Example sentences of "[noun] [prep] girl ' [noun] " in BNC.

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1 I read long-forgotten authors of books about girls ' schools in Switzerland or Paris , as well as Angela Brazil , Noel Streatfield , Pamela Brown and , above all , Enid Blyton .
2 The idea of classroom observation encouraged some teachers to observe each other , and one group , for example , began some research on girls ' talk .
3 Observation in labs and workshops highlighted the depressing effect on girls ' performance of the boys ' claim to science as their subject .
4 The baby book gives us another glimpse into parents ' and societies ' attitudes towards girls ' bodies with the comment that Alison is ‘ prudish ’ about her body at ten , and the noting of her ‘ slight breast development ’ .
5 She might have been the headmistress of a certain type of girls ' school , now almost extinct , or a Mother Superior in an enclosed order .
6 A boy on a girl 's back , boy in girls ' shoes and a girl in boy 's shoes , girl in a boy 's sweater .
7 During our efforts to spread our ideas about girls ' work we encountered much anti-lesbianism , while at the same time we began to be challenged about our racism by Black women , among whom were some out Black lesbians .
8 There is some evidence that in mixed-sex classrooms teachers give more attention to boys , to the detriment of girls ' learning .
9 No study looks systematically either at the role of girls vis-à-vis masculine delinquency , or at the possible importance of girls ' groups in female deviancy .
10 Key statements in many LEA policy documents show a concern for ‘ harmony ’ and ‘ stability ’ , which is never the case in sex equality policies or statements on girls ' education .
11 Also in this category , but published for the first time in this volume , is the article Jackie And Just Seventeen which not only records changes in the content of girls ' magazines over the 80s ( since McRobbie 's original analysis of the late 70s , also included here ) but registers theoretical developments as well through its attention to the ways in which girls as readers both construct their own meanings and interact with the texts .
12 BRITISH GAS ON THE BALL WITH GIRLS ' SOCCER
13 A Comparison of Girls ' Comics from 1983 and 1993
14 Public schools were defined as those belonging to the Headmasters ' Conference , Governing Bodies Association or Governing Bodies of Girls ' Schools Association .
15 Girls ' Schools Association ( GSA ) and Governing Bodies of Girls ' Schools Association ( GBGSA )
16 I think in some ways it 's better , because girls are meant to get on better in the sciences in girls ' schools ; they 're meant to be pushed backwards a bit in boys ' schools .
17 Boys ' education is seen as likely to bring direct economic benefit to the family and so is given priority over girls ' education .
18 Maude Stanley , for example , a founder of girls ' clubs , voiced the wider social anxiety about the role of girls in the alleged deterioration of the race and the threat of over-population among the working class .
19 It recommended that the pace of girls ' education be slowed , that physical education reflect the need of girls for ‘ smoothness and expressiveness ’ and of boys for ‘ strength and energy ’ , and that allowance be made for the effect of menstruation , which condemned many girls ‘ to a recurring and temporary diminution of general mental efficiency ’ .
20 Lyn Yates ( 1985 ) suggests that this type of deficit approach , which in effect blames the victim , is also the most common approach to girls ' schooling .
21 The knock-on effect of the advancement of the women 's game has also led to refreshing developments at girls ' level .
22 When we were first creating the model for girls ' work , those of us who are white , both lesbian and heterosexual , developed work that was racist , that is , based on our ideas about how sexism affected white girls , and what kind of provision white girls might need .
23 There 's a list of girls ' names in here .
24 She was a governor of University College London , the London School of Medicine , and a number of girls ' schools .
25 As Walkerdine ( 1987 ) has argued , qualities generally attributed to girls , such as industriousness and diligence , are often cited by teachers and researchers as examples of girls ' weaknesses in education .
26 These show that there has been a gradual improvement in girls ' performance in mathematics relative to that of boys .
27 For example , in the old 16+ system , despite a gradual improvement in girls ' achievements ( see , for example , the table below ) , each year more boys than girls were entered for O level mathematics , and of those who entered , a higher proportion of boys than girls obtained grade A. At CSE , the entry ( and pass ) rate of girls has in recent years been higher than that of boys — but boys have obtained the most grade I passes .
28 The Girls and Mathematics Unit has carried out a substantial number of project on girls ' classroom performance in Mathematics , spanning nursery to secondary schools .
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