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While the Internet is a text-saturated world, reading online screens tends to be significantly different from reading printed text. This review essay examines literature from a variety of disciplines on the technological, social, behavioural, and neuroscientific impacts that the Internet is having on the practice of reading. A particular focus is given to the reading behaviour of emerging university students, especially within Canada and the United States. A brief overview is provided of the recent transformation of academic libraries into providers of online digital text in addition to printed books and other materials, before looking at research on college students' preferences for print and digital text, and the cognitive neuroscience of reading on screen.

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PDF report from the Education Committee of the Supreme Court of Texas Permanent Judicial Commission for Children, Youth, and Families. From the document's cover letter: "The Education Committee's recommendations give voice to a child's educational experience at each stage of development while in foster care. From infancy to post-secondary school transition, the Committee recognizes that a child's well-being includes academic stability as well as social connectedness gained through extra-curricular activities. For children with special needs, the recommendations require informed advocacy with deliberate speed. Each stakeholder entity and individual who touches the life of a child in foster care is accountable to secure optimum education access."

What is Inspired Teaching? In*spired Teach*ing (n.) - The kind of teaching that recognizes each child's innate desire to learn and builds on individual strengths to maximize academic, social and emotional achievement.

The Country Studies Series presents a description and analysis of the historical setting and the social, economic, political, and national security systems and institutions of countries throughout the world.

This article describes what people are doing to close the gap between male and female involvement in after-school sports programs. This is important because it also reflects concern over health, nutrition, and social interaction.

More and more colleges are looking at the option of providing students with three year degrees in order to save time and money for those who know exactly what they want to study. Although several schools across the nation have pondered the idea and others offer 3-year degrees, many enrolled students are opting to stay for an extra year for social and academic reasons.

The National Parks Service's Teaching with Historica Places uses places listed on the National Register of Historic Places to enhance traditional teaching of history, social studies, geography, etc. There are over 135 classroom lesson plans. I find this to be very interesting because I would like to incorporate more examples of material culture in the classroom. I think lessons like this provide a valuable lens through which to study historic moments.

The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.

Are established methods of content analysis (CA) adequate to analyze web content, or should new methods be devised to address new technological developments? This article addresses this question by contrasting narrow and broad interpretations of the concept of web content analysis. The utility of a broad interpretation that subsumes the narrow one is then illustrated with reference to research on weblogs (blogs), a popular web format in which features of HTML documents and interactive computer-mediated communication converge. The article concludes by proposing an expanded Web Content Analysis (WebCA) paradigm in which insights from paradigms such as discourse analysis and social network analysis are operationalized and implemented within a general content analytic framework.

Realizing the potential for web-based communication provides a challenge for educators. The purpose here is to report students' behavioural and cognitive strategies for active learning when using an unrestricted blog in an academic context. This provides insight into how students are making sense of the incorporation of Web 2.0 technology into higher education. An analytical framework was created to investigate the willingness and competence of students to engage in the social and virtual construction of knowledge. The analysis indicated that, while the students appear to have wanted to complete the task efficiently, the process of critically constructing knowledge was not pursued with vigour. The main implication is therefore that students need to either prepare themselves or be prepared by educators to combine their informal experience of communication technology with academic requirements for actively constructing knowledge in virtual environments.

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