Relevant bibliographies by topics / Hundredth Day of School in fiction

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Academic literature on the topic 'Hundredth Day of School in fiction'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Hundredth Day of School in fiction"

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Sztajn, Paola. "Celebrating 100 with Number Sense." Teaching Children Mathematics 9, no. 4 (2002): 212–17. http://dx.doi.org/10.5951/tcm.9.4.0212.

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Joe woke me up. “Mom,” he said, “it's today!” “Today, what?” I managed to mumble. “The hundredth day of school, Mom; it is so special. I want to dress up to go to school and be real nice for our party,” he added. And so he did.
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Pavonetti, Linda M. "Historical Fiction-New and Old." Voices from the Middle 9, no. 2 (2001): 78–82. http://dx.doi.org/10.58680/vm20012389.

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Offers brief descriptions of 41 books of historical fiction that may interest intermediate and middle school students, many of them new releases that tackle unusual historical topics. Argues that historical fiction is an ideal medium for taking intermediate and middle school students out of their day-to-day surroundings and into other times and places, helping them learn more about the world.
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Coakley‐Fields, Mary R. "Inclusive Talk: Weaving Fiction Discussions Across the School Day." Reading Teacher 72, no. 6 (2018): 721–29. http://dx.doi.org/10.1002/trtr.1787.

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Ewert, Cody Dodge. "SCHOOLS ON PARADE: PATRIOTISM AND THE TRANSFORMATION OF URBAN EDUCATION AT THE DAWN OF THE PROGRESSIVE ERA." Journal of the Gilded Age and Progressive Era 16, no. 1 (2017): 65–81. http://dx.doi.org/10.1017/s1537781416000463.

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ABSTRACTAs the scope and power of public school systems across the United States grew during the Progressive Era, so too did a popular belief that mass education could solve the major social and political problems of the day. This in part owes to school reformers’ efforts to frame public education as an inherently patriotic institution that if properly supported could move the nation forward while preserving its history and traditions. Their efforts centered on the Columbian School Celebration, a nationwide school parade corresponding with the four-hundredth anniversary of Columbus's arrival i
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Moeller, Robin A., and Kim E. Becnel. "“Why On Earth Would We Not Genrefy the Books?”: A Study of Reader-Interest Classification In School Libraries." KNOWLEDGE ORGANIZATION 46, no. 3 (2019): 199–208. http://dx.doi.org/10.5771/0943-7444-2019-3-199.

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Through their work as instructors in a master of library science program, the authors observed a sharp increase in students’ desire to adopt the reader-interest classification approach of genrefication for their school libraries’ fiction collections. In order to better understand this trend, the researchers interviewed seven school librarians regarding their motivations for genrefying their libraries’ fiction collections; the challenges they encountered during or after the genrefication process; and any benefits they perceived as having resulted in the implementation of genrefication. The data
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Goodman, Debra. "Why Marco Can Read: Becoming Literate in a Classroom Community." Language Arts 82, no. 6 (2005): 431–40. http://dx.doi.org/10.58680/la20054423.

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This article focuses on a child’s literacy experiences during one day in second grade. Marco attends an urban school of choice with a whole language philosophy. On this day in March, Marco participated in 30 literacy events involving 27 different texts including literature (fiction, non-fiction, poetry) and instrumental texts (labels, signs, charts, etc.). The social nature of literacy learning is examined by exploring the relationship between Marco’s literacy experiences and his literacy development. Marco, one of the less proficient readers in his class, is profoundly influenced by oppor
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Bessai, Diane. "Dramatic Initiatives at the University of Alberta." Canadian Theatre Review 136 (September 2008): 54–61. http://dx.doi.org/10.3138/ctr.136.011.

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In the University of Alberta's hundredth anniversary year of 2008, it seems appropriate to review some of its historical contributions to the support and development of theatre in Edmonton and also, with its early extension programs, throughout Alberta, including the founding of the Banff School of Arts (1932). Early in its history, the university provided leadership and outreach, encouraging the production of good plays at the amateur level through the University Drama Society (UDS) (1911) and the Edmonton Little Theatre (ELT) (1929), which it helped found. The university continued to cultiva
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Hubbard, Janie. "Notable Trade Book Lesson Plan: It’s Back to School We Go!" Social Studies Research and Practice 1, no. 3 (2006): 405–24. http://dx.doi.org/10.1108/ssrp-03-2006-b0010.

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It’s Back to School We Go! First Day Stories From Around the World by Ellen Jackson, is a fiction book, using short, first-person narratives to compare the first day of school for 11 children from different countries. The lesson plan, designed for grade levels 3-5, asks students to compare and contrast their own lives with those of the characters in the book. Students learn that humans from diverse cultural environments interpret similar childhood experiences from different, yet interesting, frames of reference. Exchange of perspectives and ideas may assist students in visualizing themselves a
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Fortowsky, Alyson. "St. Patrick’s Day." After Dinner Conversation 3, no. 4 (2022): 23–42. http://dx.doi.org/10.5840/adc20223433.

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Would you kill your best friend if you found out he raped someone? In this work of philosophical short story fiction, the narrator is a sophomore in college who spends time with her friend, a drug dealing college student named Nate, and his law school friend Jack. They all get together to drink, smoke pot, and have long philosophical debates. One night at a party the narrator wakes up to find Jack having sex with her. She waits until the party is over and tells Nate that Jack raped her. Nate comforts her, and supporters her, although she opts not to press charges, she tells Nate she wants Jack
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Schuettpelz, Daren. "Prometheus Bound in ISS." After Dinner Conversation 2, no. 12 (2021): 37–51. http://dx.doi.org/10.5840/adc2021212113.

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Is there an appropriate way for those in power to blow off steam? Are teachers ever allowed to speak in a derogatory manner about students? In this work of philosophical short story fiction, Ethan is an intelligent loner high school Junior. His sister has gone off to the Air Force, and his mother recently died while driving drunk. One day he is approached by two of the popular girls in school who offer him $100 to hack into the school computer system and rig the Cotillion Queen voting results. He agrees, steals a teacher’s password, and logs into the teacher intranet to change the election res
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Books on the topic "Hundredth Day of School in fiction"

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O'Connor, Jane. The 100th day of school. HarperCollins, 2009.

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2

Klein, Abby. The one hundredth day of school. The Blue Sky Press, 2008.

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Laminack, Lester L. Jake's 100th day of school. Peachtree, 2006.

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Maccarone, Grace. The 100th day. Scholastic, 2002.

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illustrator, Pierce Mindy, ed. The night before the 100th day of school. Scholastic, 2007.

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McCourt, Lisa. It's the 100th day, Stinky Face! Scholastic Inc., 2010.

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7

ill, DePalma Mary Newell, ed. Happy 100th day! Scholastic Press, 2011.

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illustrator, DePalma Mary Newell, ed. Happy 100th day! Scholastic, 2011.

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9

Wallace, Nancy Elizabeth. Ready! Set! 100th day! Marshall Cavendish Children, 2011.

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Henry, Isabelle. The hundred-penny rub. AuthorHouse, 2008.

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Book chapters on the topic "Hundredth Day of School in fiction"

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Esteban Bernabé, Encarna. "Il sogno della scuola umanistica di Claudio Magris." In Biblioteca di Studi di Filologia Moderna. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-338-3.10.

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The current essay presents Claudio Magris’ key ideas on a pedagogical model for present-day society. Arguably, though perhaps inadvertently, Magris developed a particularly useful concept of humanist school for today’s society across his prolific career. His pedagogical ideas appear in his articles, essays and even his fiction, over the years. This article is focused on the main issues that make up Claudio Magris’ concept of humanist school.
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Light, Alison. "Against Empathy." In Alison Light - Inside History. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474481557.003.0008.

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A short polemic, meant to provoke, given as a talk at a conference for senior school students. It argues against the insistence in teaching and reading on ‘identifying’ with characters and on empathy, the idea that reading fiction, novels, drama and poetry, is primarily about feeling for ‘other people’ or a route to ‘self-discovery’ rather than anything else. The piece suggests that this reduces the huge and marvellous and challenging possibilities of art to a mere reflection of the concerns of the present day and to a repetition of the same moral messages regardless of historical or social, l
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Fass, Paula S. "“The Most Amazing Crime in the History of Chicago-and of the United States” Leopold and Loeb." In Kidnapped. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195117097.003.0003.

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Abstract Richard Loeb and Na than Leopold plotted every detail of their planned abduction (a plot deeply informed by their knowledge of actual cases and detective fiction)—everything except the identity of the victim. This they left to chance and opportunity. Even the ransom notes, which were painstakingly cast in advance, left the name of the victim’s family deliberately blank, to be filled in only after the crime had been committed. On the day of the kidnapping, Leopold and Loeb had considered several children (all boys) who caught their attention in the school yard of the elite Harvard Scho
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Glick, Joshua. "Downtown Development and the Endeavors of Filmmaker Kent Mackenzie." In Los Angeles Documentary and the Production of Public History, 1958-1977. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520293700.003.0003.

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At the same time that Wolper was building his studio and staffing it with the producers Mel Stuart, Alan Landsburg, and Jack Haley Jr., film school graduates were looking for employment in the city. This chapter focuses on Kent Mackenzie, who, like other talented, university-trained filmmakers, worked for Wolper Productions, the USIA, and film firms that catered to the educational and business sectors. These jobs offered a rewarding alternative to studio fiction but also entailed ideological and formal constraints. During this period, Mackenzie drew on the resources of his day jobs, along with
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Kudrina, Elena V. "M. Gorky and the Рublishing House “Detgiz”." In M. Gorky — Publisher. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2024. http://dx.doi.org/10.22455/978-5-9208-0728-1-329-398.

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The State Publishing House of children’s literature “Detgiz” (since 1936 “Detizdat”) was founded on September 9, 1933. In that day was issued the resolution of the Central Committee of the CPSU (b) on its creation. M. Gorky was the main initiator and organizer of the publishing house and took part in its serious preparatory work. “Detgiz” was created on the basis of the children’s sector of the publishing house “Molodaia Gvardiia” and the school sector of the State Publishing House of Fiction. The new publishing house was organized in Moscow and Leningrad at once. Gorky witnessed the change of
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Shklar, Judith N. "1989." In The Life of Learning. Oxford University Press, 1994. http://dx.doi.org/10.1093/oso/9780195083392.003.0010.

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I am a bookworm. Since the age of eleven I have read and read, and enjoyed almost every moment of it. Yet I was very slow to learn how to read at all, and I hated school, avoiding it as long and as often as I could, without being an actual dropout. It was certainly not in the various schools that I attended so unwillingly that I learned to read or to write. In fact, my exasperated parents had to hire a tutor to get me started. Nor were my first encounters with literature always happy, though they certainly made a deep impression upon me. The first book I ever read through by myself was a Germa
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