to be thinner, while 37.3% never want to be thinner, with statically significant difference (df = 834; T = 7.94; p < 0.01).With 46.25% of all respondents with BMI < 18.5 kg/m2 and 43.6% female students with an optimal BMI said they never eat dietary food with statistically significant difference (V = 73, T = 2.05, < 0.05) compared to girls with a BMI > 25 kg/m2. Diet foods are not eaten ever 48.6% of respondents with a statistically significant difference compared to those who do it sometimes (20.5%)DiscussionUnrealistic perception of “body-image” may bring different health-damaging risks. They varied from inadequate dieting attempts to inability of recognizing and preventing overweight.ConclusionIn order to that previously acquired knowledge and positive attitudes about nutrition necessary to introduce this subject within the school curriculum.
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Poddaná, Jana. "Vztah preferovaných volnočasových aktivit a tvořivosti u českých adolescentů." E-psychologie 14, no. 3 (October 29, 2020): 1–16. http://dx.doi.org/10.29364/epsy.375.

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The theme of the study is to analyze the relationship between leisure activities and creativity in the population of Czech adolescents aged 13-15 years. Prague respondents (N = 398, eighth grade pupils and first-year students of a six-year grammar school) completed two tests of creativity. The first one former was the Torrance Test of Incomplete Figures examining nonverbal creativity, the latter was the original Monkey test examining verbal creativity by writing a short story about a picture. The results of the verbal and nonverbal test of creativity were confronted with the leisure time activities of the respondents. In the case of creative activities and creativity tests, a relation was found by explorative factor analysis, analysis of variance (ANOVA), and Pearson´s correlation coefficient. Furthermore, a positive relation was found between creative leisure time activities and the nonverbal factor and even in the case of verbal factor of creativity (r=0.149 and r=0.161; p<0.01). A positive relation was found between social leisure time activities and verbal factor of creativity among students of grammar school (r=0.143). A negative relation was also found between passive leisure time activities and verbal factor of creativity (r=-0.101; p<0.05). The type of school explained almost 12 % variance of measured creativity in the Torrance Test, gender explained 2 %. Students of grammar schools scored in both creativity tests significantly higher than primary school pupils. Further, gender differences were found in both creativity tests while girls scored significantly higher than boys.
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Dissertations / Theses on the topic "Cheney Girls' Grammar School"

1

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 conflict and resistance to change, which was largely overcome by the end of the first year of operation. Diminishing enrolments at both schools had been brought about largely through the rural recession in Tasmania during the 1960's, together with the provision of better school facilities and roads in the rural areas of Tasmania. The Launceston Church Grammar had become co-educational in 1972, largely as a means of survival. Previous approaches to Broadland House, by the Grammar School, to consider amalgamation had been rejected. This study endeavours to determine the strategies which led to the almost total acceptance of the amalgamation between the Broadland House Church of England Girls Grammar School and the Launceston Church Grammar School, and to explain those strategies through reference to the literature on the management of change. This involved rationalising resources, setting up new academic courses, providing physical facilities, considering the traditions of both schools, the gaining of financial, support and of developing acceptance of the change within the school community and within the community at large. The study follows the period covering the eight months of preparation prior to the amalgamation together with its first 5 years of operation, during which time the School has grown considerably and enjoys wide confidence and support. As amalgamations are occurring more regularly across the nation, it is hoped that the lessons learned through this educational innovation will be of benefit to others.
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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. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.
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Books on the topic "Cheney Girls' Grammar School"

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

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2

A good school: Life at a girls' grammar school in the 1950s. London: Women's Press, 1991.

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3

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

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

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

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

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

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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. Bangor: Department of Education for Northern Ireland, 1998.

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McShane, Hugh. The effective integration of new 6th form pupils into a girls' grammar school. [s.l: The Author], 1997.

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Hegarty, S. V. An appropriate curriculum for today, in a girls' grammar school: Issues for consideration. [S.l: The author], 1992.

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

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"Learning and Virtue: English Grammar and the Eighteenth-Century Girls’ School." In Educating the Child in Enlightenment Britain, 87–108. Routledge, 2016. http://dx.doi.org/10.4324/9781315256962-10.

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