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Poszukiwanie wsparcia społecznego jako mediator związku cynicznej wrogości i bezradności, stanowiących współczesne zagrożenia społeczne Badania systematycznie pokazują związek cynicznej wrogości z wieloma zmiennymi psychologicznymi i zdrowiem. Niniejsze opracowanie ukazuje rolę cynicznej wrogo-ści w kształtowaniu się relacji społecznych i związku i...
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Literacy educators may dismiss the recent outcry about the U. S. school "crisis" as an emotional and perhaps cynical bid for political gain and private profit, but the drop-out rate and college-going rate highlight an urgent, legitimate concern about whether all students are being served. Admittedly, multiple factors influence how and whether individual adolescents are able to negotiate various cultural, linguistic, economic, emotional, and academic challenges, many of which are clearly beyond the control of school personnel. The quality of instruction, however, is one significant factor we should be able to influence (Darling-Hammond, 2000). Increasingly, literacy research focuses on improving our support of these students, particularly English learners, toward eventual success in the workplace and in post-secondary educational settings, but few publications specifically address the complexities inherent in writing instruction for secondary English learners. The purpose of this study is to examine two high school teachers' decisions about writing instruction, aiming to prepare students for careers and college readiness. The question addressed in this paper is, " How do two high school teachers mediate English learners' academic writing in preparation for careers and college? " BACKGROUND OF THE LARGER STUDY
