ethanporcaro/eric-fulltext-meta huggingface dataset:
Video Game Playing and Literacy during the COVID-19 Lockdown in 2020. A National Literacy Trust Research Report
Author: Picton, Irene
Date: 2020-08-00
Type: Reports - Research
Subjects: Video Games,Literacy,COVID-19,Pandemics,School Closing,Early Adolescents,Behavior,Adolescents,Behavior Change,Computer Mediated Communication,Gender Differences,Well Being

In 2019, the authors conducted a survey of 4,626 young people aged 11 to 16 to explore young people's literacy-related interactions both within, and in relation to, video games. Given the suddenly changed environment due to the COVID-19 pandemic, they were keen to capture any possible changes to young people's behaviours around video game playing and literacy during lockdown. Therefore, between May and early June 2020 the National Literacy Trust conducted a survey of 3,817 young people aged 11 to 18 and a survey of 826 parents of young people in this age group. This one-page report outlines the results. [For a related report, see &quot;Video Game Playing and Literacy: A Survey of Young People Aged 11 to 16. A National Literacy Trust Research Report&quot; (ED607911).]
Small Talk: Baseline Findings 2019. A National Literacy Trust Research Report
Author: Cappellini, Chiara
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Program Evaluation,Program Effectiveness,Behavior Change,Family Environment,Parent Child Relationship,Verbal Communication,Infants,Reading Aloud to Others,Prosocial Behavior

Small Talk is a behaviour change campaign designed by the National Literacy Trust in partnership with the Department for Education. The campaign encourages parents to engage in behaviours which are known to create a positive home learning environment (HLE). This evaluation highlights the need and the effect of the Small Talk behaviour change campaign in the two target areas of Peterborough and Swindon. It uses survey data from a national sample and compares it to data collected in these two specific local areas. In these target areas, fewer parents say that they engage in positive HLE behaviours, such as chatting, playing and reading, regularly compared with parents at the national level. However, parents who have been exposed to the Small Talk campaign messages either through the website or by attending an event were more likely to engage in some of these positive behaviours on a daily basis compared with those who couldn't remember hearing about the campaign. This suggests that the campaign has been to some extent effective in closing the gap in the quality of the home learning environment for these areas in need. This report is the first step in an ongoing evaluation of the campaign, and provides details on the methods used and the future steps that will be taken to assess the effectiveness of the approach.
Engaging Employers in Community College Workforce Education Programs: Examples from the Field
Author: Dailey, Caitlin Rose
Date: 2017-12-00
Type: Reports - Research
Subjects: School Business Relationship,Community Colleges,Labor Force Development,Vocational Education,Partnerships in Education,Health Sciences,Information Technology,Manufacturing,Program Implementation,Sustainability

Many employers report difficulty finding qualified candidates for jobs, while millions of American workers are under- or unemployed. At the core of this issue is a startling perception gap involving the skills needed for workplace success. Postsecondary educators -- including those at community colleges -- who prepare workers live on one side of the divide; employers who hire the workers live on the other. Engaging employers in community college workforce education programs can help address the gap and assuring that youths and adults have access to industry-vetted, career-ready skills. For that reason, the National Center for Innovation in Career and Technical Education (NCICTE) conducted case studies of nine college-employer partnerships that prepare students in the high-demand industry sectors of health sciences, information technology, and manufacturing. This report documents the range of approaches being used to engage employers in community college programs. The report begins with an overview of employer engagement activities, followed by profiles of nine college-employer partnerships that involve employers in the design, implementation, and sustainability of workforce education programs. Profiles are arranged by industry sector for readers who may want to start or strengthen employer engagement in programs in a particular sector. Profiles of the nine college-employer partnerships rely on information from stakeholder interviews and focus groups and program documents and resources collected during the course of the study. Each profile concludes with lessons for the field based on the experience and advice of community college leaders, faculty and staff members, and representatives of employer partners.
Rethinking Classroom Quality: What We Know and What We Are Learning
Author: Maier, Michelle F.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Educational Quality,Early Childhood Education,Instructional Effectiveness,Classroom Environment,Teacher Student Relationship,Teaching Methods,Learning Activities,Preschool Teachers

Public support for and government investments in early childhood education (ECE) are at an all-time high. Research has identified early childhood as a critical period for brain development, work that has spurred interest in expanding ECE programs across the United States. But not all programs produce positive effects at the end of the preschool year. For those that do improve children's outcomes, impacts tend to diminish as children enter kindergarten and elementary school. To maximize these significant investments in ECE, programming must be high quality, brought to scale, and generate substantial impacts on children's early learning that can be sustained through elementary school and into adulthood. As the federal and state governments increasingly invest in ECE programs to improve their quality, MDRC is leading several studies that conceive and measure the quality of ECE classrooms in new and innovative ways. In particular, MDRC is focusing on &quot;instructional quality&quot; by examining promising instructional practices, such as the use of rich content and individualized activity settings and the promotion of higher-order skills within a broad range of learning domains. In doing so, MDRC aims to improve the understanding of the critical aspects of instructional quality that promote school readiness among low-income children and their sustained academic success as they move through elementary school and beyond.
&quot;More Time on My Hands&quot;: Children and Young People&apos;s Writing during the COVID-19 Lockdown in 2020. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Writing (Composition),COVID-19,Pandemics,School Closing,Children,Adolescents,Creative Writing,Well Being,Writing Attitudes,Attitude Change,Gender Differences,Age Differences,Leisure Time

Children and young people's enjoyment of writing is at almost its lowest level in a decade. Although there has been some improvement since 2019, and a significant jump in the number of children writing daily outside school, there is still work to be done. Since the onset of the global pandemic and lockdown, there has been a blurring of the boundaries between home and school. Writing encompasses everything from the first, physical act of mark making to the process of articulating knowledge, concepts or imaginative ideas via the written word. This report will show the two key themes that emerged when children and young people were asked about their lockdown writing, which were creativity and wellbeing. It is encouraging that so many of them felt equipped to turn to writing as an outlet for self-expression during this difficult period. It also raises questions about how educators can continue to support these aspects of writing that are clearly important to students when they return to school. Looking forward, educators must ensure all children are able to use writing as a means of navigating difficult circumstances that might arise in the future. The National Literacy Trust conducted their latest Annual Literacy Survey between January and mid-March 2020. The survey closed the week before the United Kingdom (UK) went into lockdown as a result of the COVID-19 pandemic, which meant that schools closed for all but children of key workers and those deemed most vulnerable. This year's Annual Literacy Survey was the most popular to date, with 58,346 children and young people aged 9 to 18 from 315 UK schools participating between January and March 2020. However, given the suddenly changed environment, educators were also keen to capture any possible changes to children and young people's literacy practices as a result of lockdown. Therefore there was a re-approach to the schools that had previously taken part in the research to see whether they would be interested in surveying their pupils while they were largely staying home. 4,141 pupils aged 8 to 18 from 51 schools took part in an online survey between May and early June 20201. This report outlines the findings on children and young people's writing before and during lockdown.
Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 18. Finance Tables. NCES 2020-308
Author: Cornman, Stephen Q.
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: Income,Expenditures,Expenditure per Student,Public Schools,Elementary Secondary Education,School Districts,Educational Finance,Enrollment,Charter Schools,Federal Aid,State Aid,Pupil Personnel Services,Educational Administration,Salaries,Wages,Fringe Benefits,Bilingual Education,Taxes,Food Service,Nutrition,Mathematics Education,Science Education,Special Education,Vocational Education,School Maintenance

This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2018. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. School district finance expenditure functions include instruction, instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services), food services, and enterprise operations. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The tables and figures in this report present descriptive information on revenues and expenditures for FY 18. Table 1 presents the revenues and current expenditures of the 100 largest school districts in the United States in order of their enrollment. Table 2 presents current expenditure detail of the two largest school districts by enrollment in each state by region, while table 3 presents median inflation-adjusted revenues and current expenditures per pupil by region and locale. Table 4 provides a comparison of independent charter school district per pupil finances to noncharter and &quot;mixed&quot; school district per pupil finances by state. (&quot;Mixed&quot; school districts include both noncharter and charter schools.) Tables 5 and 6 present federal and local revenues, respectively, by specific source of revenue and state. Table 7 provides capital outlay expenditure detail by state. The selected findings discussed within the report demonstrate the range of information available when using F-33 data and are not intended to emphasize any particular issue(s). [For &quot;Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 17. Finance Tables. NCES 2020-303,&quot; see ED603496.]
Lessons from Drive to Write: Supporting Teachers&apos; Use of Technology for Remote Instruction. Issue Focus
Author: Alterman, Emma
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Distance Education,School Closing,COVID-19,Pandemics,Technology Integration,Educational Technology,Inservice Teacher Education,Coaching (Performance)

In spring 2020, teachers across the country suddenly faced the need to conduct remote instruction due to the COVID-19 crisis. They quickly adopted new technology and new routines to teach content they'd previously only delivered face-to-face in their classrooms. Now, as educators prepare for the possibility of remote learning extending into the fall and beyond, schools and districts are working to support them from afar. In 2019, MDRC published an evaluation of Drive to Write, an intervention in which expert coaches helped teachers use Google Suite tools to manage classroom assignments, provide actionable feedback to students, and use data to assess a student's progress in order to differentiate or customize instruction. The lessons learned in Drive to Write can help schools adopt and adapt technology for instruction in ways that promote sustained change in behaviors and flexibility in practices. As the need for distance learning in some form is likely to continue into the next school year, schools will need to make deliberate plans for building on the skills, knowledge, and comfort levels that teachers developed in the spring. [For the evaluation report, &quot;Writing Instruction and Technology in the Classroom: Supporting Teachers with the Drive to Write Program,&quot; see ED594081.]
The Effectiveness of Place-Based Programmes and Campaigns in Improving Outcomes for Children: A Literature Review. A National Literacy Trust Research Report
Author: Crew, Melanie
Date: 2020-04-00
Type: Information Analyses
Subjects: Program Effectiveness,Place Based Education,Foreign Countries,Behavior Change,Partnerships in Education,Disadvantaged,Community Services,Family Programs,Mental Health Programs,Social Support Groups

This review coincides with the Department for Education's Hungry Little Minds national behaviour change campaign, which aims to increase awareness of the ways in which parents and carers can improve outcomes for their children through conversations, books and play. Research shows that the quality of the home learning environment (i.e. the physical environment of the home, and the learning support received from the caregiver) is a key predictor of a child's future success, and is as important to a child's intellectual and cognitive development as parental factors such as occupation and education (Sylva, Melhuish, Sammons, Siraj-Blatchford &amp; Taggart 2004). The National Literacy Trust will be supporting six local partnerships to develop and deliver the Hungry Little Minds campaign. This review considers the effectiveness of place-based working in improving outcomes for children and families by analysing the impact of place-based programmes and locally driven behaviour change campaigns. This review focused on research and literature published in English from 2000 onwards, primarily in the United Kingdom, Australia, Canada, and United States. 271 pieces of literature were selected for review, including literature reviews, policy reviews, and both quantitative and qualitative data. This review aims to draw out common learning from the literature in relation to the effectiveness of place-based programmes and campaigns.
Traditional Trade Apprenticeships: Experiences and Outcomes. Research Report
Author: Misko, Josie
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Building Trades,Apprenticeships,Labor Demands,Foreign Countries,Job Training,Student Satisfaction,Withdrawal (Education),Student Motivation

The apprenticeship model of work-based training is often held up as an effective mechanism for enabling individuals to learn specific skills and subsequently transition to employment in a skilled occupation. Over time, technological, regulatory and social changes have affected the training of apprentices. It is in this context that the National Centre for Vocational Education Research (NCVER) undertook a three-phase study to investigate the demand for traditional trade apprentices and determine whether the training they receive meets current needs. This final component of the project draws primarily on findings from the 2019 Apprentice and Trainee Experience and Destinations Survey to examine the experiences of the traditional trade apprentices themselves. It looks at the experiences of the traditional trade apprentice and in doing so focuses primarily on findings from the 2019 Apprentice and Trainee Experience and Destinations Survey, with data from the 2010 survey included, where relevant, to examine changes over time. The survey allows the authors to investigate the experiences and outcomes of apprentices who did and those who did not complete their traditional trade apprenticeship. [For &quot;Apprentice and Trainee Experience and Destinations - 2008, 2010 and 2019. Australian Vocational Education and Training Statistics,&quot; see ED606121.]
Integrated Basic Education Skills and Training (I-BEST). Intervention Report. Postsecondary Career and Technical Education. WWC 2020-012
Author: What Works Clearinghouse (ED)
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Basic Skills,Community Colleges,Integrated Curriculum,Education Work Relationship,Instructional Effectiveness,Educational Research,Employment,Income,College Credits,Credentials,Program Costs,Adult Basic Education,Two Year College Students,Adult Students

Rising employer demand for skilled workers has driven efforts to better align occupational training programs to industry needs. Yet, even as the demand for skilled workers increases, less than half of students who enter occupational training programs receive a credential within six years. Community colleges are working to find faster and more effective ways to train those in need of basic skills instruction in math, reading, or job skills. Traditionally, basic skills courses are offered in a sequence that must be completed before students can begin college-level occupational training. However, most students referred to basic skills training never enroll in college-level courses. As its name implies, Washington State's &quot;Integrated Basic Education Skills and Training (I-BEST)&quot; provides integrated basic skills and occupational training that allows students to complete their training program faster, and provides supports designed to ensure students stay engaged in training. Washington State's &quot;I-BEST&quot; program was developed by the Washington State Board of Community and Technical Colleges (SBCTC) and was first implemented in the 2006-2007 school year. Since its creation, &quot;I-BEST&quot; has been replicated in other locations, sometimes under different names. &quot;Accelerating Opportunity&quot; was launched in four states in 2011 with funding from the Bill &amp; Melinda Gates Foundation. With support from the U.S. Department of Labor's Workforce Innovation Fund (WIF), the &quot;Accelerating Connections to Employment (ACE)&quot; program was implemented in four states in 2013. Both &quot;Accelerating Opportunity&quot; and &quot;ACE&quot; programs note that they are based on the &quot;I-BEST&quot; model, with the same core commitment to integrated basic skills and occupational training. Supports provided by these programs differ slightly, and these differences are described in this report. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;I-BEST&quot; on education and labor market outcomes. The WWC identified 12 studies of &quot;I-BEST.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;I-BEST&quot; on students in career and technical education programs--including African-American, Hispanic, Asian, Native Hawaiian, and White students--in a variety of school settings, including urban, suburban, and rural community colleges. [For the Intervention Brief, see ED607981. For the Intervention Report Snapshot, see ED607982.]
Integrated Basic Education Skills and Training (I-BEST). Intervention Brief. Postsecondary Career and Technical Education. WWC 2020-012
Author: What Works Clearinghouse (ED)
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Basic Skills,Community Colleges,Integrated Curriculum,Education Work Relationship,Instructional Effectiveness,Educational Research,Employment,Income,College Credits,Credentials,Program Costs,Adult Basic Education,Two Year College Students,Adult Students

Rising employer demand for skilled workers has driven efforts to better align occupational training programs to industry needs. Yet, even as the demand for skilled workers increases, less than half of students who enter occupational training programs receive a credential within six years. Community colleges are working to find faster and more effective ways to train those in need of basic skills instruction in math, reading, or job skills. Traditionally, basic skills courses are offered in a sequence that must be completed before students can begin college-level occupational training. However, most students referred to basic skills training never enroll in college-level courses. As its name implies, Washington State's &quot;Integrated Basic Education Skills and Training (I-BEST)&quot; provides integrated basic skills and occupational training that allows students to complete their training program faster, and provides supports designed to ensure students stay engaged in training. Washington State's &quot;I-BEST&quot; program was developed by the Washington State Board of Community and Technical Colleges (SBCTC) and was first implemented in the 2006-2007 school year. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;I-BEST&quot; on education and labor market outcomes. The WWC identified 12 studies of &quot;I-BEST.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;I-BEST&quot; on students in career and technical education programs--including African-American, Hispanic, Asian, Native Hawaiian, and White students--in a variety of school settings, including urban, suburban, and rural community colleges. This intervention brief provides an overview of the full report. [For the full report, see ED607980. For the Intervention Report Snapshot, see ED607982.]