Relevant bibliographies by topics / Hyde School

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Academic literature on the topic 'Hyde School'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Hyde School"

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Fusco, Mark. "Burnout factories." Phi Delta Kappan 98, no. 8 (May 2017): 26–30. http://dx.doi.org/10.1177/0031721717708291.

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In its well-intentioned effort to create alternatives to public school dropout factories, the charter school sector has created teacher burnout factories. But it does not have to be this way. Charter schools can continue to maintain high standards while creating a more sustainable work environment for teachers. This article examines the teacher burnout issue as a larger national trend, discusses its particularly toxic effect on the author’s school, Hyde Leadership Charter School in New York City, and describes an effort to improve retention among that school’s faculty.
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Wasteneys, Hardolph, James McLelland, and Sydney Lumbers. "Precise zircon geochronology in the Adirondack Lowlands and implications for revising plate-tectonic models of the Central Metasedimentary Belt and Adirondack Mountains, Grenville Province, Ontario and New York." Canadian Journal of Earth Sciences 36, no. 6 (June 21, 1999): 967–84. http://dx.doi.org/10.1139/e99-020.

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New high-precision, single-grain dating of leucogranites from the Adirondack Lowlands, dated previously by multigrain zircon methods at ca. 1416 Ma (Wellesley Island) and ca. 1285-1230 Ma (Hyde School Gneiss), has yielded U-Pb zircon ages of ca. 1172 Ma, identical to that of Rockport granite of the Frontenac terrane. In addition, sensitive high resolution ion microprobe (SHRIMP) zircon dating of the intrusive Antwerp-Rossie suite in the Adirondack Lowlands indicates a maximum emplacement age of ca. 1207+26-11 Ma which fixes a minimum age for deposition of regional metasedimentary rocks that it crosscuts. These results remove apparent chronological discrepancies across the St. Lawrence River, thus expanding the significance of the Rockport granite and Hyde School Gneiss and requiring modification of plate-tectonic models for the Central Metasedimentary Belt and Adirondack Mountains in the interval ca. 1350-1125 Ma.
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Hester, Jo, Jane Walters, and Claudette Brown. "The impact of the Hyde School Breakfast Family Reading Club on the school community." Race Equality Teaching 27, no. 1 (January 1, 2009): 21–26. http://dx.doi.org/10.18546/ret.27.1.06.

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Davidson, Michael W. "Pioneers in Optics: George Gabriel Stokes and William Hyde Wollaston." Microscopy Today 21, no. 6 (November 2013): 46–48. http://dx.doi.org/10.1017/s1551929513000977.

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Born in Ireland on August 13, 1819, George Stokes was the youngest of six children. His father, a rector, directed his early education before sending him to a school in Dublin. Stokes attended Bristol College in England, followed by Pembroke College at Cambridge University, where he studied mathematics. He graduated in 1841 and was bestowed with many honors, including a fellowship that enabled him to remain at Cambridge. In 1849, Stokes was appointed Lucasian Professor of Mathematics and spent the rest of his life working at the prestigious school.
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Hurren, Elizabeth T. "A Pauper Dead-House: The Expansion of the Cambridge Anatomical Teaching School under the late-Victorian Poor Law, 1870–1914." Medical History 48, no. 1 (January 1, 2004): 69–94. http://dx.doi.org/10.1017/s0025727300007067.

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In May 1901 an article appeared in the Yarmouth Advertiser and Gazette entitled ‘Alleged Traffic in Pauper Corpses—How the Medical Schools are Supplied—The Shadow of a Scandal’. It recounted that, although a pauper named Frank Hyde aged fifty had died in Yarmouth workhouse on 11 April 1901, his body was missing from the local cemetery. The case caused a public outcry because the workhouse death register stated that Hyde had been “buried by friends” in the parish five days after he had died. An editorial alleged that “the body was sent to Cambridge for dissection” instead and that the workhouse Master's clerk profited 15 shillings from the cadaver's sale. Following continued bad publicity, the visiting committee of Yarmouth Union investigated the allegations. They discovered that between 1880 and 1901 “26 bodies” had been sold for dissection and dismemberment under the terms of the Anatomy Act (1832) to the Cambridge anatomical teaching school situated at Downing College. The Master's clerk staged a false funeral each time a pauper died in his care. He arranged it so that “coffins were buried containing sand or sawdust or other ingredients but the body of the person whose name appeared on the outside [emphasis in original]” of each coffin never reached the grave. This was Hyde's fate too. Like many paupers who died in the care of Poor Law authorities in the nineteenth century, Hyde's friends and relatives lacked resources to fund his funeral expenses. Consequently, he underwent the ignominy of a pauper burial, but not in Yarmouth. His body was conveyed on the Great Eastern railway in a “death-box” to Cambridge anatomical teaching school. Following preservation, which took around four months, the cadaver was dissected and dismembered. It was interred eleven months after death in St Benedict's parish graveyard within Mill Road cemetery, Cambridge, on 8 March 1902. A basic Christian service was conducted by John Lane of the anatomy school before burial in a pauper grave containing a total of six bodies. The plot was unmarked and Frank Hyde disappeared from Poor Law records—the end product of pauperism.
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VanLeuvan, Patricia. "Young Women Experience Mathematics at Work in the Health Professions." Mathematics Teaching in the Middle School 3, no. 3 (November 1997): 198–206. http://dx.doi.org/10.5951/mtms.3.3.0198.

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Middle school students often need assistance in connecting the mathematics they are learning in school to their future responsibilities as adults and to the skill requirements of the varied career options that will be open to them. Experiencing mathematics as it is actually used in the workplace may motivate students to continue mathematics coursework. Young women, in particular, are more apt to enroll in mathematics courses throughout high school when they see mathematics as useful for future study or for a career (Linn and Hyde 1989; Pedersen, Bleyer, and Elmore 1985; Tobin and Fox 1980).
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Ruis, A. R. "“The Penny Lunch has Spread Faster than the Measles”: Children's Health and the Debate over School Lunches in New York City, 1908–1930." History of Education Quarterly 55, no. 2 (May 2015): 190–217. http://dx.doi.org/10.1111/hoeq.12113.

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A few days before Thanksgiving in 1908, the home economist Mabel Hyde Kittredge initiated a school lunch program at an elementary school in Hell's Kitchen, serving soup and bread to hungry children in the infamous Manhattan neighborhood. The following year, she founded the School Lunch Committee (SLC), a voluntary organization composed of home economists, educators, physicians, and philanthropists dedicated to improving the nutritional health and educational prospects of schoolchildren. By 1915, just seven years after the initiative began, the SLC was serving 80,000 free or low-price lunches a year to children at nearly a quarter of the elementary schools in Manhattan and the Bronx. Most of the schools were located in the city's poorest districts, and experience showed that the lunches were reaching those most in need at minimal cost to the organization. All the food served was inspected by the Health Department, and the meals were nutritionally balanced and tailored to the ethnic tastes and religious requirements of different school populations. Sparse but compelling evidence indicated that the program had reduced malnourishment among the children who partook, and teachers and principals at participating schools reported reductions in behavioral problems, dyspepsia, inattentiveness, and lethargy.
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Thomson, Guy P. C. "Bulwarks of Patriotic Liberalism: the National Guard, Philharmonic Corps and Patriotic Juntas in Mexico, 1847–88." Journal of Latin American Studies 22, no. 1-2 (March 1990): 31–68. http://dx.doi.org/10.1017/s0022216x00015108.

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In the archive of the now disbanded jefatura política of Tetela de Ocampo is an account of the funeral ceremony of the Puebla State deputy and school teacher, Ciudadano Miguel Méndez, only son of General Juan Nepomuceno Méndez, caudillo máximo of the State of Puebla between 1857 and 1884. The Velada Fúnebre was held in 1888 in the cabecera of Xochiapulco (alias ‘La Villa del Cinco de Mayo’), a municipio of nahuatl speakers on the southern edge of Mexico's Sierra Madre Oriental, adjoining the cereal producing plateaux of San Juan de los Llanos. The ceremony took place in the ‘Netzahualcoyotl’ municipal school room and was organised by the municipality's Society of Teachers. The description of the elaborately decorated room and baroque ceremony fills several pages.1 The teachers had decked the school room (normally adorned by ‘sixty-two great charts of natural history, twenty Industrial diagrams, large maps of Universal Geography, and diverse statistical charts and many engravings related to education’) with military banners and weapons, masonic trophies, candelabra, floral crowns and yards of white and black ribbon. In the centre of the room stood the coffin on an altar, itself raised upon a platform, guarded by four National Guard sentries and attended by the philharmonic corps of Xochiapulco and all the public officials of the cabecera and its dependent barrios. For nine days preceding the ceremony this band had played funeral marches, between six and eight in the evening, on the plaza, in front of the house of the deceased. The service was taken by Mr Byron Hyde, a Methodist minister from the United States. Accompanied by his wife at a piano, Hyde gave renderings (in English) of three Wesleyan hymns.2 There followed three eulogies of Miguel Méndez, extolling his services to the Liberal cause and on behalf of the ‘desgraciada nación azteca’. These speeches were infused with extreme anticlerical and anti-Conservative sentiments, a martial patriotic liberalism, a reverence for the principles of the French Revolution, an admiration for Garibaldi and Hidalgo (in that order), and an obsession with the importance of education as the only means for emancipating the indigenous population from clerical subjection.
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Karapanagiotis, Nicole. "Review: Stories of School Yoga: Narratives from the Field, edited by Andrea M. Hyde and Janet D. Johnson." Nova Religio 24, no. 1 (July 29, 2020): 111–13. http://dx.doi.org/10.1525/nr.2020.24.1.111.

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McLelland, James, Jeffrey Chiarenzelli, and Andrew Perham. "Age, Field, and Petrological Relationships of the Hyde School Gneiss, Adirondack Lowlands, New York: Criteria for an Intrusive Igneous Origin." Journal of Geology 100, no. 1 (January 1992): 69–90. http://dx.doi.org/10.1086/629572.

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Dissertations / Theses on the topic "Hyde School"

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Hunley, Rebecca C. "Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3052.

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For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.
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Books on the topic "Hyde School"

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Gauld, Joseph W. Character first: The Hyde School difference. Rocklin, CA: Prima Pub., 1995.

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Character first: The Hyde School difference. San Francisco: ICS Press, 1993.

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1954-, Gauld Malcolm, ed. The biggest job we'll ever have: The Hyde School program for character-based education and parenting. New York: Scribner, 2002.

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Along freedom road: Hyde County, North Carolina and the fate of Black schools in the South. Chapel Hill: University of North Carolina Press, 1994.

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Colby, Betsy Tieso. A century of service: Sisters of Charity of Nazareth, 1888 to 1988. Hyde Park, Mass: Sisters of Charity of Nazareth, 1988.

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Cook, Sheila Gamble. Dear Miss Hyde: The friendship between Ellen Hyde, principal of the First State Normal School in Framingham, Massachusetts and the Chafee, Sharpe & Gamble families, as chronicled by their letters, 1898-1926. Cambridge, MA (34 Follen St., Cambridge 02138): S.G. Cook, 2003.

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Fantaskey, Beth. Jekel loves Hyde. Boston: Harcourt, 2010.

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1850-1894, Stevenson Robert Louis, ed. Hyde and shriek. New York, NY: Tor, 2013.

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Nayeri, Daniel. Another Jekyll, another Hyde. Somerville, Mass: Candlewick Press, 2012.

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Dicks, Terrance. Mêts o hyd. Llandysul: Gwasg Gomer, 1998.

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Book chapters on the topic "Hyde School"

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Lee, Carol D. "Don’t Believe the Hype: Reality Rules." In Language and Cultural Practices in Communities and Schools, 248–55. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429486708-15.

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"The Growing of Plants by Children—The School-Garden." In The Liberty Hyde Bailey Gardener's Companion, edited by John A. Stempien and John Linstrom, 65–68. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501740237.003.0015.

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The main idea in this chapter is that the "love of plants should be inculcated in the school." While there "are many practical applications" for children to gain knowledge of "plants and horticulture," Bailey indicates that the knowledge is more than "information of plants themselves." Rather, such knowledge "takes one into the open air… It increases his hold on life." The chapter concludes with types of school gardens: ornamenting the grounds, establishing a collection, making a garden for instruction, and providing a test ground for new varieties.
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"Planting a Plant." In The Liberty Hyde Bailey Gardener's Companion, edited by John A. Stempien and John Linstrom, 35–36. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501740237.003.0008.

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The theme of self-discovery through a plant is continued, but with the children/pupils and the school setting in mind. Certain plants are recommended for the children/pupils to practice their gardening. Bailey also advises that Arbor Day should be a celebration that directs "the attention of the children nature-ward."
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Stevenson, Robert Louis. "Doctor Lanyon’s Narrative." In Strange Case of Dr Jekyll and Mr Hyde and Other Tales. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536221.003.0010.

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On the ninth of January, now four days ago, I received by the evening delivery a registered envelope, addressed in the hand of my colleague and old school-companion, Henry Jekyll. I was a good deal surprised by this; for we were by no means...
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"13. Charter Schools: Hype or Hope?" In Charter Schools, 267–85. Princeton: Princeton University Press, 2009. http://dx.doi.org/10.1515/9781400831852.267.

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"New Schools of Thought - Hype or Reality?" In Investing in Emerging Markets, 61–80. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119206644.ch3.

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Allen, Janet, and Christine Landaker. "Best Practice in Reading History." In Reading History. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780195165951.003.0007.

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Zemelman, Daniels, and Hyde remind us of the goal that keeps many of us in education—the hope that we can create independent, self-motivated learners. Moving students from the views of history they hold when they come into the classroom and to those highlighted in this goal is a monumental journey. Joel was one of those students who challenged the depth of Christine’s resources in making that journey when he entered her room on the first day of school last year…. “I’m allowed to fail one class every year. And, every year, it’s history.” “Welcome to our class. Choose any seat.” I quickly learned that Joel wasn’t kidding. I asked his other teachers and, indeed, he had failed history every year. In our first class discussion about why we study history, I learned the root of Joel’s problem with history classes. “Come on, Miss. It’s not like these are real people or anything. What’s the point?”… After many frustrating days with the Joels of our classrooms, we all hope for a comment such as the one Christine finally heard: “Yo, Miss L. History makes sense to me now. I mean, we can’t let anything like this ever happen again (referring to the Holocaust).” The essential question for us as teachers is what kind of curriculum, instruction, and assessment will get more students to that goal. Which are the practices we should increase and which are those we should decrease if we want to help a student like Joel move from seeing history as useless and irrelevant to believing that reading history changes our behavior and our world? In What Really Matters for Struggling Readers, Allington says, “The search for any ‘one best way’ to teach children is doomed to fail because it is a search for the impossible” (2000, 22). While there may not be any one best way, I do believe there are effective practices that create a foundation of support for making our study and reading of history accessible, informative, and enjoyable.
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Wallace, Daniel J., and Janice Brock Wallace. "Behind the Hype: Unproven, Experimental, Herbal, and Innovative Remedies." In All About Fibromyalgia. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195147537.003.0034.

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Advocates of practical though controversial lifestyle approaches have always found a sympathetic ear in the United States since the time folk practitioner Sylvester Graham’s principles of health, nutrition, and fitness (in addition to inventing the Graham cracker) achieved cult status in the 1840s. Heroic, misguided therapies were administered by allopathic (mainstream) physicians throughout the nineteenth century. This created fertile ground for promoters of patent medicines and nostrums to those escaping organized medicine’s use of leeches, cupping, phlebotomy (blood drawing) knives, and brutal laxative regimens. During the Progressive Era, medicine started to improve with the establishment of postgraduate training programs at Johns Hopkins University just before the turn of the century and the regulation of medicines as part of the Pure Food and Drug Act of 1906. The final revolution occurred when two-thirds of the medical schools in the United States closed following revelations of their inadequacies by the investigative Flexner Report funded by the Carnegie Foundation in 1910. Despite these changes, however, the appeal of alternative therapies to the American public continues unabated. The previous two chapters have described how mainstream, organized, conventional medicine approaches fibromyalgia. Even though their therapies usually provide significant relief of symptoms and signs, traditional physicians to some extent must regard themselves as failures. In the United States, one person in three has consulted a complementary medicine practitioner. These individuals spend $23 billion a year on this approach, $13 billion of which is out-of-pocket and not reimbursed by insurance. This exceeds all expenditures on hospital care in the United States. A 1996 Canadian study found that of several hundred fibromyalgia patients, 70 percent purchased unproven over-the-counter rubs, creams, vitamins, or herbs; 40 percent sought help from alternative medicine practitioners such as chiropractors, massage therapists, homeopaths, reflexologists, or acupuncturists; and 26 percent went on special diets. Since it is logical to believe that people who are tired and hurt want to get better, it follows that some fibromyalgia patients will try anything that is not harmful to improve their medical condition. This chapter is dedicated to patients who wish to “look before they leap” into nontraditional therapies.
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Leneway, Robert J. "Transforming K-12 Classrooms with Digital Technology." In Transforming K-12 Classrooms with Digital Technology, 1–24. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch001.

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Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today’s 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today’s classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.
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