Publication Date
In 2025 | 1 |
Since 2024 | 3 |
Since 2021 (last 5 years) | 15 |
Since 2016 (last 10 years) | 23 |
Since 2006 (last 20 years) | 25 |
Descriptor
Barriers | 25 |
Student Attitudes | 25 |
Intervention | 10 |
High School Students | 8 |
Program Effectiveness | 8 |
Teacher Attitudes | 7 |
Academic Achievement | 6 |
College Students | 6 |
COVID-19 | 5 |
Pandemics | 5 |
Student Characteristics | 5 |
More ▼ |
Source
Grantee Submission | 25 |
Author
Audrey Trainor | 2 |
Lindsay Romano | 2 |
Abigail Helsinger | 1 |
Allison K. Zoromski | 1 |
Amanda B. Nickerson | 1 |
Amie Duncan | 1 |
Angela Combs | 1 |
Anna Doherty | 1 |
Arbogast, Annabelle | 1 |
Arshavsky, Nina | 1 |
Bahr, Peter Riley | 1 |
More ▼ |
Publication Type
Reports - Research | 24 |
Journal Articles | 7 |
Numerical/Quantitative Data | 2 |
Speeches/Meeting Papers | 2 |
Tests/Questionnaires | 2 |
Reports - Descriptive | 1 |
Education Level
Postsecondary Education | 11 |
Secondary Education | 11 |
Higher Education | 10 |
High Schools | 9 |
Junior High Schools | 5 |
Middle Schools | 5 |
Elementary Education | 3 |
Two Year Colleges | 3 |
Adult Education | 2 |
Grade 9 | 1 |
Audience
Location
Canada | 2 |
United States | 2 |
Arizona | 1 |
California | 1 |
California (Irvine) | 1 |
Connecticut | 1 |
Florida | 1 |
Ghana | 1 |
Illinois | 1 |
Kansas | 1 |
Maryland | 1 |
More ▼ |
Laws, Policies, & Programs
Supplemental Nutrition… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations | 1 |

Jeffrey Levi Palmer; Tia-Nikki Ivanko; Lore Kinast; Kate Lewandowski; Carrie Lou Bloom – Grantee Submission, 2024
This report examines common practices in providing support to deaf students across various postsecondary institutions in the United States, identifying both successful strategies and areas needing improvement. By evaluating the availability and effectiveness of services such as speech-to-text and interpreting, this report highlights gaps and…
Descriptors: Deafness, Students with Disabilities, College Students, Barriers
Amanda B. Nickerson; Margaret E. Manges; Julianna Casella; Yingqi Huang; Jennifer A. Livingston; Lyndsay N. Jenkins; Gina M. Bellavia; Thomas H. Feeley – Grantee Submission, 2024
The goal of the current pilot study was to examine the effects of bystander intervention training on a sample of 27 high school students who were selected by their peers as opinion leaders. Measures of bystander intervention knowledge, attitudes, and behaviors were included in the within-subjects design. Sixteen of the students also participated…
Descriptors: Intervention, Bullying, Sexual Harassment, Pilot Projects
Jesus Chavarin-Rivas; Anna Doherty; Elise Dizon-Ross – Grantee Submission, 2021
Many California college students face food and housing insecurity. CalFresh food benefits, known federally as the Supplemental Nutrition Assistance Program, or SNAP, can help students pay for food, but most students eligible for this support are not receiving it. To address the gap between eligibility and participation, the California Policy Lab…
Descriptors: Nutrition, Welfare Services, College Students, College Housing
Jeremy K. Fox; Grace Martin; Taylor Walls; Laura Perrone; Marline Francois; Priya Saha; Helen-Maria Lekas; Carrie Masia Warner – Grantee Submission, 2025
Few studies have examined social anxiety in Black American adolescents, despite the role of unique sociocultural factors and lower rates of mental health service use in this population. The goal of this qualitative study was to examine the perceptions and experience of social anxiety, as well as attitudes toward help-seeking and school-based…
Descriptors: Anxiety, Barriers, Mental Health, School Health Services
Fotuhi, Omid; Krueger, Kori L.; Sims, Michelle D.; Howe, Julia L.; Ponce, Dawn M. – Grantee Submission, 2021
Students often experience psychological barriers that negatively impact their academic performance. For example, students may experience motivated disengagement and limited access to manageable and actionable strategies when needed. Past research has shown that scientifically informed interventions can mitigate such barriers and improve success…
Descriptors: Values, Intervention, Goal Orientation, Academic Achievement
Victor Alan Lugo; Carla Wood; Michelle Torres-Chavarro; Miguel Garcia-Salas – Grantee Submission, 2023
Purpose: The purpose of this preliminary study was to examine the perspectives of students from underrepresented backgrounds on the graduate school application process and identify ways to improve diversity, equity, inclusion, and accessibility in communication science and disorders. Method: A novel 15-item survey was used to solicit information…
Descriptors: Undergraduate Students, Graduate Study, College Applicants, Disproportionate Representation
Abigail Helsinger; Donnette Narine; Phyllis A. Cummins; Takashi Yamashita – Grantee Submission, 2023
The need for non-formal education (NFE), which does not result in a formal degree or certificate, is substantial as labour markets often require adult workers to take an initiative in advancing their job-related skills. Yet, NFE opportunities are more often pursued by high-income and high-skilled adults than their low-income and low-skilled…
Descriptors: Nonformal Education, Job Skills, Adults, Adult Education
Hongye Liu; Lawrence Angrave; Jennifer R. Amos; David Dalpiaz; Chrysafis Vogiatzis; Zhiyuan Xiao; Sujit Varadhan; Jeremy Louie – Grantee Submission, 2022
Accessibility of course content plays a critical role in student success. Among all college students, students with disabilities (SWD) face numerous additional challenges when digital content is inaccessible or difficult to use. The main contributions of this paper are firstly we examined different course delivery modalities to identify components…
Descriptors: Accessibility (for Disabled), Students with Disabilities, College Students, Barriers
Marie-Andree Somers – Grantee Submission, 2023
The learning losses caused by the COVID-19 pandemic make this an important time to identify strategies that can help students accelerate their learning. The Strategic Adolescent Reading Intervention (STARI) is a year-long supplemental reading intervention that is intentionally designed to address the motivational barriers of middle school students…
Descriptors: Urban Schools, School Districts, Reading Instruction, Intervention
Cummins, Phyllis A.; Arbogast, Annabelle; McGrew, Kathryn; Bahr, Peter Riley – Grantee Submission, 2021
This qualitative study of students in mid- and later-life (MLL; age 40 and older) sought to address the role faculty play in facilitating student success and how institutions support faculty, especially adjunct faculty. Adjunct faculty teach a majority of classes at community colleges but are not provided the same professional development…
Descriptors: Barriers, Community Colleges, Two Year College Students, College Faculty
Audrey Trainor; Lynn A. Newman; Lindsay Romano – Grantee Submission, 2022
School engagement is an important factor in academic success and social belonging for postsecondary education. Dually identified students receiving special education and English learner services may face obstacles to engagement. We conducted secondary analyses of the National Longitudinal Transition Study from 2012 to provide a description of high…
Descriptors: Learner Engagement, Special Education, School Community Relationship, Academic Achievement
Sharon Wolf; Elisabetta Aurino; Noelle M. Suntheimer; Esinam A. Avornyo; Edward Tsinigo; Jasmine Jordan; Solomon Samanhiya; J. Lawrence Aber; Jere R. Behrman – Grantee Submission, 2022
Remote learning programs were rapidly implemented throughout the COVID-19 pandemic during school closures. We drew on an ongoing longitudinal study of a cohort of children in the Greater Accra Region of Ghana to survey children (N = 1,844), their caregivers, and teachers to examine learning experiences during the ten months of school closures in…
Descriptors: Distance Education, Learner Engagement, Outcomes of Education, COVID-19
McPartlan, Peter; Solanki, Sabrina; Xu, Di; Sato, Brian – Grantee Submission, 2020
In this case study, we investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,091). In doing so, we highlight the characteristics of the students in our study that are important for determining whether we should expect such…
Descriptors: Beliefs, Intelligence, Student Development, Sense of Community
Hutchins, Bryan C.; Arshavsky, Nina; Edmunds, Julie A. – Grantee Submission, 2019
This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4-year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study…
Descriptors: High Schools, High School Graduates, College Preparation, Noncollege Bound Students
Audrey Trainor; Lindsay Romano; Gracy Sarkissian; Lynn Newman – Grantee Submission, 2023
Background: School closures and service disruptions related to the COVID-19 pandemic significantly impacted students' postschool transitions. Students with disabilities who were also members of historically marginalized groups including immigrant students, multilingual students, students of color, and those experiencing poverty, were…
Descriptors: School Closing, Special Education, COVID-19, Pandemics
Previous Page | Next Page ยป
Pages: 1 | 2