Grammar School Research Articles

Library of the Royal Grammar School in Osijek from 1851/52 to 1929

The aim of this paper is to investigate and follow the development and operation of the Library of the Royal Grammar School (Velika gimnazija) in Osijek from its formal foundation, in the school year 1851/52, to its closure in 1929. For the purposes of this research, the analysis of the contents of the printed annual reports of the Royal Grammar School, which are in the possession of the Library Department of the Museum of Slavonia, was carried out, as well as the analysis of the archival material of the State Archives in Osijek. Given that, at the time, schools were obliged to provide status reports for the libraries, the relevant reports represent a significant contribution to the continuous monitoring of the increase in the Teachers' and Student Library holdings, as well as an insight into the work of the teachers who served as librarians. Finally, in addition to a clearer insight into the educational, social and historical frameworks in which the secondary education in Osijek developed, the analysis of the archival material and the Grammar School annual reports have also shown that, through-out the observed period, the Grammar School Library operated continuously, the books arrived regularly, either by purchase or donation, and that its holdings contained valuable and rare specimens from various fields of science. Given that today the old library holdings of the former Royal Grammar School are located in the Library Department of the Museum of Slavonia, where they were successfully stored in 1943 during World War II, this certainly gives it the legitimacy of a significant cultural and historical source for further research and interpretation of the cultural and educational history of the city of Osijek.

L’uso delle tecniche dell’improvvisazione teatrale nell’insegnamento dell’italiano come lingua straniera

This article deals with the introduction of improvisational theatre (improv) techniques into the teaching of Italian as a foreign language. The first, theoretical part introduces improvisational theatre and the main principles that improvisers use in their work. Special attention is given to the pedagogy of improvisational theatre and the effect that improv often has on the group and individual. This is followed by some brief pedagogical and didactic theories that focus on the methods that are also used in improvisational theatre. These include Gardner’s theory of multiple intelligences, many of which are often neglected in the school environment, constructivism and its parallels to improv, but also the issues of creativity. The second part of the article focuses on practice. The techniques of improvisational theatre were used in a series of lessons at Gimnazija Ledina, a grammar school in Ljubljana. The aim of the research was to check the general response to the activities and the willingness to participate, as well as the impact on retention of the topics discussed. Some concrete examples are described, which can be modified based on specific contexts and needs. The last part includes some thoughts from the students and the author. At the very end of the article, the key elements that improv theatre can offer for teaching in schools, especially for Italian or other foreign languages, are mentioned. Nevertheless, there are some reservations about the study. Even if the results are not valid in every situation, the participants’ responses are a good starting point for further research in this area.

Relationship between behavioural inhibition and activation systems with perfectionism among sports-oriented grammar school students

Polazeći od teorije osjetljivosti na potkrepljenje (Gray, 1982), cilj istraživanja je bio provjeriti hipotezu o diferencijalnoj povezanosti bihevioralno-inhibicijskog i bihevioralnoaktivacijskog sustava s različitim oblicima perfekcionizma u kategoriziranih sportaša, polaznika gimnazijskog srednjoškolskog usmjerenja. U istraživanju je sudjelovalo 130 učenika i 88 učenica Športske gimnazije Zagreb (Mdob = 16.62, SD = 1.16). Sudionici su ispunili ljestvicu pozitivnog i negativnog perfekcionizma (Terry-Short i dr., 1995) i BIS/BAS upitnik (Carver i White, 1994) koji mjeri stupanj osjetljivosti bihevioralno-inhibicijskog sustava (BIS podljestvica) te stupanj osjetljivosti bihevioralno-aktivacijskog sustava (podljestvice: BAS – nagon, BAS – traženje zabave i BAS – osjetljivost na nagradu). Prema dobivenim rezultatima, specifična obilježja adaptivnog perfekcionizma povezana su s osjetljivošću bihevioralno-aktivacijskog sustava, dok su specifična obilježja neadaptivnog perfekcionizma povezana s osjetljivošću bihevioralnoinhibicijskog sustava. Dobiveni rezultati u skladu su s polaznom hipotezom utemeljenom na osnovnim pretpostavkama dvoprocesnog modela perfekcionizma (Slade i Owens, 1998) i teorije osjetljivosti na potkrepljenje (Gray, 1982; Pickering i Gray, 1999). Rezultati istraživanja sagledani su u kontekstu suvremenih operacionalizacija perfekcionizma i metodoloških nedostataka ranijih empirijskih radova.

Incunabula at the Manchester Grammar School

The article describes copies of three early-printed books at the Manchester Grammar School, which have not previously been noted in the bibliographies. These are the Missale Romanum (Venice, 1494), De Re Militari (Rome, 1494), and Aquinas, Summa contra Gentiles (Cologne, 1501). Two of the books have Hungarian connections, as is shown by inscriptions in them. They appear to have been at the grammar school since the late nineteenth or early twentieth century, but their detailed provenance remains obscure.

Speculations in the book of Abu Elfarg Obaid Allah bin Mohammed Almaraghi

(Tahthib Aljumal by Alzojaji) or (The book of Sentences) by Abi Alfaraj Obaid Ullah Bin Mohammed Almaraghy is one of the first books dealing with sentences of Alzajjaji. Having studied it for thirty years, the author has provided comments, editing, and simplification. The author as well has reordered the sentences of the book, added, deleted, and reordered some chapters on his own way. The study was on a unique script, where we tried to explore the author's character by introducing him, identifying his grammar school. In the second chapter, we shed light on the chapters of the book by showing the arrangement of the material. The third chapter of our study touched upon the author’s attitude towards gram-mar schools, while the fourth chapter dealt with the author’s attitude towards grammarians. We also have added a chapter on evaluating the book, then we ended the study by presenting the results.

In the Web of Arguments and Interests: Debate in Vienna on the Introduction of the Subject Teacher System

The paper discusses the history of Vienna’s first attempt to introduce a subject teacher system. The last half of the eighteenth century saw the emergence of a lively debate over educational policy at the heart of the Habsburg Empire, driven by the secularisation and modernisation agenda of Enlightenment absolutism. Educational issues were at the centre of the monarch’s power and political aspirations vis-à-vis the Church, since it was in this area that the secular influence of the Church was hoped to be limited as quickly as possible. While the Court achieved significant and lasting partial successes in lower and higher education, the reform of grammar schools and need to rid them of ecclesiastical influence were almost completely neglected. The most important endeavour of those pushing for modernisation was the introduction of a subject teacher system. There were good reasons for doing so, since this could have paved the way for transforming, at a stroke, a curriculum which still reflected the centuries-old Jesuit tradition, removing monk teachers and guaranteeing the prevalence of secular viewpoints through state teacher training in the long term. The experiment, which can be divided into two intensive phases, had failed completely by the end of the 1810s but provided important lessons for both contemporaries and succeeding generations. Those involved with the struggles were able to observe the internal divisions within the Catholic Church and the strength of the reform Catholic group, while a few decades later, with the introduction of Entwurf, the first attempt at introducing the subject teacher system served as an applicable historical precedent for future generations to copy.

Perspectives on Writing among Educators

To find out what influences teachers' perceptions of their students' writing, this study enlisted 29 educators from different states in the US. Through interviews, the researchers revealed significant differences between the writing instruction provided to students in high- and low-income schools. Teachers tend to place more emphasis on rhetorical style, finding one's voice, and the connections between reading and writing in settings where students come from wealthy homes. Teachers often place a greater emphasis on proper grammar, mechanics, and sentence form in schools serving students from lower-income backgrounds. Teachers working in schools serving pupils from low-income families must strictly adhere to the district's mandated curriculum.
 On the other hand, teachers at high-income institutions frequently have more freedom in choosing the course materials and place a larger emphasis on their students' writing skills than on their ability to write correctly according to grammar rules. On the other hand, teachers in low-income schools are compelled to follow a predetermined curriculum that the district has created. In contrast, middle-class schools have a different situation. The curriculum, the assessment processes, and the institutional culture all had an impact on the orientations of the teachers in different ways. According to the study's findings, there is cause for concern that kids who come from low-income homes and go to schools that prioritize ability-based instruction are missing out on chances to write authentically, challenging, and significant things. The results of this study suggest that it is crucial to foster linkages between reading and writing while also allowing each student to develop their individual style and voice. Although teaching syntax, mechanical humor, and sentence structure are all crucial components of language instruction, they are not the only ones that must be taught.

Experiments Safety - The State of Art at Schools in Czechia

Abstract Chemistry experiments have been an issue of vivid discussion for more than fifty years now. Though there are many who hold a stand-offish position, there is a general notion chemistry experiments inherently belong to chemistry instruction. In this study, attention was given first to the frequency that Czech teachers at both lower and upper-secondary schools use experiments, demonstrations, laboratory work etc. A random, generalisable sample of 354 teachers filled in a questionnaire. The results showed experiments are used only seldom at lower-secondary schools and lyceums, more frequently at grammar schools, yet just “at least once a month”. Safety showed as one of the barriers. The teachers expressed general knowledge about a norm which covers the topic, however in their further responses they expressed a lack of awareness of the compounds their students are allowed to work with. These findings are a call for measures such as: developing a database of well-described procedures including safety regulation remarks or a simplified, easy to follow list of up-to-date regulations.

Re-narrating grammar instruction: addressing teachers’ narrative understanding of language use

This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences teaching in different contexts orient to the same dominant school language narrative that requires students to accommodate the prejudicial expectations for language use held by a wider society. The author argues the maintenance of traditional school language teaching, despite more than 60 years of research in educational linguistics showing its ineffectiveness, stems from the strength of this dominant school language narrative. Ultimately, the author proposes an adoption of narrative methods in working with teachers to actively re-write the dominant school language narrative; foregrounding a critical approach with the goal of addressing social inequities through language use.

Diabetes and cardiovascular health literacy in childhood and adolescence - a 12-year follow-up

The incidence of diabetes mellitus and cardiovascular diseases is increasing worldwide and also in Germany. The aim of the study was to assess the health literacy regarding these diseases in childhood and adolescence. Students of the 5th-12th grade (grammar school ("Gymnasium"), secondary school forms ("Realschule" and "Hauptschule")) were interviewed in 2007 (n = 4383) and 2019 (n = 572) about diabetes and secondary complications. In addition, questions about other cardiovascular risk factors were asked in 2019. Diabetes-related questions were answered correctly by 56 % in 2007 as well as 53 % in 2019. Among others, 70 % (2007) as well as 75 % (2019) of the students stated "ate too much sugar" as a cause for type 1 diabetes. Further, questions about major risk factors for heart attack and stroke were answered correctly by only 33 % (for diabetes) and 43 %-53 % (for smoking) of students.Across all questions, a positive association indicated between the rate of correct answers and the educational level of the school institution; however, the differences remained marginal at 5-19 % between Gymnasium and Hauptschule or Realschule at both survey time points. A difference between genders was indicated in 2007 (girls: 59 % vs. boys: 52 %) and 2019 (girls: 56 % vs. boys: 51 %). Changes in health literacy regarding diabetes and other cardiovascular risk factors among 5th-12th grade students over the past 12 years could not be observed. The assumed self-infliction of type 1 diabetes may be perceived as discrimination by those affected.

:Fictions of Consent: Slavery, Servitude, and Free Service in Early Modern England

:<i>Fictions of Consent: Slavery, Servitude, and Free Service in Early Modern England</i>

Exploring physical activity of female secondary school students from selected regions of Slovakia

The aim of study was to analyse and compare physical activity of female secondary school students from selected regions of Slovakia. The study group consisted of 1,972 female secondary school students from grammar and vocational schools from five regions of Slovakia. The study data were analysed for each region by using chi-square test at p &lt; .01, p &lt; .05. During the work week, 52.43% of study group have on average 1 to 3 hours of leisure time. The most significant difference in the amount of leisure time, between the work week and the weekend, was recorded in the Banská Bystrica Region, Košice Region, Prešov Region and Žilina Region with 40% of the female students stating that they have more than 5 hours/ day of leisure time at the weekend. Within the Bratislava Region, the amount of weekend leisure time only increased by 11% (p &lt; .01). The female students from the Bratislava Region predominantly (60.62%) spend their leisure time passively, while most of female students from the Banská Bystrica Region (56.57%) and Košice Region (60.25%) spend their leisure time actively. Significant differences between the female students from the Bratislava Region and female students from the other regions were also recorded in other areas (p &lt; .01, p &lt; .05).

Is academic selection in Northern Ireland a barrier to social cohesion?

ABSTRACT Northern Ireland has a deeply divided education system with demarcation most notable along ethno/religious and social class lines. The former is largely attributable to the historical organisation of the schools estate based on religion, and the latter is associated with a system of academic selection that filters children into grammar and non-selective post-primary schools according to their performance in tests taken during the final year of primary school. Academic selection, and the grammar school system that underpins it, has come under some considerable scrutiny, with much of the research evidence pointing to a negative relationship between the selective system and equality of opportunity in education. The suitability of this system in a transitioning society that has become more ethnically diverse in post-conflict years has, however, received less attention. Drawing on social cohesion theory, we reflect on the grammar school system to argue that the cross-community class interests animating it not only perpetuate inequalities within respective communities but may also present a significant barrier to peacebuilding efforts in education, and ultimately impede progress towards a more socially cohesive society.

The Impact of the Flipped Classroom on Students’ Performance in Grammar in Moroccan High Schools: A Mixed Methods Approach

This study aims to investigate the impact of the flipped classroom (FC) on students’ grammatical competence. To achieve that, a mixed-methods approach was adopted using a quasi-experimental research design to examine the differences between a control (n=20) and an experimental group (n=20) from two different high schools based in Morocco. The control group was taught by the author using computer-assisted instruction, while the experimental group was taught by a teacher using FC methodology. A post-test was used to test the two groups as well as interviews with a randomized sample of students from the experimental group. The findings suggest differences in favor of the treatment group, but the results were not statistically significant. While the interviews indicated high satisfaction with FC because it gave students opportunity for more interactions with teachers and peers, it also made students autonomous and fully engaged in the classroom activities.

THE EFFECTIVENESS OF TRANSFORMATIVE GENERATIVE RULES IN POETIC DISCOURSE ANTARAH BIN SHADDAD AS A MODEL

Poetry and prose are the binary that have been created by man and coincided with the The manifestations of his life and its potentials. The characteristics of each have varied, Poetry, in the perspective of scholars took the greater part of the celebration, because it embraced the confusion of the human soul and its transformations through time. It is not feasible for scholars to focus on the issues of poetry, its components and characteristics, examine and scrutinize them. Added to this, codify thier manifestations, and derive their laws according to many different visions and models. However, the grammatical perspective seems to be the furthest model for dealing with the poetic phenomenon and its stylistic transformations .So how is the way to combine the law with shifts or the grammatical inspiration and the constant tendency to looseness and transgression, as is the case with poetry. From here it seems to us the vitality of the angle through which we want to access the poetic phenomenon and its methods. Especially since one of the most important linguistic schools represented in the Generative Transformational Grammar School has very Very convenient tools to approach the idea of s shifts and transformations between depth and surface structures .Hence, we turned to trying to monitor and describe the poetic sentence system and its structures, an investment in the transformative rules, as it settled with Chomsky in Antarah bin Shaddad Ode as a model. Moreover, it aims at highlighting the effectiveness of the transformative generative rules in the Blog and attempting to reach the description of the grammatical system of the poetic text. besides, monitoring the relationship between the grammatical level and the semantic level. Keywords: Effectiveness, Grammar, Generative, Transformative, Poetic Discourse, Antara Bin Shaddad Ode

An assessment of the impact of formal preparation activities on performance in the University Clinical Aptitude Test (UCAT): a national study

BackgroundPrevious studies have shown performance in the University Clinical Aptitude Test (UCAT) to be associated with measures of candidate socio-economic advantage such as parental occupation and type of school attended. It is possible that access to preparation support and materials may in part explain these associations. In this paper we determine whether use of formal preparation resources is associated with higher UCAT scores and whether differences in use of preparation resources exist between socio-demographic groups.MethodsAfter completing the 2017 UCAT UK school-leaver candidates (n = 14,332) were asked to answer a questionnaire regarding their use of official UCAT and commercial resources, school-based support, and time spent preparing. Multiple linear and logistic regression models were used to evaluate the associations between preparedness, demographic characteristics and UCAT performance.ResultsFive thousand, four hundred thirty-nine (38%) candidates responded to the questionnaire. Use of freely available UCAT official practice tests, paid commercial materials, attendance at school-based preparation courses and spending more time preparing were significantly associated with higher UCAT scores. Candidates who were from less deprived backgrounds and attending independent or grammar schools were significantly more likely to use paid commercial materials and spend longer preparing.ConclusionsReported use of preparation resources varies between candidates from different socio-demographic backgrounds and is associated independently with performance in the UCAT. Increasing the availability of freely available resources may mitigate some of these differences.

“Send Forth the Very Best Ye Breed”: Captain Frederick S. Wild and the War in the Philippines, 1899–1902

“Send Forth the Very Best Ye Breed”: Captain Frederick S. Wild and the War in the Philippines, 1899–1902

„Generációk munkájára támaszkodva kutatunk” Beszélgetés Hajdú Zoltánnal 70. születésnapja alkalmából [Interjú

Zoltán Hajdú was born on May 4th, 1952 in Végardó. He completed his secondary school studies at the Rákóczi Secondary Grammar School in Sárospatak, and after his military service, he graduated from the Lajos Kossuth University of Debrecen in Geography and History. In 1976–1977, he was an assistant lecturer at the Technical University of Heavy Industry in Miskolc. He defended his doctoral dissertation at the Institute of Geography at the Lajos Kossuth University in 1977, and in 1977–1978, he became a scholarship researcher of the Central Office of the Hungarian Academy of Sciences in Pécs. Since 1978 he has been a research fellow at the Transdanubian Scientific Institute (and its successors) of the Hungarian Academy of Sciences. He defended his CSc dissertation in 1986 and became a Doctor of the Hungarian Academy of Sciences in 2002. His habilitation procedure was successfully completed in 2013 and he became a professor in 2017. The present semi-structured interview was conducted in March 2022 at the Institute of Regional Studies. The aim of the article is to help readers get acquainted with the most important stages of Zoltán Hajdú’s life, his relationship with geography, as well as the factors underlying the previous two and affecting his career.

Trevor J. Dadson (1947–2020)

Trevor J. Dadson (1947–2020)

Comparative Analysis of Techniques Used for Teaching Grammar in Public and Private Primary Schools in Kwara State

Purpose: it appears that students in private schools learn and understand grammar that those in the public schools in Nigeria. This study thus, compared the techniques used in teaching grammar in public and private schools in Kwara State.&#x0D; Design/methodology/approach: the descriptive research design was adopted for the study. Teachers of English Language in thirty (30) selected public and thirty (30) private primary schools in Kwara State participated in the study. The total number of 150 English Language teachers (90 and 60 teachers from public and private schools respectively) were sampled across JSS1, 2 and 3 classes in the selected schools using a simple random sampling technique. A researcher’s designed questionnaire (which was validated with the reliability coefficient of 0.83) was used for data collection while the data collected were analyzed using independent t-test at 0.05 alpha level.&#x0D; Findings: Findings revealed that English teachers from the private schools always generate questions, read aloud, monitor and promote cooperative talk among students unlike English teachers from the public schools who sometimes make use of these techniques for teaching grammar except the technique of read aloud.&#x0D; Originality: A statistically significant difference existed in the techniques used by English teachers in public and private schools in teaching grammar in Kwara State, Nigeria.&#x0D; Theoretical/ Practical implications: Both public and private senior English teachers should always interact with learners by monitoring and promoting cooperative talk among students, encourage the use of grammatical structures. The teachers must also allow students to make use of index cards and markers to fish out parts of speech.