This article explores the connection of teacher self-efficacy beliefs in promoting student resilience to teaching practice and support of Latino students. Results suggest that efficacy beliefs related to resilience are linked to building important relationships through connecting with students, building on their experiences and knowledge, and understanding the issues they confront. In particular, important to strengthening the academic resilience of Latino students are teachers' views of their use of Spanish as an asset in their learning as well as the sensitivity teachers displayed around the added stressors Latino students face, such as discrimination and immigrant status.

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Today's teachers must prepare students for the global marketplace. To be effective in the 21st century, teachers must prepare students to compete in an environment in which students must be able to read expertly, think critically, and communicate effectively through writing and speaking. This article describes why classroom teachers might use a strategic literacy approach called annotation to help students become more expert readers of content‐area materials. Annotation helps students visualize as they read, which in turn makes it easier for students to understand the content and become involved and engaged with the text and content discussions. The act of annotating makes it difficult for readers to just skim through text without focusing on the important aspects and content within the text. Annotation encourages students to become autonomous learners. The article offers examples for the application of annotation to content‐area texts, especially in science. يجب على أساتذة اليوم أن يحضّروا الطلاّب للسوق العالمية وليكون فعالاً في القرن الحادي والعشرين لا بد للأساتذة من تحضير الطلاّب للمنافسة في بيئة يلزم الطلاّب فيها أن يكون في قدرتهم أن يقرؤوا على مستوى الخبير ويفكّروا نقدياً ويتواصلوا بشكل فعال في الكتابة والمحادثة. لذا تصف هذه المقالة السبب قد تستخدم أساتذة الصف منهاج معرفة القراءة والكتابة الأستراتيجي يسمى حاشية تفسيرية لتساعد الطلاّب في الاقتراب إلى مستوى الخبير في قراءة مواد مجال المحتوى. وعليه فإن الحاشية التفسيرية تساعد في القيام بالتصوير الذهني أثناء القراءة وبالتالي تسهّل على الطلاّب فهم المحتوى وينهمكون وينشغلون في مناقشات النص ومحتواه. إن عملية الحاشية التفسيرية تستعصى على الطلاّب القيام بقراءة النص بالتصفّح بدون التركيز على عناصر النص المهمة والمحتوى. وتشجع الحاشية التفسيرية الطلاّب على أن يصبحوا دارسين مستقلين وتوفر المقالة أمثلة لتطبيق الحاشية التفسيرية على نصوص مجال المحتوى خصوصاً في مادة العلم. 现今的教师必须为学生将来要参与全球化市场竞争而作好准备。要在二十一世纪的竞争环境中发挥效能，学生必须具备卓越的阅读能力、批判式思维能力，和良好的书写和口语沟通能力。为作好准备，教师必须培养学生在这些方面的竞争能力。本文阐述教室教师为何可以利用一个名为“注释”的策略性读写能力教学法，帮助学生发展成为卓越的学科教材阅读者。“注释”这个教学方法，有助学生一面阅读，一面想象所阅读的内容，使之形象化，从而使学生易于理解和专心投入所阅读的内容，以及易于专心参与学科内容的讨论。对那些只是略读文本而不去注意其中的要点及内容的阅读者来说，进行注释时是有一定程度的困难的。“注释”这个教学方法，鼓励学生发展成为有自主能力的学习者。本文提出例子，说明“注释”这个教学方法在阅读学科篇章的应用，特别是在阅读科学科篇章上的应用。 Les enseignants d'aujourd'hui doivent préparer les élèves à la mondialisation du marché. Pour être efficaces au 21ème siècle, les professeurs doivent préparer les élèves à être compétitifs dans un environnement où les élèves doivent pouvoir lire de façon experte, penser de façon critique, et communiquer efficacement à l'écrit et à l'oral. Cet article décrit pourquoi les enseignants doivent utiliser en classe une approche de lecture‐écriture stratégique que l'on appelle l'annotation pour aider les élèves à devenir de meilleurs lecteurs dans les matières enseignées. L'annotation aide les élèves à visualiser en cours de lecture, ce qui leur permet par conséquent de comprendre plus facilement le contenu, de s'investir et de s'impliquer dans le texte et dans les débats à son sujet. Le fait d'annoter rend difficile aux élèves de se contenter d'effleurer le texte s...

Research on race, social class, and parent involvement in education often implies that parents' educational orientations result directly from their social class or racial group backgrounds. In this article, the authors study the involvement of working-class and middle-class African American parents. They argue that these parents' educational orientations are informed by the educational environments they navigate, their resources for negotiating these environments, and their prior social class and race-based educational experiences. Middle-class African American parents studied were more likely to select their children's schools, assess them favorably, and adopt supportive orientations toward them. In contrast, working-class African American parents studied were assigned to schools, tended to assess them less favorably, and adopted more reform-based orientations toward them. The article extends prior work by studying social class and parent involvement within the African American community and by highlighting the interaction between parents' perceptions of school context and their educational orientations.

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