ethanporcaro/eric-fulltext-meta huggingface dataset:
Insights into Young People&apos;s Literacy, Critical Digital Literacy, Online Communication and Wellbeing. A National Literacy Trust Research Report
Author: Picton, Irene
Date: 2022-04-00
Type: Reports - Research
Subjects: Technological Literacy,Computer Mediated Communication,Well Being,Critical Literacy,Adolescents,Preadolescents,Computer Use,Interpersonal Competence,Social Media,Video Games,Gender Differences,Socioeconomic Status,Information Literacy,Mental Health,Foreign Countries,Internet

Concern about the negative impact of the digital world on young people has increased in recent years (see, e.g., Department for Digital, Culture, Media and Sport [DCMS], 2021; United Nations, 2021). A growing body of research explores aspects of young people's online lives and mental wellbeing (see, e.g., Kandola et al., 2021, Kelly et al., 2018, Orben &amp; Przybylski, 2019). To date, however, fewer studies have examined the relationship between literacy and critical digital literacy engagement and wellbeing. This report presents findings from a survey exploring young people's attitudes and behaviours when navigating online environments. The survey's design was informed by a review of the literature, focus group discussions with young people, and interviews with academic and industry experts, and it reached 7,494 young people aged 11 to 16 in late 2021. Findings indicate that high literacy engagement is associated with better critical digital literacy attitudes and behaviours. In turn, compared with young people with low critical digital literacy engagement, nearly three times as many young people with high critical digital literacy had high mental wellbeing (11.6% vs 30.2%). Such findings suggest that young people with low literacy engagement are at risk of missing out in the digital age, and that supporting young people to develop confident, critical approaches to reading, writing and communicating both on and offline may have the potential to support wellbeing. This is likely to be of growing importance as our dependence on digital forms of communication increases. We would like to thank The Sir Halley Stewart Trust for their support for this project, which we believe is particularly timely in helping support effective digital engagement alongside the changes in regulation anticipated in the Online Safety Bill. [For the summary report, see ED627055.]
Insights into Young People&apos;s Literacy, Critical Digital Literacy, Online Communication and Wellbeing: Summary Report. National Literacy Trust Research Report
Author: Picton, Irene
Date: 2022-04-00
Type: Reports - Research
Subjects: Foreign Countries,Youth,Literacy,Digital Literacy,Computer Mediated Communication,Well Being,Attitudes,Behavior,Computer Use,Reading,Social Media,Critical Thinking,Thinking Skills

Online environments are an integral part of the lives of many young people. Surveys indicate that almost half of 10 to 15-year-olds in England and Wales spend three or more hours online on a typical school day (Office for National Statistics [ONS], 2021). Concern about the negative impact of the digital world on young people has increased in recent years (see, e.g., Department for Digital, Culture, Media and Sport [DCMS], 2021; United Nations, 2021). A growing body of research explores aspects of young people's online lives and mental wellbeing (see, e.g., Kandola et al., 2021, Kelly et al., 2018, Orben &amp; Przybylski, 2019). To date, however, fewer studies have examined the relationship between literacy and critical digital literacy engagement and wellbeing. This report presents findings from a survey exploring young people's attitudes and behaviours when navigating online environments. The survey's design was informed by a review of the literature, focus group discussions with young people, and interviews with academic and industry experts, and it reached 7,494 young people aged 11 to 16 in late 2021. Findings indicate that high literacy engagement is associated with better critical digital literacy attitudes and behaviours. In turn, compared with young people with low critical digital literacy engagement, nearly three times as many young people with high critical digital literacy had high mental wellbeing (11.6% vs 30.2%). Such findings suggest that young people with low literacy engagement are at risk of missing out in the digital age, and that supporting young people to develop confident, critical approaches to reading, writing and communicating both on and offline may have the potential to support wellbeing. This is likely to be of growing importance as the dependence on digital forms of communication increases. [For the full report, see ED627054.]
Provision of Pre-Employment Transition Services in TPSID Programs. Think College Fast Facts. Issue No. 20
Author: Grigal, Meg
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Transitional Programs,Students with Disabilities,Intellectual Disability,State Agencies,Vocational Rehabilitation,College Students,Career Readiness,Job Training,Postsecondary Education,Partnerships in Education

This Fast Fact #20 describes ways that Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSID programs) engage with state vocational rehabilitation agencies to provide pre-employment transition services to students with intellectual disability enrolled in colleges and universities.
Student Success Center Network Coaching Program: Facilitating Institutional Transformation
Author: Wetzstein, Lia
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Models,Community Colleges,Community College Students,Academic Support Services,Program Design,Guided Pathways,Educational Change,Change Strategies

Coaches are trusted advisors, information conduits, sounding boards, and advocates who facilitate institutional change. This report summarizes findings from the first five years of the Student Success Center Network's Coaching Program, focusing particularly on the most recent phase that engaged directly with Centers in four states (California, Michigan, New York, and Oregon). The report includes case studies that spotlight the work in each state, overviewing the coaching model, unique design elements, theory of change, and impact of coaching on college transformation efforts in that state. The report also identifies overarching lessons learned and highlights opportunities for future work.
Students with Intellectual Disabilities Accessing Veterans Affairs (VA) Education Benefits for Survivors and Dependents (Chapter 35). Think College Fast Facts. Issue No. 31
Author: Bates, Shelby
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Intellectual Disability,Veterans,College Students,Federal Aid,Federal Legislation,Eligibility,Student Financial Aid

Students use Veterans Affairs educational benefits infrequently, but they may be of interest to college programs as well as to students who are dependents of veterans. This brief provides basic information and resources that students and programs can use to take advantage of VA funding opportunities. VA funding opportunities vary from state to state, so check your state's resources as well for more state-specific information.
Conducting a College Search: Questions to Ask College Programs. How to Think College. Issue No. 1. Updated
Author: Weir, Cate
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: College Choice,College Bound Students,College Applicants,Decision Making,High School Students,College Preparation,Intellectual Disability,College Programs,Selection Criteria,Inclusion,Institutional Characteristics,College Environment

This guide offers basic considerations for starting the college search, as well as helpful tips. It also includes key questions to ask staff from college programs, covering topics such as academics, employment and student supports, housing, financial aid, and the overall campus and community experience, with room to add questions of your own.
Young Readers Programme: Developing a Love of Reading in Primary Schools. A National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Reading Programs,Books,Disadvantaged,Lunch Programs,Student Attitudes,Teacher Attitudes,Recreational Reading,School Culture,Preschool Children,Elementary School Students,Foreign Countries,Ownership,Program Descriptions,Educational Benefits,Reading Material Selection,Decision Making,Diversity,Student Characteristics,Educational Change,Program Effectiveness

This report highlights the enduring importance of our Young Readers Programme by providing children with impactful positive reading experiences as well as opportunities to choose and, crucially, keep books. This is particularly important for children from disadvantaged backgrounds, with over 1 in 4 children who receive free school meals telling us that they received their first book of their own as a result of taking part in the Young Readers Programme. Teachers also feel more empowered to support their pupils' reading for pleasure, and the programme creates sustainable change by promoting a school culture that celebrates reading.
Federal Financial Aid for Students with Intellectual Disability. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 45. Update
Author: Weir, Cate
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Students with Disabilities,Intellectual Disability,Federal Aid,Eligibility,Grants,Work Study Programs,College Students,Paying for College,Educational Legislation,Higher Education,Federal Legislation

This Insight Brief discusses how students with intellectual disability can utilize federal financial aid to help pay for college. This publication is updated annually to reflect current legislation and policy related to federal financial aid for students with intellectual disabilities. The information provided is current as of January 2023.
The Role of Councils on Developmental Disabilities in Supporting Inclusive Postsecondary Education for Students with Intellectual and Developmental Disabilities. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 49
Author: Nagaraj, Siddarth
Date: 2021-00-00
Type: Reports - Research
Subjects: Students with Disabilities,Intellectual Disability,Developmental Disabilities,Postsecondary Education,State Programs,State Aid,State Government,Government Role,Guidance,Technical Support,Agency Cooperation,Barriers

In 2020, AUCD and the Think College National Coordinating Center (NCC) conducted a national survey that examined how individual DD Councils were supporting postsecondary education for students with IDD at the state level. As this brief explains, DD Councils in many states deliver diverse forms of support, including direct funding for programs, technical expertise, and support for coalition-building and advocacy. Think College NCC and AUCD conducted the survey in collaboration with the National Association of Councils on Developmental Disabilities (NACDD), which conducted outreach to leaders of the DD Councils in all states and territories. Thirty-four DD Councils provided data through the survey. This brief shares the various ways DD Councils have supported postsecondary programs, including via funding awards, advising program development, and organizing state conferences.
Words for Work: Developing Young People&apos;s Communication Skills Needed for Employment. A National Literacy Trust Research Report
Author: Brown, Ariadne
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Secondary School Students,Communication Skills,Career Development,Career Readiness,Employment Potential,Foreign Countries,Disadvantaged Youth,Literacy,Elementary School Students,School Business Relationship,Mentors,Business Communication

Many employers bemoan a lack of communication skills relevant to the workplace in their workforce, particularly with their younger intake. This report shows that providing young people who aren't confident communicators with structured oracy and writing activities as well as real-world opportunities to practise those skills with business professionals can improve their communication skills, build their confidence and inspire them to pursue their goals.
How Tools Support Coaches and Student Success Center Coaching Programs
Author: Kovacich, Katie
Date: 2022-09-00
Type: Reports - Research
Subjects: Coaching (Performance),Academic Support Services,Educational Resources,School Personnel,Readiness,Outcomes of Education,Scoring Rubrics,Equal Education

The Student Success Center Network (SSCN) Coaching Program expands institutional coaching as a capacity-building strategy for driving state- and institution-level college transformation efforts. Institutional coaches are trusted advisors who help facilitate change conversations, share resources and knowledge, and provide guidance to college administrators, faculty, and staff engaged in the daily work of implementing large-scale change initiatives. To better support new and experienced coaches, Jobs for the Future (JFF), Community College Research Initiatives (CCRI), and Achieving the Dream created a comprehensive set of tools and resources, the SSCN Coaching Toolbox. The tools are shared through SSCN Coaching Program trainings and professional development sessions and webinars, online through JFF and CCRI websites, and by peer sharing among coaches. In the current phase of the SSCN Coaching Program, supported by Ascendium Education Group, JFF and CCRI partnered with grantee Centers in California, Michigan, New York, and Oregon to further support their coaching programs and gather data on how coaching catalyzes institutional change. This brief shares results of a survey and subsequent interviews of grantee Center leaders and coaches. Findings revealed which tools resonated the most with Center leadership and coaches, how they were used, their benefits, and the importance of training to augment their impact.
Ten Ways Institutional Coaching Makes a Difference
Author: Torres, Hector
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Community Colleges,Coaching (Performance),Organizational Change,Guided Pathways,Interpersonal Relationship,Strategic Planning,Cooperation,Communication (Thought Transfer),Accountability

The Student Success Center Network (SSCN) Coaching Program engages community colleges in institutional transformation through institutional coaching. In the most recent phase of work, supported by Ascendium Education Group, Jobs for the Future (JFF) and Community College Research Initiatives (CCRI) engaged with grantee Centers in four states--California, Michigan, New York, and Oregon--to build the evidence base around institutional coaching. This brief summarizes what was learned and is drawn from interviews and focus groups with Center leadership, college administrators and staff members, and the coaches themselves. Through their conversations, the authors identified 10 common ways that coaching makes a difference for the people and institutions engaged in supporting guided pathways and other student success initiatives.
Unleashing the Power of Best First Instruction
Author: Goodwin, Bryan
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Students,Student Needs,Achievement Gap,Achievement Gains,Outcomes of Education,Equal Education,Educational Change,Academic Achievement,Educational Practices,Evidence Based Practice,Educational Quality,Student Diversity

Policymakers and educators have attempted to &quot;reform&quot; or fix schools in different ways. However studies suggest these reforms have produced, at best, mixed results (Fullan, 2011; Taylor &amp; Tyler, 2012; Organisation for Economic Co-operation and Development, 2015) and did little to close racial and socioeconomic achievement gaps (Reardon et al., 2013). Through a review of scientific studies of teaching strategies in classrooms with diverse learners, a team at McREL International has discovered (or perhaps re-discovered) that best first instruction has tremendous impact on student learning--equivalent to months or years of additional learning while closing achievement gaps. The white paper defines what is best first instruction and creates a framework for implementation in a classroom. For a more in-depth presentation and analysis of the review, McREL with ASCD published the book &quot;The New Classroom Instruction That Works: The Best Research-Based Strategies for Increasing Student Achievement&quot; (ED624202).
A Policy Guide to Education in Michigan. Mackinac Center Policy Primer
Author: Mackinac Center for Public Policy
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Legislation,Constitutional Law,State Action,State Courts,Court Litigation,Private Schools,School Choice,Tax Credits,Scholarships

This report argues that the Michigan state constitution's &quot;Blaine Amendment,&quot; a provision which prevents parents from drawing on state funding to go outside the public school system, is superseded by the United States Supreme Court's 2020 ruling in the case Espinoza v. Montana Department of Revenue. The report discusses a legislative proposal known as Student Opportunity Scholarships. It provides a policy overview, answers frequently asked questions, and shares stories from Michigan families.
Beyond Guardianship: Toward Alternatives That Promote Greater Self-Determination
Author: National Council on Disability (NCD)
Date: 2018-03-22
Type: Reports - Research
Subjects: Disabilities,Legal Responsibility,Adults,Self Determination,Civil Rights,Laws,Civil Rights Legislation

This report seeks to explain, evaluate, and contextualize a system that impacts a large number of people with disabilities, particularly intellectual, cognitive, and age-related disabilities. Although it has been an important part of Western law since the ancient Greeks, guardianship has not garnered the attention of policymakers and disability rights advocates the way other issues have. Guardianship is a creature of state law, with a federal footprint that has historically been fairly small. However, guardianship has a profound impact on the people subject to it, as well as on their families and communities. The existence of a process through which an adult can essentially be found legally incapable of making decisions for themselves and another adult appointed to make decisions on behalf of that individual raises fundamental civil rights issues that are deserving of thorough examination. Additionally, the increase in the number of older Americans as the baby-boom generation enters retirement and growing concern over elder abuse has increased the level of interest in this topic among federal policymakers.
Children and Young People&apos;s Reading Engagement in 2022: Continuing Insight into the Impact of the COVID-19 Pandemic on Reading. National Literacy Trust Research Report
Author: Cole, Aimee
Date: 2022-09-00
Type: Reports - Research
Subjects: Children,Adolescents,Foreign Countries,Reading,Learner Engagement,COVID-19,Pandemics,Recreational Reading,Disadvantaged Youth,Males,Reading Attitudes

The National Literacy Trust has been annually surveying children and young people about their reading enjoyment, attitudes and practices since 2005. More recently, the annual survey has also allowed researchers to explore children and young people's reading engagement before, during and after educational disruption relating to the COVID-19 pandemic. Notably, having reached a 15-year low just before the first lockdown in spring 2020, the percentage of children and young people who said they enjoyed reading increased to its second highest point since they started asking this question during the lockdown. Children's comments suggested that simply having extra time to read had (re)engaged many of them with reading for pleasure. However this report shows that any gains made in terms of children and young people's reading engagement during the early part of the pandemic had completely eroded by early 2022. Indeed, fewer children and young people enjoyed reading and read in their free time in 2022 compared with the previous two years, and many of the years before. This is particularly the case for children and young people from disadvantaged backgrounds, and, within this group, for boys. The study builds on previous findings and highlights findings from the annual literacy survey, which was conducted between January and the end of March 2022. 70,403 children and young people aged 5 to 18 from 327 schools in England, Scotland and Wales participated in this online survey.
Executive Summary: Social and Emotional Learning Summary of Accomplishments 2011-2012 through 2015-2016. Publication 15.43 ES
Author: Lamb, Lindsay M.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: School Districts,Social Emotional Learning,Leadership,Alignment (Education),Program Evaluation,Specialists,Professional Development,Parent Participation,Community Involvement,Program Implementation

This executive summary highlights findings from the full report (published separately) that summarizes the accomplishments of SEL in AISD from 2011-2012 through 2015-2016. [For the full report, see ED627077.]
Social and Emotional Learning: Summary of Accomplishments, 2011-2012 through 2015-2016. Publication Number 15.43
Author: Lamb, Lindsay M.
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: School Districts,Social Emotional Learning,Program Evaluation,Strategic Planning,Alignment (Education),Teacher Evaluation,Administrator Evaluation,Principals,Program Implementation,Educational Finance,Competence,Direct Instruction,School Culture,Elementary Schools,Secondary Schools,Specialists,Parent Participation,Community Involvement,Leadership,Professional Development

This report, prepared in collaboration with the AISD Office of Innovation and Development (OID), summarizes the accomplishments of SEL in AISD from 2011-2012 through 2015-2016. A separate executive summary also was published. [For the executive summary, see ED627076.]
Children and Young People&apos;s Listening in 2022. A National Literacy Trust Research Report
Author: Best, Emily
Date: 2022-12-00
Type: Reports - Research
Subjects: Listening,Audio Books,Audio Equipment,Incidence,Foreign Countries,Children,Adolescents,Adolescent Attitudes,Childrens Attitudes,Behavior,Low Income Students,Gender Differences,Age Differences,Social Differences

During the pandemic-related school closures and lockdowns of 2020 and 2021, listening to stories, whether through audiobooks or podcasts, was a lifeline for many children and adults (see Best &amp; Clark, 2020 and Best, Clark, Perry &amp; Riad, 2022). Around this time, the National Literacy Trust also began asking children and young people about their listening habits and attitudes to listening to audio in the Annual Literacy Survey. 2022 was the third year that such questions were asked, and this report explores how listening habits have developed post-lockdown. In this report, the authors explore how trends are reflected in the views and behaviours of children and young people. This year the authors also found that reading (Cole, Brown, Clark &amp; Picton, 2022) and writing (Clark, Lant &amp; Riad, 2022) enjoyment were down from 2021, so they were keen to see how the provision of audio might help promote engagement with stories in other areas. The authors asked three key questions: whether they enjoy listening, how frequently they listen, and what formats they listen to -- referring specifically to audiobooks and podcasts. It is important to note that this is the first time they have not issued separate reports about audiobooks and podcasts, but rather looked at attitudes to hearing stories across different formats. The authors focus primarily on those who enjoy listening, rather than those who say they listen to a specific format.