Academic literature on the topic 'Caulfield Grammar School History'
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Journal articles on the topic "Caulfield Grammar School History"
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Paget, Derek. "The Precariousness of Political Theatre." New Theatre Quarterly 16, no. 4 (November 2000): 388–90. http://dx.doi.org/10.1017/s0266464x00014135.
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LIKE Holden Caulfield in The Catcher in the Rye, I find myself wanting to ring up ‘old Baz Kershaw’. The insertion of personal history into an academic text that is to be found in The Radical in Performance, in itself radical, inspires this tactic. It also inspires my determination to refer to ‘Baz’ throughout this response. The available alternatives just don't feel right: ‘Kershaw’ carries reminders of the 1950s grammar school that (mis-) shaped me; ‘Professor Kershaw’ seems curiously over-formal in the context of my enjoyment of this book; ‘Barrie Kershaw’ (yes, I saw him once quoted as such in the THES) is frankly unfamiliar; ‘the author’ a coy statement of the obvious.
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Burton, Maxine. "A history of Chesterfield Grammar School." History of Education 48, no. 5 (September 17, 2018): 704–6. http://dx.doi.org/10.1080/0046760x.2018.1511834.
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Dongseok Lee. "Descriptive Grammar and School Grammar on Korean Language History - Focus on Reading and Grammar Textbooks." Journal of Korean Linguistics ll, no. 69 (March 2014): 283–329. http://dx.doi.org/10.15811/jkl.2014..69.010.
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Felfe, Marc. "Schlüssel oder Peitsche? Schulgrammatik im Spagat." Zeitschrift für germanistische Linguistik 48, no. 2 (August 27, 2020): 336–88. http://dx.doi.org/10.1515/zgl-2020-2005.
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AbstractIn this essay I understand school grammar as academic grammar for future teachers. It aims at linguistic awareness, not linguistic knowledge, which is an essential common ground with grammar lessons at school. It is about exciting insights into the structure of language.In the first section, the discourse on school grammar is examined. I will put a focus on the cultivated negative image of school grammar in history and then contrast it with practical expectations of use. Thereafter the essential linguistic foundations are outlined, which have been neglected in school grammar for far too long, being afraid of linguistic theory: valency and constituency. Afterwards, the area of tension between first and second language in terms of school grammar will be explored. Finally, I sketch school grammar as a basis for error correction and evaluation.
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HOPTOVÁ, LUCIÁNA. "ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 429–43. http://dx.doi.org/10.15503/jecs2020.2.429.443.
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Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools.
Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history.
Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
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Berrendonner, Alain. "Histoire d’une transposition didactique: les «Types de phrase»." Travaux neuchâtelois de linguistique, no. 31 (December 1, 1999): 37–54. http://dx.doi.org/10.26034/tranel.1999.2666.
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The notion of «sentence type» was borrowed from the linguistic research and brought into school grammar in the 1970’s. The article relates the history of this didactic transposition that is taken as a typical example of processes by which school grammar gains its contents and its terminology.
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Kaluđerović, Željko. "Arche of Philosophy Teaching in Vojvodina." Pannoniana 3, no. 1-2 (December 1, 2019): 54–69. http://dx.doi.org/10.2478/pannonia-2019-0004.
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Abstract In this paper, the author tries to identify the level of autonomy of Sremski Karlovci Grammar School in creating its curricula, particularly for philosophical subjects, since its establishment in 1791 until 1921. Although it might be considered that the teaching of philosophical subjects, during the first 130 years of the history of Sremski Karlovci Grammar School, automatically followed the changes of curricula, in reality this was not the case. Moreover, it seems that the teaching of philosophy in Sremski Karlovci Grammar School had a specific evolution, relatively independent of implemented curricula, which is confirmed by the analysis of its “Programmes” and “Reports”. For example, even though that there were two different curricula implemented in the school from 1792 to 1825, the same philosophical subjects were taught: Logics and Ethics (they were also taught within curriculum for 1849/50 school year and 1850/51 school year). From 1825 until 1847/8 school year, Logics was probably the only philosophical subject taught in the Grammar School, even though two curricula were implemented in this period as well. In the school year 1853/54 a new curriculum was introduced in Sremski Karlovci Grammar School, according to which the teaching of philosophy subjects was sublimated into one subject, Philosophical Propedeutics. During the following two school years (1854 and 1855) this school subject comprised the lectures on Logics, Psychology, Metaphysics, and History of Logics. From 1856 school year until the end of the analyzed period, only two courses were held on Philosophical Propedeutics: Logics and Psychology. Within these 65 years there were many changes of the names of these subjects, as well as the scope of their teachings, sequences of lectures and literature; however they rarely coincided with changes of curricula, as well as of adopted laws, regulations, and decrees.
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Jensen, Tim. "The Study of Religions and Religion in Denmark." NTT Journal for Theology and the Study of Religion 61, no. 4 (November 18, 2007): 329–42. http://dx.doi.org/10.5117/ntt2007.61.329.jens.
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In this article, Tim Jensen, himself a former teacher of Religion in the Danish Grammar School (1981-1995), outlines the history of Religion, a non-confessional obligatory subject in the Danish Grammar School, as well as of the history of its now very close relations to the academic study of religions. Following the historical outline, Jensen draws a picture of the current aims and contents of Religion and of the related university study programmes. Finally, he briefly discusses other formal and less formal ‘intersections’.
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Seo, Min-jeong. "Korean linguistic history achievements and limitations reflected in school grammar ‘sentence components’." Cogito 96 (February 28, 2022): 335–61. http://dx.doi.org/10.48115/cogito.2022.02.96.335.
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Lukin, Oleg V. "«GERMAN GRAMMAR» BY JACOB GRIMM AND SCHOOL GERMAN GRAMMAR BOOKS IN THE NINETEENTH-CENTURY GERMANY." Verhnevolzhski Philological Bulletin 23, no. 4 (2020): 121–27. http://dx.doi.org/10.20323/2499-9679-2020-4-23-121-127.
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The article is devoted to the place of J. Grimm's «German grammar» among school German grammar books of the XIX century Germany. The work that appeared at the beginning of the century opened a new page in the history of linguistics – the development of comparative historical language study and the formation of linguistics as a science. The paper provides information on some of the most important German grammar textbooks in Germany of the XIX century, used in secondary schools. They were grammar books by J. Ch. Gottsched, J. Ch. Adelung, J. Ch. A. Heyse, J. G. Radlof, S. G. A. Herling, F. J. Schmitthenner, M. W. Götzinger, etc. The author of the article compares J. Grimm's «German grammar» with the above-mentioned grammar works of that time and puts forward a hypothesis that in the XIX century Germany there appeared an opposition between scientific approach to grammar and that of school grammar books, which, according to the author, reflects dramatically different goals set by both sides. Unlike school textbooks which task is to consistently initiate students into the system of their native language, often on the basis of the matrix created by Alexandrian grammarians, scientific grammar is based on the results of linguistic research and seeks to answer questions about language phenomena. J. Grimm rejected any normative grammar based on logics, that resulting in the aversion on the part of the pedagogical community. Nevertheless, the publication of «German grammar» resulted in appearance of German language textbooks the writers of which tried to build their work on the basis of Grimm’s work, thereby contributing to the popularization of the ideas of the great linguist both among the pedagogical community and the students (A. F. H. Vilmar and K. A. J. Hoffmann).
Dissertations / Theses on the topic "Caulfield Grammar School History"
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Bragadin, Cheila Aparecida. "As ideias gramaticais de João Ribeiro na Grammatica portugueza (3º anno)." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/14196.
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The nineteen century was a changing time in the linguistic studies. In Brazil, a wide number of Portuguese grammars were published with the intention of supplying the educational necessities of the public education. The Grammatica portugueza (3º anno) of João Ribeiro was one of these publications. Its writing is based on the Colégio Pedro II 1887 new program. It had many editions and among them the third one, object of this research. In order to construct this cultural product, the author leaned over the new scientific ideas of the end of nineteen century. Although he had not abandoned the previous grammar principals as we can see at the analysis on this study. Therefore the objective of this dissertation is verifying the linguistic ideas presented on the Grammatica portugueza (3º anno), since it was built by the appropriation of the linguistic ideas of that historic period. This investigation is supported by the line of research related to History and Description of the Portuguese Language of the program of post-graduation studies of Portuguese Language of Pontifícia Universidade Católica de São Paulo and it is supported by the theoretical assumptions of History of linguistic ideas
No século XIX, época de mudanças nos estudos linguísticos, muitas gramáticas da língua portuguesa foram publicadas no Brasil com o intuito, principalmente, de suprir as necessidades didáticas do ensino público. A Grammatica portugueza (3º anno) de João Ribeiro esteve entre essas publicações. Escrita com base no novo programa do Colégio Pedro II, de 1887, teve inúmeras edições, dentre elas, a terceira, objeto de nossa pesquisa. Para construir esse artefato cultural, o autor se debruçou sobre as teorias que circulavam no final do século XIX, apesar de não abandonar os princípios gramaticais anteriores, como foi constatado na análise da obra. O objetivo desta dissertação é, portanto, verificar em que medida João Ribeiro apresenta as ideias linguísticas na produção da Grammatica portugueza (3º anno), construída por meio da apropriação das ideias linguísticas concebidas naquele momento histórico. A presente investigação está situada na linha de pesquisa História e Descrição da Língua Portuguesa, do Programa de Estudos Pós-graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, e norteia-se pelos pressupostos da História das ideias linguísticas
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Elalouf, Aurélia. "Histoire de la première nomenclature grammaticale officielle en France (janvier 1905 - avril 1911)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA134.
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L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseignéThis study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught
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Bermúdez, Abellán José. "Génesis y evolución del Dibujo como disciplina básica en la segunda Enseñanza." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/11074.
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Este trabajo indaga en los antecedentes,orígen y evolución de la enseñanza del Dibujo desde que aparece como disciplina escolar a partir del modelo educativo liberal en 1836 hasta 1936. La primera parte de este estudio, que abarca cien años, analiza el proceso de evolución y consolidación de esta materia como disciplina escolar y cómo adquiere un caracter propio y alcanza la consideración necesaria para formar parte del curriculo de forma permanente. En este proceso de configuración intervienen de forma directa las orientaciones ideológicas de los diferentes gobiernos, el pensamiento pedagógico ilustrado, el desarrollo industrial y la I.L.E. En esta parte se investigan, asímismo, los manuales escolares ya que intervienen de forma directa en la definición del carácter, el objeto y los fines de la enseñanza del Dibujo, así como su actualización científica.La segunda parte de este trabajo se ocupa de los catedráticos de Dibujo de Segunda Enseñanza, pues también ellos intervienen de forma directa en la configuración de la asignatura, al ser ellos quienes escribían los libros de texto, redactaban los temarios y formaban los tribunales de oposición. Indagando, también, en su formación, en las pruebas selectivas que debían superar, en el desarrollo de las mismas y en los programas y memorias que aportaban. Ocupándonos, por último, de la relación de estos profesionales con la sociedad de su época y su intervención en numerosas actividades culturales y artísticas.This essay deals with the background, origins and evolution of the teaching of Drawing since it appeared as a school subject within the liberal educational model in 1836 until 1936. The first part of this essay, which embraces one hundred years, analyses the process of development and consolidation of this discipline as a school subject, and how it gains independence and acquires the necessary consideration to form part of the curriculum in a permanent way. In this process of configuration, there is a direct influence from the ideological orientations of the different governments, from the enlightened pedagogical thinking, from the industrial development and the I.L.E.( Liberal Teaching Institution). Schools materials (books, resources.) are also analysed in this part, because they have a direct influence on the definition of the character, the object and the aims of the teaching of Drawing, as well as on its scientific update. The second part of this essay deals with the grammar-school teachers("catedráticos") of Drawing in Secondary Education ("Bachillerato"), since they also have a direct influence on the configuration of the subject, because they are the ones who wrote the textbooks, designed the curricula and formed the board of examiners for public competitions. Here we also analyse their training, the selection tests that they had to pass as well as the way they were developed, the programming and the reports they provided. Finally, we have also studied the relationship between these professionals and the society of their time, as well as their influence on so many cultural and artistic activities.
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Kylar, Mark Wesley. "The historical development of the public school system in Waxahachie, Texas : exploring a local dialect in the grammar of schooling." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-935.
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The history of the Waxahachie public schools from 1884 to 1970 reveals not only the development of the school system itself, and the local, regional, and national trends which influenced public education, but also serves as a case study of what David Tyack and Larry Cuban describe as the grammar of schooling, the inherent and implicit rules for bringing about a “real school” as perceived by its stakeholders. The study provides insights into the effects of local concerns vis a vis the larger movements and events in American history upon the development of this particular local school system.
The origins and the subsequent development of the public school system in Waxahachie, a small north-central Texas community located approximately thirty miles south of the Dallas, Texas, is the focus of this dissertation. The chronological history of the Waxahachie public school system, as an early independent school system is examined from its preceding influences, through its tumultuous inception, to its consequent periods of stability, professionalization, and growth. The study encompasses three major superintendencies, equating them to regimes by virtue of their length of tenure, and as a touchstone for depicting the societal trends with which they contended or reflected. Influences of race and religion are examined as primary and secondary animating themes.
The manner in which educational philosophies as described by Watras, including Scholar Academic, Social Efficiency, and Learner-Centered, are examined in relation to the historical periods during which each superintendent held office. A detailed history is presented about each superintendent’s term of office, exploring such topics as meeting the needs of a growing school district, accounting for curricular trends and forces at the local, regional, and national level, and navigating the societal terrain in the establishment and maintenance of a “real” school.text
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SMETANOVÁ, Jiřina. "Zátkovo státní reálné gymnázium v Českých Budějovicích v letech 1884 - 1914." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-150182.
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This proposed thesis is dedicated to the development of "Zátka's grammar school" from 1884 - 1914 in the city of České Budějovice. The goal of this first work is to explore the establishment of this school that ceased educating youth more than half a century ago. The grammar school arose in response to the controversies among Czech-german society which influenced the education of the czech youth not only in the southern Bohemia but elsewhere. This thesis is based on thorough and careful studies of specialized literature and archival materials stored in the State District Archives in České Budějovice. It consists of nine chapters that are further divided into two major sections. The first chapter is dedicated to the history of the city of České Budějovice and the development of education in general, with special attention given to education within the city itself and to the well-known celebrity and initiator of the Czech grammar school, August Zátka. This section thus provides the historical context necessary for the ensuing chapters. The second part addresses the establishment and growth of the Czech grammar school in České Budějovice. Moreover, this part is especially dedicated not only to the students of the school, but also to the teachers who taught there during the period with which this thesis is concerned. Overall, this thesis offers new insights about the "great history" of the school: its origin, development, and importance, in particular, its establishment in the South Bohemian Region. Additionally, this thesis provides the reader with many interesting facts about the daily activities within the grammar school.
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Vaňková, Eva. "Historie Reálného gymnázia v Jilemnici." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-350510.
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The thesis describes the circumstances of founding, development and transformation of the Grammar school in Jilemnice from 1913 to 1948 in the context of the political, economic and social changes and, also, changes of the national education policy. The paper consists of two major parts: the first one describes the historical development of the grammar school as a type, and thus forms a theoretical basis for the second part focused on the history of the Grammar school in Jilemnice itself. The latter part puts forward a picture of a daily life of the institution that was established by Czech citizens to support the Czech language and the national identity in a predominantly German-speaking area. It also presents problems the school faced during the peace time as well as during the global war conflicts, including the temporary closure of the school from 1941 to 1945. The paper finishes in 1948 when the character of the Grammar school changed significantly due to Act no. 95/1948 Sb. The appendices provide personal history of selected professors and memories of several former students.
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Šonová, Kateřina. "Pietní vzpomínka na vyhlazení obce Lidice v Gymnáziu Kladno." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343392.
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The presented diploma work under the title Reverent commemoration of the annihilation of the village Lidice in Kladno Gymnasium deals primarily with the course of this memorial action and informing grammar school students about historical events which happened on its field. Then it tries to give an idea of problematic of passing the historical awareness to further generations and ways which can lead to this public education. The work also tries to reflect the current situation in informing next generations and its research is grounded in tangible and memorial resources, thus literature and interviews with narrators. It is divided into three explanatory chapters. The introduction part occupies with methodological methods, based on which this one was worked out, research of information sources including available literature, archival or website sources as well as other kinds of backgrounds. It offers a possibility of getting to know a method of oral history, which are the roots of this work, to its reader. It also includes the process in details from picking and addressing the narrators to course of all made interviews, where there were eight of them recorder for the aim of this presented diploma work. The second part reinforces the presented research into its theoretical image. The history of...
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Sýkorová, Pavla. "Učitelé z pražských gymnázií v období tzv. normalizace." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-334391.
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A professional life of secondary school teachers of Czech gymnasiums (rough equivalent of British grammar schools) in so called normalization period is presented in this thesis using autobiographical recounting, contemporary documents and archival materials. The author mentions the choosing of their careers, their studies and ensuing start of their teaching practice that took place in late sixties. Author puts emphasis on mapping of the leading role of the Communist party of Czechoslovakia in the workplace during the so called normalization period and how it was perceived by the teachers themselves. Author shows the role of the communist party using teacher's reviews, entrance examinations and complex assessments. Later on, author elaborates the mechanisms used to keep school "socialistic" up to the year 1989: controls, deliberations and meetings, schoolings, school phraseology, material provision, anniversary celebrations, voluntary works, skiing and defense courses, sister trips and teacher's role in society. In the end, the thesis maps a downfall of communist party's leading role at schools and the transition to a democratic education after the year 1989.
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Kulhánková, Anna. "Uplatnění francouzké metody analýzy textu ve výuce dějepisu v ČR." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-405055.
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This diploma thesis is focusing on the application of the French text analysis method in history teaching in the Czech Republic. The objective of this thesis is to introduce the French method not only theoretically, but also to create specific lessons based on it. The terminology uses the term method for the translation of the French term méthode. The basis for this thesis is mainly drown from the French history textbooks, the interviews with the teachers and the history lessons in French. The thesis is divided into theoretical and practical part. The theoretical part deals with the introduction of history teaching in France, including the textbooks used at both primary and secondary schools. Furthermore, it presents the individual methods of working in history lessons according to the French method. In the practice part, this thesis presents the lessons prepared for history lessons in Czech, which were realized during the school year 2018/2019 at the bilingual section of the Jan Neruda Grammar School in Prague. These lessons were created for the purpose of this work based on the French method or were translated from French history textbooks. Lessons are devoted to both Czech and world history from antiquity to the 18th century. Written and pictorial sources are used. This thesis has shown that...
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SILBERNÁGLOVÁ, Jana. "Příprava a vedení geologické exkurze do Hornického muzea Příbram." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-50945.
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The excursion is designed for pupils of the 2nd grade of six-year grammar school, for pupils of the 1st grade of four - year grammar school or pupils of the 9th grade of basic school with a view to tie together with subject matter of natural science and geography. The excursion targets the mineralogic - geological exposition of the museum and the history and mining methods in the region.
Books on the topic "Caulfield Grammar School History"
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Cuss, E. History of Cirencester Grammar School. Cirencester: Author, 2003.
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Eggleshaw, Maurice. The History of Wallasey Grammar School. Moreton,Wirral: Wallasey School, 1995.
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Davies, John G. Leeds Grammar School: A pictorial history. (S.l.): (S.n.), 1991.
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Gilson, Peter. A school to remember even more: Falmouth Grammar School. Falmouth: Packet Publishing, 1998.
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Elliott, Bernard. A history of Kibworth Beauchamp Grammar School. Loughborough: Dover Reprints, 2003.
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The history of Ormskirk Grammar School, Lancashire. Preston: Carnegie on behalf of David C.J. Orritt, 1988.
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F, Thompson. Newport Free Grammar School: A brief history. [Saffron Walden, England]: Old Newportonian Society, 1987.
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Fidler, John W. Lancaster Royal Grammar School: A short history. Lancaster): Lancaster Royal Grammar School, 1998.
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A modern history of Bristol Grammar School. Andover: Phillimore, 2011.
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Harries, Richard. A history of Norwich School: King EdwardVI's Grammar School at Norwich. Edited by Cattermole Paul, Mackintosh Peter 1934-, and Friends of Norwich School. Norwich: Friends of Norwich School, 1991.
Find full textBook chapters on the topic "Caulfield Grammar School History"
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Winkler, Pierre. "The brith of functional grammar in the 'Austronesian school' of missionary linguistics." In Studies in the History of the Language Sciences, 329. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/sihols.111.23win.
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Hudson, Richard. "Grammar in English schools: a century of decline and rebirth." In The History of Grammar in Foreign Language Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch11.
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The survey of grammar teaching in foreign language (FL) teaching starts in 1920 with some important government reports on the teaching of language, and ends in 2016 with another report on pedagogy in FL teaching. In between these points, we find two significant dates: 1951, when O-level and A-level were introduced as the official school-leaving qualification for 16-year olds; and 1988, when O-level and CSE were merged into the present GCSE exam. Grammar instruction was important in the 1920s, contested in the 1950s, almost dead in the 1980s, and reviving in the 2010s. These changes are linked to English teaching, undergraduate FL syllabuses, and the target population for FL teaching.
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Iosad, Pavel. "Phonology in the Soviet Union." In The Oxford History of Phonology, 309–30. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198796800.003.0015.
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This chapter considers the development of phonological theory in the Soviet Union, both within the context of its origins in the intellectual atmosphere of late 19th- and early 20th-century linguistics in Russia, and within the light of its later separation into two different frameworks, known as the Moscow and Leningrad Schools. It is shown that both approaches are closely related to other varieties of phonological structuralism, notably the Prague School, and share important similarities in how they addressed issues of phonological analysis. In particular, I argue that many of the analytical choices and controversies were shaped in a significant way by the properties of the phonological grammar of Russian, with which both schools were preoccupied.
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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.
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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.
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Ostapchuk, Oxana A. "Ukrainian Language in the Practice of Education: Textbooks of the (Post)Revolutionary Time (the Late 1910s and Early 1920s)." In The “native word”: The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 255–72. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.11.
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Under analysis in this essay are the first mass textbooks in the Ukrainian language, which spread in schools after a radical change in the language situation after the 1917 revolution. Special attention is paid to the period of 1917-1919, which was marked by a real publishing boom in this field. In order to examine the form and the content of native-tongue education, not only are textbooks as such taken into account, but also materials of linguistic and methodological discussion of that time, in order to examine the form and the content of native-tongue education. This work also actively utilizes regional archival material from the territory of Central Ukraine (primarily Podillia). The analysis showed that the main aim of the textbooks and manuals from the 1910s was enhancing the communicative status of the Ukrainian language in society. The text- books created the necessary communicative environment for a new educated Ukrainian speaker, who had practical skills in the fields of Ukrainian grammar, stylistics, and syntax.
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Bernard, G. W. "Richard Bruce Wernham, 1906–1999." In Proceedings of the British Academy, Volume 124. Biographical Memoirs of Fellows, III. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263204.003.0019.
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Bruce Wernham was born on 11 October 1906 at Ashmansworth, near Newbury, Berkshire, the son of a tenant farmer. He attended St Bartholomew's Grammar School, which he remembered with affection all his life, serving as Governor from 1944. In 1925 he went on to Exeter College, Oxford, and took a first in Modern History in 1928. He returned to study towards a D.Phil. His chosen theme was ‘Anglo-French relations in the age of Queen Elizabeth and Henri IV’, a subject that would remain at the centre of his interests for the rest of his life. After a year, he moved to London in order to work on the State Papers in the Public Record Office and the British Museum.
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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.
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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.
Conference papers on the topic "Caulfield Grammar School History"
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Benediktova, Lenka. "THE USE OF KAHOOT APP IN TEACHING NATURAL HISTORY ON GRAMMAR SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1031.
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Ambrozy, Marian. "THE RELATIONSHIP BETWEEN PHILOSOPHY AND HISTORY IN THE CONTEXT OF GRAMMAR SCHOOL TUITION." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb21/s06.049.
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