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Relevant bibliographies by topics / Larne Grammar School

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Academic literature on the topic 'Larne Grammar School'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Larne Grammar School"

1

Burgess, Simon, Claire Crawford, and Lindsey Macmillan. "Access to grammar schools by socio-economic status." Environment and Planning A: Economy and Space 50, no. 7 (2018): 1381–85. http://dx.doi.org/10.1177/0308518x18787820.

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One of the main motivations given for the proposed new expansion of grammar schools in England is to improve social mobility. We assess the role of existing grammar schools in promoting social mobility by examining access to grammar schools, differentiating among the 85% non-poor pupils using the National Pupil Database. We find stark differences in grammar school attendance within selective areas by socio-economic status, even when comparing pupils with the same Key Stage 2 attainment. High attaining children from the most deprived backgrounds are significantly less likely to attend a grammar

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2

Struckmeier, Volker. "Why are there growing divisions between traditional grammars and theoretical and experimental linguistic works (and how can they be overcome)?" Pedagogical Linguistics 1, no. 2 (2020): 211–33. http://dx.doi.org/10.1075/pl.20002.str.

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Abstract The present article discusses a worrying development, whereby some traditional grammars become less aligned with the findings of linguistics research. The article gives examples of such discrepancies, illustrated here on the basis of the description of German. It also aims to describe a possible cause for this development. On the one hand, it seems that the grammatical descriptions found in school grammars have in some cases ceased to reflect discussions in (and formats of) current theories of grammar. They have also chosen, to a degree, to ignore empirical findings made by linguistic

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3

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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4

Novakov, Aleksandra. "Social significance of the Serbian grammar school "The home of science" in Thessaloniki (1894-1910)." Zbornik Matice srpske za drustvene nauke, no. 153 (2015): 677–97. http://dx.doi.org/10.2298/zmsdn1553677n.

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Serbian grammar school ?The home of science? in Thessaloniki was a seven-year school that gave several generations of matriculated students. Some of those students had earned their university degrees in Belgrade, Constantinople, Thessaloniki and other European cities. With their lifetime achievements, they proved to be representative Serbs and had an important role in the area of human creativeness. They were Serbian grammar school teachers in the Ottoman Empire, engineers, doctors, lawyers, writers, publicists, and after the Balkan Wars, also national deputies and politicians. This grammar sc

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Антон Іващук. "CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890)." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 73–81. http://dx.doi.org/10.31499/2307-4906.3.2020.219094.

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The article under discussion deals with the textbooks for the French language learning used in the schools and gymnasiums of Galicia (1867–1890). The content and structure of textbooks by Jan Amborsky, August Svitkovsky and Stephanie Wechslerova have been analyzed in detail. Phonetic, grammatical and lexical material contained in the textbooks has been described. The historical and educational prerequisites that directly influenced the development of French language teaching in Galicy have been outlined. After having analyzed the textbooks for the French language learning in Galicia it was det

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Olagbaju, Oladotun Opeoluwa. "Teacher-Related Factors as Predictors of Students’ Achievement in English Grammar in Gambian Senior Secondary Schools." Education Research International 2020 (November 7, 2020): 1–6. http://dx.doi.org/10.1155/2020/8897719.

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Studies have shown that several factors predict students’ achievement in any second language classroom. These factors include learner, school, text, and teacher-related variables. The teacher is indispensable in the instructional procedure; therefore, the quality of a teacher in terms of teaching experience, subject mastery, and questioning behaviour can determine ESL students’ learning outcomes to a large extent. This study examined the relationship between teachers’ subject mastery and questioning behaviour and students’ achievement in English grammar in the Gambia. The research design is a

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7

Hubers, Ferdy, Thijs Trompenaars, Sebastian Collin, Kees De Schepper, and Helen De Hoop. "Hypercorrection as a By-product of Education." Applied Linguistics 41, no. 4 (2019): 552–74. http://dx.doi.org/10.1093/applin/amz001.

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AbstractPrescriptive grammar rules are taught in education, generally to ban the use of certain frequently encountered constructions in everyday language. This may lead to hypercorrection, meaning that the prescribed form in one construction is extended to another one in which it is in fact prohibited by prescriptive grammar. We discuss two such cases in Dutch: the hypercorrect use of the comparative particle dan ‘than’ in equative constructions, and the hypercorrect use of the accusative pronoun hen ‘them’ for a dative object. In two experiments, high school students of three educational leve

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8

Labaree, David F. "The dynamic tension at the core of the grammar of schooling." Phi Delta Kappan 103, no. 2 (2021): 28–32. http://dx.doi.org/10.1177/00317217211051141.

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The American system of schooling has been remarkably resistant to change, with most changes coming in the form of tinkering around the edges. Large-scale reform that alters what David Tyack and Larry Cuban (1995) referred to as the “grammar of schooling” has tended to fizzle out. David Labaree suggests that the practices that are most likely to become part of this persistent grammar of schooling, such as the age-graded classroom, are those that align with schools’ social mission and that meet schools’ organizational needs. Those two elements of the grammar of schooling must remain in balance i

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9

Rešić, Sead, Maid Omerović, Tarik Baždalić, and Amila Osmić. "POSSIBLE CALCULATOR ADDICTION IN STUDENTS WHILE PERFORMING SIMPLE CALCULUS OPERATIONS IN SOLVING MATHEMATICS PROBLEMS." Journal Human Research in Rehabilitation 7, no. 2 (2017): 94–96. http://dx.doi.org/10.21554/hrr.091710.

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Contemporary learning processes in schools and universities could not be imagined without the use of computers and calculators. Naturally, all is good if they are used in order to acquire new knowledge or solve problems from expert subjects in technical schools, which demand large quantity of simple mathematical operations. However, what if frequent use of calculators, either pocket or those installed on every home and school computer, becomes an addiction in students who begin using them while calculating simple mathematical operations, such as multiplying or adding and detracting one-digit n

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10

Allen, Rebecca, and Joanne Bartley. "The Role of the Eleven-Plus Test Papers and Appeals in Producing Social Inequalities in Access to Grammar Schools." National Institute Economic Review 240 (May 2017): R30—R41. http://dx.doi.org/10.1177/002795011724000112.

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We use eleven-plus test and appeals data obtained from a large local authority to explore how the process of admission to grammar schools produces such a strong social gradient in entry rates. We look at disparities between eleven-plus and subsequent SATs scores by social background for each element of the test. We then turn to whether the headteacher assessment panel seems to help or hinder poor students on the cusp of passing. Our analysis has implications for how to improve access to grammar schools for those from disadvantaged families.

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