Relevant bibliographies by topics / Leeds (England). Grammar school

Contents

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

Academic literature on the topic 'Leeds (England). Grammar school'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Leeds (England). Grammar school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Leeds (England). Grammar school"

1

Jerram, Timothy. "James Valentine: Formerly Consultant Psychiatrist, University Health Service, Leeds." Psychiatric Bulletin 32, no. 6 (June 2008): 237. http://dx.doi.org/10.1192/pb.bp.108.021089.

Full text
Abstract:
James Valentine was born on 2 October 1906, of farming stock, in Glasgow. He won a scholarship to Hutcheson's Grammar School where he was an outstanding student (Dux Medalist, School Captain and Captain of cricket). He read Medicine at Glasgow where, he recalled, he met Ferguson Rodger (later Professor of Psychiatry) in their first week in the Anatomy Room and the two remained close friends until the latter's death. As a student Jim was active in many areas, but is particularly remembered for being a founding member of the National Party of Scotland (now the SNP) and serving on its National Council. He trained at Bethlem Royal Hospital (where, being in London, he was an assiduous theatre-goer). Then he went to Gartnavel Hospital, Glasgow, where his duties included waiting at Central Station to receive consignments of mosquitos from the Mott Clinic, Horton Hospital, Epsom, then used in the treatment of general paralysis of the insane (GPI).
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Sahota, Pinki, Jenny Woodward, Rosemary Molinari, and Jo Pike. "Factors influencing take-up of free school meals in primary- and secondary-school children in England." Public Health Nutrition 17, no. 6 (April 16, 2013): 1271–79. http://dx.doi.org/10.1017/s136898001300092x.

Full text
Abstract:
AbstractObjectiveThe present study sought to explore the factors that influence registration for free school meals and the subsequent take-up following registration in England.DesignThe research design consisted of two phases, a qualitative research phase followed by an intervention phase. Findings are presented from the qualitative research phase, which comprised interviews with head teachers, school administrators, parents and focus groups with pupils.SettingThe study took place in four primary schools and four secondary schools in Leeds, UK.SubjectsParticipants included head teachers, school administrators, parents and pupils.ResultsFindings suggested that parents felt the registration process to be relatively straightforward although many secondary schools were not proactive in promoting free school meals. Quality and choice of food were regarded by both pupils and parents as significant in determining school meal choices, with stigma being less of an issue than originally anticipated.ConclusionsSchools should develop proactive approaches to promoting free school meals and attention should be given not only to the quality and availability of food, but also to the social, cultural and environmental aspects of dining. Processes to maintain pupils’ anonymity should be considered to allay parents’ fear of stigma.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

HUDSON, RICHARD, and JOHN WALMSLEY. "The English Patient: English grammar and teaching in the twentieth century." Journal of Linguistics 41, no. 3 (November 2005): 593–622. http://dx.doi.org/10.1017/s0022226705003464.

Full text
Abstract:
In the first half of the twentieth century, English grammar disappeared from the curriculum of most schools in England, but since the 1960s it has gradually been reconceptualised, under the influence of linguistics, and now once again has a central place in the official curriculum. Our aim is not only to document these changes, but also to explain them. We suggest that the decline of grammar in schools was linked to a similar gap in English universities, where there was virtually no serious research or teaching on English grammar. Conversely, the upsurge of academic research since the 1960s has provided a healthy foundation for school-level work and has prevented a simple return to old-fashioned grammar-teaching now that grammar is once again fashionable. We argue that linguists should be more aware of the links between their research and the school curriculum.
APA, Harvard, Vancouver, ISO, and other styles
6

Kolbe, Karin Dorina. "Knowledge, Attitudes and Behaviour regarding Waste Management in a Grammar and a Comprehensive School in England – Results from a School Questionnaire." Journal of Teacher Education for Sustainability 17, no. 1 (June 1, 2015): 58–71. http://dx.doi.org/10.1515/jtes-2015-0005.

Full text
Abstract:
Abstract Well-organised waste management is an essential part of sustainable development. The saving of resources and energy is everyone’s concern and environmental education is vital to guarantee a sustainable lifestyle in the long run. To find out what similarities and differences in views regarding waste management exist between grammar school pupils and comprehensive school pupils in England, questionnaires were designed and distributed in two schools in the same English city. The questionnaires aimed at quantifying and establishing students’ knowledge, attitudes and behaviour regarding waste management. The results illustrate that students from the grammar school had higher levels of knowledge, were more likely to recycle and used more sources of information regarding waste management. Waste reduction was considered important by almost all students. However, students in both schools considered composting and waste reduction as less important than recycling and thereby did not fully agree with sustainable waste management.
APA, Harvard, Vancouver, ISO, and other styles
7

Handley, Agata G. "On (Not) Being Milton: Tony Harrison’s Liminal Voice." Text Matters, no. 6 (November 23, 2016): 276–90. http://dx.doi.org/10.1515/texmat-2016-0017.

Full text
Abstract:
Tony Harrison’s poetry is rooted in the experience of a man who came out of the working class of Leeds and who, avowedly, became a poet and a stranger to his own community. As Harrison duly noted in one interview, from the moment he began his formal education at Leeds Grammar School, he has never felt fully at home in either the world of literature or the world of his working class background, preferring to continually transgress their boundaries and be subject to perpetual change. The paper examines the relation between poetic identity, whose ongoing construction remains one of the most persistently reoccurring themes of Harrison’s work, and the liminal position occupied by the speaker of Harrison’s verse. In the context of the sociological thought of such scholars as Zygmunt Bauman and Stuart Hall, the following paper discusses the way in which the idea of being in-between operates in “On Not Being Milton,” an initial poem from Harrison’s widely acclaimed sonnet sequence The School of Eloquence, whose unique character stems partly from the fact that it constitutes an ongoing poetic project which has continued from 1978 onwards, reflecting the social and cultural changes of contemporary Britain.
APA, Harvard, Vancouver, ISO, and other styles
8

Mews, Stuart, and Michael Mullett. "Catholicism and the Church of England in a Northern Library: Henry Halsted and the Burnley Grammar School Library." Studies in Church History. Subsidia 12 (1999): 533–47. http://dx.doi.org/10.1017/s0143045900002659.

Full text
Abstract:
THE contents of what was described in 1885 as ‘the most extensive and the most interesting of the old Grammar School Libraries of Lancashire’, the Burnley Grammar School Library, shed interesting light on the state of religious controversy in the north between the late sixteenth and the late seventeenth and early eighteenth centuries. The library, which, through the generosity of Burnley Grammar School and with the kind co-operation of the Lancashire County Library, is now on permanent loan at Lancaster University, forms, as presently constituted, a collection of 875 volumes, published mainly in the seventeenth century. It owes its foundation to, and, as we shall see, reflects the religious interests, aims, and viewpoint of, the Revd Henry Halsted (1641-1728), rector of Stansfield, in Suffolk, who left the whole of his personal library to the Burnley Grammar School in 1728. Shortly after Halsted’s death, the collection was augmented by a small addition of books presented by another clergyman, the Revd Edmund Towneley of Rowley, rector of Slaidburn, Lancashire. It is, therefore, essentially a clerical and religious library and provides an interesting example of what sort of material typical, affluent English incumbents of the Augustan and early Hanoverian period considered worthy of places on their study shelves. For purposes of comparison within the region, a collection by two laymen made in another northern town and, like the Halsted-Towneley collection, charitably gifted, the Petyt Library, built up to over two thousand volumes by two brothers in the first decade of the eighteenth century, and now housed within Skipton Public Library, with its heavy emphasis on divinity, can be profitably examined. In the essay that follows we shall consider the Burnley Collection as essentially that of its principal donor, Henry Halsted, and as enshrining his aims.
APA, Harvard, Vancouver, ISO, and other styles
9

Whybrow, Nicolas. "Young People's Theatre and the New Ideology of State Education." New Theatre Quarterly 10, no. 39 (August 1994): 267–80. http://dx.doi.org/10.1017/s0266464x00000579.

Full text
Abstract:
In NTQ38 (May 1994) Nicolas Whybrow offered a brief account of the immediate threat facing theatre in education (TIE) in England and Wales. In the first of two articles in which he examines the general state of theatre produced for both the formal and the informal education sectors, he goes on to provide a more searching contextualization of some of the changes now taking place. Here, he analyzes the implications for TIE of the Education Reform Act of 1988, and the effect of Youth Service policies on theatre for youth work. Nicolas Whybrow recently completed a PhD based on the practices of Red Ladder, Blah Blah Blah, and Leeds TIE, and is about to take up a lecturing appointment at the Workshop Theatre (School of English), Leeds University.
APA, Harvard, Vancouver, ISO, and other styles
10

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Leeds (England). 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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Lynch, Michael Anthony. "The education and training of secondary school music teachers in England and Wales 1945-1975 with particular reference to the work of the University of Leeds Institute of Education." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506123.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Leeds (England). Grammar school"

1

Haigh, Alan. Inspection report [on] Prince Henry's Grammar School: Dates of inspection 21-25 September 1998. [London]: Ofsted, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Russell, Sheila. Inspection under Section 9 of the Education (Schools) Act 1992: Prince Henry's Grammar School...Otley... : dates of inspection 29 November - 3 December 1993. [London]: Ofsted, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Davies, John G. Leeds Grammar School: A pictorial history. (S.l.): (S.n.), 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Waters, Doris Arnell. School days in south Leeds, 1920-30. Leeds: D. A. Waters, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Biltcliffe, David. Inspection under Section 9 of the Education (Schools) Act 1992: The Whartons Primary School...Otley... : dates of inspection 16-19 October 1995. [London]: Ofsted, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Victoria Primary School ... : dates of inspection 8-9 December 1998. London: Ofsted, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Alwoodley Primary School...Leeds... : date of inspection 18 -21 September 1995. [London]: Ofsted, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Biltcliffe, David. Inspection under Section 9 of the Education (Schools) Act 1992: Cookridge Primary School...Cookridge, Leeds...datesof inspection 19-23 June 1995. [London]: Ofsted, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Brooks, Margaret E. Whitebridge Primary School... Leeds...: Summary of the inspection report. [London]: Ofsted, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bennetts, J. Oakwood Primary School...Leeds...: Summary of the inspection report. [London]: Ofsted, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Leeds (England). Grammar school"

1

Harland, Kirk, and John Stillwell. "Commuting to School." In Technologies for Migration and Commuting Analysis, 294–315. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-755-8.ch016.

Full text
Abstract:
The education sector in England and Wales is becoming increasingly data rich, with the regular collection of the Pupil Level Annual School Census (PLASC) and school preference information, together with the compilation of school performance league tables. However, it is also a rapidly changing environment both in terms of demographic demand as well as policy responses from Government. The latest policy documents require that local education authorities provide fair and equitable admissions policies for all, while at the same time limiting the number of surplus school places. Moreover, funding has to be targeted appropriately in the face of significant changes in the complexion and number of state educated school pupils. Therefore, it is crucial for education planners to be able to interpret the large quantities of data collected each year into valuable intelligence to support planning and decision making. This chapter explores the use of classic spatial interaction models with journey to school data for the purpose of school network planning for the city of Leeds. The limitations associated with the application of spatial interaction models in the education sector will be discussed, and modifications to the computational form will be explored using a genetic algorithm. Spatial interaction models representing pupils from different socio-demographic backgrounds will be calibrated and incorporated into an overarching logic model called the Spatial Education Model (SEM). Finally, the SEM will be used to forecast pupil numbers attending schools in the study area up to the year 2013.
APA, Harvard, Vancouver, ISO, and other styles
2

Tamte, Roger R. "Given a New Era." In Walter Camp and the Creation of American Football, 4–11. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0002.

Full text
Abstract:
Walter Camp is born into an era of dramatic technological advance and social change, which bring him game and competition opportunities. The game of rugby had developed at Rugby School in England, with the first known written rules for football being prepared by Rugby students in 1845, just fourteen years before Camp is born. Camp is a New Englander with seven generations of Connecticut ancestors, beginning with Plymouth Rock–era English immigrants. His immediate family mixes both academic and business aptitudes and interests. From boyhood on, Camp is physically active, spending time on the water every summer (he grew up three blocks from the New Haven harbor), exercising to build up his body, wrestling, practicing, and competing in athletic games. He attends Hopkins Grammar School, a New Haven college-preparatory school, and helps establish athletic teams representing the school in competition.
APA, Harvard, Vancouver, ISO, and other styles
3

Hawting, Gerald. "Peter Malcolm Holt 1918–2006." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0011.

Full text
Abstract:
Peter Malcolm Holt (1918–2006), a Fellow of the British Academy, was an historian of the Sudan, of the Middle East more widely, and of the development of Arabic studies in early modern England. Born at Leigh in Lancashire, he went to Lord Williams's Grammar School at nearby Thame, and then read History at University College, Oxford from 1937 to 1940. Having obtained a Diploma of Education (1941), he joined the Education Department of the Government of the Sudan, where he worked as a secondary school teacher and inspector. In the year before the Sudan became independent in 1956, Holt was appointed as a Lecturer in the History Department of the School of Oriental and African Studies. Articles investigating aspects of the earlier period of Sudanese history represent part of his scholarly output during the 1960s. While the main body of Holt's academic research occupied three, approximately successive, phases (the Sudan, Egypt under Ottoman rule, and the early Mamluk sultanate in Egypt and Syria), the development of Arabic studies in seventeenth-century England remained an abiding interest.
APA, Harvard, Vancouver, ISO, and other styles
4

Dunn, John, and Tony Wrigley. "Thomas Peter Ruffell Laslett 1915–2001." In Proceedings of the British Academy Volume 130, Biographical Memoirs of Fellows, IV. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263501.003.0005.

Full text
Abstract:
Thomas Peter Ruffell Laslett (1915–2001), a Fellow of the British Academy, spent much of his childhood in Oxford but his secondary education took place in the Grammar School at Watford, where his father had become minister. In 1935, Laslett went up to St John’s College at the University of Cambridge to read history, graduating with a double first in 1938. In 1947, he married Janet Crockett Clark, who provided the secure and happy foundation for all his other activities over the next half century. From his childhood, well before showing any special aptitude for formal historical study, Laslett was intensely fascinated by the past inhabitants of England. His work on John Locke produced two enduring achievements: an edition of the Two Treatises of Government and a catalogue of Locke’s library. He also exerted a wider influence upon political theory by his editorship of a series of collections of essays devoted to the changing status and vitality of political thinking.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Leeds (England). Grammar school' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography