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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 (July 24, 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 school compared to similarly high attaining children from the least deprived backgrounds. Given these large inequalities in attendance to grammar schools, conditional on achievement, it is hard to see how such a system would promote the aim of improving social mobility.

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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 (October 16, 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 research. However, the article seeks to demonstrate that this may in large part be caused by the nature of the linguistic theories and experimental research approaches themselves, as well as the presentation of these projects in the literature: The granularity of the descriptions (and the objects described) that theoretical and experimental research assess simply does not match the kinds of generalisations that traditional grammars (school grammars, especially) aim for. To illustrate this point, specific issues with linguistic theories, methods and conventions are presented, which may make it difficult for school grammars to react to the results in a principled way.

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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 school was in a way a special department of the Serbian consulate. Using Serbian grammar school in Thessaloniki, the Kingdom of Serbia had largely influenced the people living in this vilayet. As both educational and national institution, it had managed to reach each and every Slav that had felt like Serb. One of the important results of its work was the establishment of a large number of Serbian primary schools in the vilayet of Salonika.

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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 determined that during the indicated chronological period, there were three types of textbooks which were used in galician women’s schools, secondary schools and gymnasiums. Namely grammar reference books with or without exercises, readers with adapted or authentic texts and abstracts from well-known French literature and textbooks itself, which contained various texts, passages of literary works and which were used in order to teach grammar, reading, writing and translation. All found textbooks were analyzed according to the criteria created by N. Borysko. It was found that all analyzed textbooks were recommended for use in Galician women’s schools, secondary schools and gymnasiums by the Regional School Board. All the training material contained in the textbooks was in line with the main purpose of foreign language learning and the requirements of the Austro-Hungarian Ministry of Religion and Education. As a result of our research, it has been proved that in the selected period of time for teaching French language they used the grammar-translation method as evidenced by particular attention to the study of grammar theory, a large number of grammar-translation type of exercises and reading literary works in French.

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6

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 descriptive survey that comprised 300 students and 10 English language teachers from four senior secondary schools in Kanifing Municipal Council. Two research instruments were used and the data were analysed using PPMC and MRA. The result showed that independent variables predicted students’ achievement in English grammar. Teachers’ subject mastery (β = 0.476; t = 12.132; p < 0.05 ) and questioning behaviour (β = 0.204; t = 5.195; p < 0.05 ) contributed significantly to students’ achievement in English grammar relatively and jointly. Recommendations were made to stakeholders to ensure regular training of in-service and preservice language teachers on the teacher and teaching-related variables in ESL classrooms.

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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 (February 5, 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 levels were tested on their use of these hypercorrect forms (nexp1 = 162, nexp2 = 159). Our results indicate an overall large amount of hypercorrection across all levels of education, including pre-university level students who otherwise perform better in constructions targeted by prescriptive grammar rules. We conclude that while teaching prescriptive grammar rules to high school students seems to increase their use of correct forms in certain constructions, this comes at a cost of hypercorrection in others.

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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 (September 27, 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 if reform is to succeed.

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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 (September 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 numbers or numbers smaller than 20, when they should know this by heart? We arrived at this hypothesis during knowledge tests for students after regular demonstrations and elaborations of Mathematics subject matter. In order to confirm or deny this hypothesis, generic/developmental method, that is, survey was used as one of research techniques (Selimović, 2013., p. 104). The survey was conducted in March during academic 2016/2017 and the sample consisted of 59 students in 2nd grade of Grammar School Tešanj.

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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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Books on the topic "Larne Grammar School"

1

McIlrath, R. H. Larne Grammar School: The first 100 years. [Larne]: [Larne GrammarSchool], 1985.

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2

Lynas, Cowper Robert Alexander. The development and management of careers education in Larne Grammar School. [s.l: The Author], 1991.

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3

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

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4

McAlinney, Marian. The management of student transition at 16 plus in a large urban girls grammar school. [s.l: The author], 1989.

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5

Griffin, Anne. An examination of the management of a drugs education programme in a large grammar school. [S.l: The author], 1998.

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6

Healy, Mary. An examination of the role of senior management in a large urban girls grammar school. [s.l: The author], 1989.

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7

McGinnity, Amelia. Developing strategies for identifying and supporting underachieving pupils in Key Stage 3 Mathematics in a large grammar school. [s.l: The Author], 2002.

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8

Johnston, John Martin. The implications for management resulting from an analysis of the reasons why the 11-16 Curriculum Development Programme proved ineffective as a vehicle for "change" in the science department of a large voluntary girls' grammar school. [s.l: The author], 1988.

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9

Hancock, H. Irving. The Grammar School Boys Snowbound (Large Print Edition): Or; Dick & Co. at Winter Sports. BiblioBazaar, 2007.

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10

Hancock, H. Irving. The Grammar School Boys in Summer Athletics (Large Print Edition): Or Dick & Co. Make Their Fame Secure. BiblioBazaar, 2007.

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