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Full-Text Articles in Arts and Humanities
Chapel: A Space Between Faith And Learning?, Ryan Mcilhenny
Chapel: A Space Between Faith And Learning?, Ryan Mcilhenny
Pro Rege
No abstract provided.
The Power Of Principles, Tad R. Callister
The Power Of Principles, Tad R. Callister
Religious Educator: Perspectives on the Restored Gospel
On 15 July 2017, the Karl G. Maeser Memorial Building on the campus of Brigham Young University became the site for the first annual conference of the LDS Educators Association. The purpose of the association is to challenge LDS educators to consider the relationship between their sacred covenants and their professional practice. It provides a place to discuss critical contemporary issues in the context of faith, encourage educators to consider the unique aspects of LDS doctrine, and network together in finding the most effective ways to strengthen learning in all settings.
Questions In The Book Of Mormon, Holt Zaugg
Questions In The Book Of Mormon, Holt Zaugg
Religious Educator: Perspectives on the Restored Gospel
Questions are the catalyst that drives learning, providing a focus on what an individual wants or needs to know. They are the drivers that move knowledge acquisition to realms of greater understanding and wisdom. Karen Brown, a professor at Dominican University, describes questions as the heart of learning and the impetus for building knowledge. Teachers and students use questions to vet information and allow them to develop the ability to see when change is coming and to manage changes when they occur. Questions help people to zone in on important details that help to sharpen and refine their thinking.
Defining The Accessibility Of A Literary Text: Contemporary Russian Literature In A Cefr B2 Russian As A Foreign Language Classroom, Sofya Yunusova
Defining The Accessibility Of A Literary Text: Contemporary Russian Literature In A Cefr B2 Russian As A Foreign Language Classroom, Sofya Yunusova
Russian Language Journal
In the last three and a half decades, a considerable number of publications in foreign-language methodology have addressed the use of literary texts (LTs) in foreign-language classrooms. While at the beginning of the twentieth century learning a foreign language still meant a close study of canonical LTs for linguistic and humanistic purposes following the grammar-translation method (Kramsch and Kramsch 2000; Iatsenko 2017b), by the middle of the century, literature was replaced by more functional models of learning (Carter 2007). The 1980s opened new perspectives on the didactic role of L2 literary reading, which are commonly associated with the confluence of …