Relevant bibliographies by topics / Menorah Primary School (London, England)

Academic literature on the topic 'Menorah Primary School (London, England)'

Author: Grafiati
Published: 25 July 2024

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Journal articles on the topic "Menorah Primary School (London, England)"

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Andreou, Sofia. "Consumers’ valuation of academic and deprivation-compensating aspects of school performance in England." International Journal of Social Economics 45, no. 4 (April 9, 2018): 661–81. http://dx.doi.org/10.1108/ijse-03-2017-0062.

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Purpose The purpose of this paper is to investigate the willingness of households to pay for academic and deprivation-compensating components of the Contextual Value Added (CVA) indicator of school quality used in England in order to locate themselves in the catchment area of state schools. Deprivation-compensating school performance, defined as the difference in the disadvantaged intake between two schools with the same academic performance. Design/methodology/approach The empirical analysis, based on data drawn from three independent UK data sources, used parametric and non-parametric analysis approaches. The analysis conducted separately for primary and secondary schools, because household behaviour can differ between these two levels of education. Findings Consumers are willing to pay for houses in the catchment area of primary and secondary schools with high academic achievement, as measured by the mean score; whereas, the component of the CVA indicating deprivation-compensating aspects of school performance is found to have a positive effect only on the price of houses in the catchment area of primary schools in London; its impact on the price of houses elsewhere is mostly negative. Practical implications The analysis in this study suggested that the recently adopted practice of using CVA as a measure of school quality in England can encourage government and Local Authorities to pay more attention to raising the deprivation-compensating aspects of school performance of their schools. Originality/value This is the first study to explore the value which households attach to deprivation-compensating outcomes, at a given level of academic performance using the CVA indicator.
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Castro-Kemp, Susana, Olympia Palikara, Carolina Gaona, Vasiliki Eirinaki, and Michael J. Furlong. "The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England." School Mental Health 12, no. 2 (November 11, 2019): 284–95. http://dx.doi.org/10.1007/s12310-019-09349-7.

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Abstract A dual approach to mental health in schools has been widely defended, where the assessment of psychological distress and the examination of strengths/well-being are two separate continua. In line with a well-being approach, school belonging has been referenced as an important indicator of mental health in children. This study explored the predictive role of school sense of belonging alongside other demographic variables (gender, main language spoken at home, and socio-economic status of postcode) on the socio-emotional health profiles of primary school children in England. Children (N = 522) were recruited from three primary schools in Greater London. A survey including measures of school belonging and socio-emotional health was administered to all children. Results showed that it is possible to identify groups of students at primary school level based on socio-emotional health ratings on gratitude, zest, optimism, and perseverance. School sense of membership, as measured by the psychological sense of school membership primary (PSSM-P), was the best predictor of group membership and, together with socio-economic status, explains 37% of the variance in socio-emotional health profiles. Belonging starts affecting well-being and socio-emotional health as early as in primary school, hence the importance of universal screening and early preventive actions to promote well-being in this age range. The study provides evidence supporting the use of the abbreviated (PSSM-P) in predicting socio-emotional health profiles, with potential to complement distress-based measures.
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Wells, Lesley, and Michael Nelson. "The National School Fruit Scheme produces short-term but not longer-term increases in fruit consumption in primary school children." British Journal of Nutrition 93, no. 4 (April 2005): 537–42. http://dx.doi.org/10.1079/bjn20051393.

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The National School Fruit Scheme (NSFS) provides one free piece of fruit each school day to children, aged 4 to 6 years, attending state schools in England. The aims of the present study were to determine if NSFS was associated with a higher fruit consumption in infant school children (4–6 years old), and to assess whether fruit consumption was higher in junior school children (7–8 years old) who had received free fruit as infants compared with those who had not. The present cross-sectional study involved seventeen schools, eight in the NSFS (study schools) and nine not in the NSFS (control schools). Study and control schools were selected in areas of similar levels of deprivation. All schools were on the outskirts of London in Southeast England. A retrospective 24 h food tick list was given to each pupil in Reception to Year 4 to take home for their parents to complete and return. Response rate was 51 %. Median total fruit consumption (excluding fruit juice) in infants receiving free fruit was 117 g/d compared with 67 g/d in infants not receiving free fruit (P<0·001). Median consumption in juniors who had received free fruit at school as infants did not differ from those who had not (83 g/d v. 86 g/d). The NSFS has increased fruit consumption in infant school children. It does not appear to have longer-term effects in junior school children. If the scheme is to affect dietary habits and improve health in the long term, further interventions will be needed.
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Mitch, David. "Women's Work? American Schoolteachers, 1650–1920. By Joel Perlmann and Robert A. Margo. Chicago and London: The University of Chicago Press, 2001. Pp. x, 188. $32.00." Journal of Economic History 61, no. 4 (December 2001): 1148–49. http://dx.doi.org/10.1017/s0022050701005836.

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By the 1920s over 90 percent of primary-school teachers in the United States were women. But in 1860, only a third of Southern rural teachers were female whereas in New England and Mid-Atlantic rural areas, modern proportions had already been attained. One of the main objectives of this careful and lucid study is to examine the reasons for these different regional patterns.
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Bell, Sadie, Michael Edelstein, Mateusz Zatoński, Mary Ramsay, and Sandra Mounier-Jack. "‘I don’t think anybody explained to me how it works’: qualitative study exploring vaccination and primary health service access and uptake amongst Polish and Romanian communities in England." BMJ Open 9, no. 7 (July 2019): e028228. http://dx.doi.org/10.1136/bmjopen-2018-028228.

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ObjectivesThis study explored vaccination attitudes and behaviours among Polish and Romanian communities, and related access to primary healthcare services.DesignA qualitative study using in-depth semistructured interviews with Polish and Romanian community members (CMs) and healthcare workers (HCWs) involved in vaccination in areas with large Polish and Romanian communities. CMs discussed their vaccination attitudes and their experiences of accessing vaccinations in England. HCWs shared their experiences in vaccinating Polish and Romanian communities.SettingRecruitment focused on three geographical areas in England with large Polish and Romanian populations (in London, Lincolnshire and Berkshire).Participants20 Polish and 10 Romanian CMs, and 20 HCWs. Most CMs were mothers or pregnant women and were recruited from London or Lincolnshire. HCWs included practice nurses, health visitors and school nurses recruited from the targeted geographical areas.ResultsAlthough most CMs reported vaccinating according to the UK schedule, obstacles to vaccination were highlighted. CMs experienced difficulties navigating and trusting the English primary healthcare system, and challenges in accessing credible vaccination information in Polish and Romanian. CM vaccination expectations, largely built on knowledge and experiences from Poland and Romania, were often unmet. This was driven by differences in vaccination scheduling and service provision in England, such as nurses delivering vaccines instead of doctors. CMs reported lower acceptance of the influenza vaccine, largely due to perceptions around the importance and efficacy of this vaccine. HCWs reported challenges translating and understanding vaccination histories, overcoming verbal communication barriers and ensuring vaccination schedule completeness among families travelling between England and Poland or Romania.ConclusionsThis study identified vaccination uptake and delivery issues and recommendations for improvement. HCWs should discuss health service expectations, highlight differences in vaccination scheduling and delivery between countries, and promote greater understanding of the English primary healthcare system in order to encourage vaccination in these communities.
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Szydło, Zbigniew A. "Science Curiosities Cabinet And The Chemical Showcase." Chemistry-Didactics-Ecology-Metrology 27, no. 1-2 (December 1, 2022): 79–103. http://dx.doi.org/10.2478/cdem-2022-0007.

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Abstract With the drastic reduction of the school chemistry teaching program in England in 1986, large quantities of apparatus and chemicals became redundant. The disused apparatus at Highgate School inspired the construction of a chemical showcase for pupils; this has encouraged pupils to develop a passion for chemistry. The idea of a “miniature museum” came from a visit to a local primary school in London, which had a beautiful science curiosities cabinet in one of its rooms. In both schools, sciences thrive, and are popular among pupils. Undoubtedly a display of assorted artefacts, which can be readily accessed by pupils, makes a significant impact on developing their interest in science. It is hoped that the story of these ventures will inspire teachers to make their own versions of these excellent and easily constructed educational facilities.
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Agbandje-McKenna, Mavis. "I Am Here: It Took a Global Village." Annual Review of Virology 8, no. 1 (September 29, 2021): 1–21. http://dx.doi.org/10.1146/annurev-virology-091919-104940.

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The saying “It takes a village to raise a child” has never been truer than in my case. This autobiographical article documents my growing up and working on three different continents and my influencers along the way. Born in a village in Nigeria, West Africa, I spent the first 12 years of life with my grandmother living in a mud house and attending a village primary school. I walked barefoot to school every day, learned to read, and wrote on a chalk slate. At the age of 13, I moved to my second “village,” London, England. In secondary school my love of science began to blossom. I attained a double major in chemistry and human biology from the University of Hertfordshire and a PhD in biophysics from the University of London, with a research project aimed at designing anticancer agents. I was mentored by Terence Jenkins and Stephen Neidle. For my postdoctoral training, I crossed the ocean again, to the United States, my third “village.” In Michael Rossmann's group at Purdue University, my love for viruses was ignited. My independent career in structural virology began at Warwick University, England, working on pathogenic single-stranded DNA packaging viruses. In 2020, I am a full professor at the University of Florida. Most of my research is focused on the adeno-associated viruses, gene delivery vectors. My list of mentors has grown and includes Nick Muzyczka. Here, the mentee has become the mentor, and along the way, we attained a number of firsts in the field of structural virology and contributed to the field at the national and international stages.
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Reynolds, Thomas. "W.A.P.F. Steiner: 1918–2003." Legal Information Management 3, no. 3-4 (2003): 151. http://dx.doi.org/10.1017/s1472669600002036.

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William A.F.P. Steiner, one of the founding editors of the Index to Foreign Legal Periodicals has died after a long illness. Willi (always Willi, never William or Dr. Steiner) had received his diplomate from Vienna shortly before he emigrated to England in 1938; he received a Masters degree from Cambridge and a Master of Laws degree from the University of London. He was a barrister of Gray's Inn, but his primary interests were bibliography and the organization of knowledge and information, and he almost immediately embarked on endeavours as a librarian and editor. His first positions were as assistant librarian at the London School of Economics, 1946–1958, and then the Squire Law Library at Cambridge, 1959–1968. In 1968 he returned to London as the Librarian of the Institute of Advanced Legal Studies, also serving as the Secretary of the Institute from 1968 to 1971. In 1984 he returned to Cambridge, where he had continued to live since 1959, but only to a semi-retirement of consulting, teaching and writing.
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Lanzaro, Bethania, and Marcella Ucci. "Teacher and Parent Perception of Biophilic Conditions in Primary-School Environments and Their Impact on Children’s Wellbeing." Architecture 4, no. 2 (June 3, 2024): 367–89. http://dx.doi.org/10.3390/architecture4020021.

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The term “biophilia” refers to the intrinsic affinity that humans have towards nature, natural elements and natural processes. Biophilic design theories suggest that the introduction or representation of natural characteristics or elements into the built environment can help enhance people’s health and wellbeing. Primary school buildings are important environments where children spend considerable time. However, there is limited evidence on the impact of their biophilic features on the children themselves and on perceptions of important facilitators of children’s wellbeing, such as teachers and parents. This research aims to investigate whether teachers and parents perceive children to have a preference or desire for specific biophilic characteristics in their school’s physical environment; and whether teachers perceive some biophilic characteristics as having an effect on children’s performance and behaviour. A framework for evaluating biophilic characteristics in primary schools was developed. Two case study primary schools in London and Bath (England, UK) were audited against this framework, and teachers and parents were surveyed. The results suggest that children do have a preference towards the specific biophilic features studied, which is stronger and more demanding when the exposure is higher. For some aspects, teachers’ perception of benefits is also susceptible to the quality of the environment itself.
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Rasheed-Karim, Walifa. "Interests, Gender Differences, Impulsivity and Reflectivity among Year Three Pupils in London (U.K.) Schools." International Journal of Childhood Education 1, no. 1 (December 30, 2020): 1–12. http://dx.doi.org/10.33422/ijce.v1i1.9.

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The achievement of year 3 pupils in the classroom may be influenced by how they are taught familiar topics. That is, it is suggested that pupils may develop interests such as hobbies which are related to academic studies at school. It is therefore hypothesised that the extent to which year 3 pupils are interested in school subjects is a major factor contributing to performances in terms of time taken to complete tasks, errors made during completion and the type of strategies pupils use for successful completion of tasks. The extent to which pupils make errors and the time it takes to complete matching tasks of interest, is used as an indicator of how ‘reflective or impulsive’ pupils are, and this has implications for academic achievement. Thirty girls and thirty boys, (7-8 years old) were recruited for a study across five primary schools in a London Borough (England, U.K.). Interest and lack of interest in things was elicited using an interview and simple matching tasks were used to establish performance on tasks of interest and disinterest. Boys generally made slightly more errors than girls and were quicker when making matches. Girls used ordered strategies to make matches compared with random/global strategies for boys. The implications for this research are: - training of pupils to problem-solve using appropriate strategies; establishing ways of developing students’ subject interests and encouraging teachers to find ways of using suitable styles for individual students’ needs who are either reflective or impulsive.
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Books on the topic "Menorah Primary School (London, England)"

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Lumb, D. Inspection report [on] Kippax North J & I School, Leeds: Dates of inspection 13th-17th October 1997. [London]: Ofsted, 1997.

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Fry, Roger. Inspection report [on] Little London Primary Schools: Dates of inspection 2nd-6th February 1998. [London]: Ofsted, 1998.

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Schwitzer, Joan. Model for London: Victorian farm school to modern primary : the origins and development of St. Michael's Highgate. London: Hornsey Historical Society, 2002.

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Wragg, E. C. Explaining in the Primary School (Successful Teaching Series (London, England).). RoutledgeFalmer, 2001.

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C, Wragg E. Questioning in the Primary School (Successful Teaching Series (London, England).). RoutledgeFalmer, 2001.

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Wragg, E. C. Class Management in the Primary School (Successful Teaching Series (London, England).). RoutledgeFalmer, 2001.

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Book chapters on the topic "Menorah Primary School (London, England)"

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Hammond, Alexandra. "St George's Church of England Primary School, London, England." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 105–12. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1365.

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I work as a teacher for St George’s Church of England Primary School, a one-form state primary school in Battersea, London, where I have taught in Key Stage 1 (KS1) and used Sounds-Write since 2017. I am the KS1 leader and the phonics lead at the school. With a total of 222 students in 2020/2021, St George’s Primary School had 51.8% of students whose first language is not English (versus an average of 20.9% across English mainstream primary schools), 47.7% of students eligible for free school meals (versus 23.5% across English mainstream primary schools), and 20.7% of children on the Special Educational Needs and Disabilities (SEND) register – 10.8% of whom had an Education, Health and Care Plan (EHCP) (versus 12.6% of students with SEND support across mainstream primary schools and 2% with EHCPs). St George’s Primary School was rated as Good by OFSTED (2019) and the report deemed that “adults ensure that pupils secure their phonics knowledge early on. For example, the highly effective teaching of phonics is enabling pupils in Year 1 to identify the six spelling choices for the sound ‘o’. Pupils use this information to support the very strong spelling seen in their literacy work”.
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MacKechnie, Charlotte. "Angel Oak Academy, London, England." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 23–30. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1356.

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Angel Oak Academy is a two-form entry mainstream primary school in Peckham, South East London. Students are from a wide range of minority ethnic backgrounds; 55% speak English as an Additional Language (EAL), and many enter school at an early stage of learning English. A large majority of students are supported by additional government funding, including 47.2% of 411 students currently on roll qualifying as eligible for free school meals (compared to a national average of 23% across mainstream primary schools in England). The predecessor school became an academy within the STEP Academy Trust (a charitable trust with schools in areas of high social deprivation) in February 2015. In September 2015, following a recommendation from a STEP trustee, Angel Oak Academy began the process of implementing Sounds-Write.
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Nurse, Lyudmila. "Identities and life choices of mothers in a disadvantaged neighbourhood in England." In Biographical Research and the Meanings of Mothering, 103–20. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781447365624.003.0006.

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The identities of mothers are interwoven into their multiple roles, and are often caught in between their individual identities and collective identities, their sense of belonging and their parental duties. Mothers constantly negotiate their identities by facing economic hardships, social, cultural and racial stereotypes, and are challenged by societal expectations of parenting styles. Societal expectations of the role of mothers are high, but what does it mean to live up to these expectations in a disadvantaged area of England while providing children with what they need? This chapter focuses on the findings from a biographical study of mothers of primary school children in a disadvantaged neighbourhood in Greater London, UK. Biographical narrative analysis contributes to an imaginative dialogue between two mothers on life choices, the meanings of mothering, parenting and mothers’ identities.
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Conference papers on the topic "Menorah Primary School (London, England)"

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Yáñez-Monje, Verónica, Mariana Aillon-Neumann, and Cecilia Maldonado-Elevancini. "THE RELEVANCE OF FEEDBACK MESSAGES IN COMMUNICATING QUALITY IN EDUCATIONAL CLASSROOM SETTINGS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end020.

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"This paper put forward an in-depth reflection grounded on two studies. The first regards to doctoral research designed to investigate teachers ‘interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of how students learn. The inquiry involves three Year 5 and one Year 4 teachers from three different primary schools in London. The main sources of data comprise classroom observation and teachers’ interviews focusing on teachers’ feedback practices and the underlying principles that guide them in the actual conducting of classroom interaction and through pupils written assignments. Analysis suggested that feedback focused on correcting basics errors, seeking further actions on the task at hand and contrasting the work with learning objective and success criteria. The main lessons learnt from the practices and views held by teachers in England were distilled into little stories and made them accessible to other teachers to help them to reflect on their own positions on the feedback issues. This was endeavoured in the context of the work in Chile within a teacher professional development programme with 60 enrolled primary school teachers. They were asked to select written assignments stemming from their pupils work to design written feedback for these tasks. This is followed by an iterative process of reflection about the messages conveyed through their comments. Data show that the teachers faced difficulties at the initial stages of development as their comments were evaluative, that is, centred on what was missing, with little room for students’ self-assessment. The participants greatly improved their elaborated comments as being more descriptive, and with a focal point on the task features. Both studies provide insightful data in terms of the problematic nature of teachers’ comments as pupils cannot achieve a broader understanding of quality within their pieces of work. It seems that teachers still hold a remedial approach to feedback. (Black & Wiliam, 2012, Swaffield, S. 2011; Sadler, 2007,2010)."
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