Sentences with phrase «cultural backgrounds read»

For more information on creating a sense of identity in children from different racial, religious and cultural backgrounds read the focus article here.

Not exact matches

To read with accuracy, we must analyze the historical, cultural and linguistic background, and allow what is clear in Scripture to shed light on what is unclear.

The book that I read that was really good about this is called Powers of Darkness: Principalities and Powers in Paul's Letters It's really good for understanding the cultural background of the letters, which helps to unlock insight into how it applies to us today.

Over the past twenty years or so, I have read, written, and taught a lot about the cultural and historical backgrounds of various Biblical texts.

Despite the fact that the interactions between people belonging to different cultural and racial backgrounds have increased over the past, there are a lot of people that continue to remain skeptical about the future of interracial dating... [Read More]

As our students come to us with different reading abilities, grade levels and cultural backgrounds, we must differentiate instruction through the texts we pick as well.

Motivated by research on written composition at a pair of colleges in Virginia, Dr. Hirsch developed his groundbreaking concept of cultural literacy — the idea that reading comprehension requires not just formal decoding skills, but also wide - ranging background knowledge.

Using an existing set of video cases from the Center for the Study of Reading's video series, «Teaching Reading: Strategies from Successful Classrooms,» we developed Reading Classroom Explorer (RCE), a hypermedia learning environment designed to help novices understand that there are many successful tools and approaches available to engage students from diverse cultural, linguistic, and intellectual backgrounds in challenging literacy curricula.

During this year, we we read books by Ta - Nehisi Coates and Lisa Delpit and explored how teachers can better understand students» cultural backgrounds to empower them to become engaged, independent, and skilled learners.

As teachers, we serve families from a variety of cultural and linguistic backgrounds and often, the students are the only members of the family to speak or read English.

When students read about familiar topics and cultural contexts, they comprehend and retain information better than when they read about topics of which they have little or no background knowledge.

How to assess close reading and help all students — regardless of linguistic, cultural, or academic background — connect deeply with what they read and derive meaning from a complex text.

When we read the Bible, we should remain aware of the historical matrix, the cultural background, against which its events and its writing played out; for instance, the matrix of early Genesis is the rise of civilization in the Fertile Crescent.

Readers of all cultural backgrounds deserve to know their names and read their works.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.