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Download full textEvans-Whipp, Tracy; Mundy, Lisa; Canterford, Louise; Patton, George – Australian Government Department of Education and Training, 2017
There is a growing consensus amongst policy makers, education professionals, researchers, and the public that a modern education system should develop a 'whole child' providing a balanced set of cognitive, social and emotional skills to face the challenges of an increasingly uncertain and volatile world. Social and emotional development are…
Descriptors: Well Being, Social Development, Emotional Development, Middle School Students
Peer reviewedLipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha L. – National Center for Education Evaluation and Regional Assistance, 2017
The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
Lipscomb, Stephen; Hamison, Joshua; Liu Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
Burghardt, John; Haimson, Joshua; Lipscomb, Stephen; Liu, Albert Y.; Potter, Frank; Waits, Tiffany; Wang, Sheng – National Center for Education Evaluation and Regional Assistance, 2017
The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with…
Descriptors: Longitudinal Studies, Disabilities, Transitional Programs, Special Education
Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
Direct linkHumphries, Jennifer; Rauh, Karen; McDine, David – Canadian Bureau for International Education, 2013
This annual report explores the state of international education in Canada, taking an in-depth look at international students, study abroad by Canadian students, Canadian education overseas, as well as the overall internationalization agenda in Canada. The report features results of an international student survey and case studies from member…
Descriptors: International Education, Comparative Education, Academic Achievement, Annual Reports
