Thematische Bibliographien / Readiness for school

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Auswahl der wissenschaftlichen Literatur zum Thema „Readiness for school“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Juli 2024

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Zeitschriftenartikel zum Thema "Readiness for school"

Scharf, Rebecca J. „School Readiness“. Pediatrics in Review 37, Nr. 11 (November 2016): 501–3. http://dx.doi.org/10.1542/pir.2016-0107.

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Williams, P. Gail, und Marc Alan Lerner. „School Readiness“. Pediatrics 144, Nr. 2 (22.07.2019): e20191766. http://dx.doi.org/10.1542/peds.2019-1766.

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Lewit, Eugene M., und Linda Schuurmann Baker. „School Readiness“. Future of Children 5, Nr. 2 (1995): 128. http://dx.doi.org/10.2307/1602361.

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Dworkin, Paul H. „School readiness“. Current Opinion in Pediatrics 3, Nr. 5 (Oktober 1991): 786–91. http://dx.doi.org/10.1097/00008480-199110000-00005.

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MAY, DEBORAH, DEBORAH KUNDERT, OLIVER NIKOLOFF, EDWARD WELCH, MARY GARRETT und DONNA BRENT. „School Readiness“. Journal of Early Intervention 18, Nr. 3 (Juli 1994): 290–301. http://dx.doi.org/10.1177/105381519401800304.

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High, P. C. „School Readiness“. PEDIATRICS 121, Nr. 4 (01.04.2008): e1008-e1015. http://dx.doi.org/10.1542/peds.2008-0079.

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Moreno, Megan A. „School Readiness“. JAMA Pediatrics 167, Nr. 8 (01.08.2013): 784. http://dx.doi.org/10.1001/jamapediatrics.2013.2959.

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Rahmawati, Anayanti. „CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL“. Early Childhood Education and Development Journal 1, Nr. 1 (23.08.2019): 20. http://dx.doi.org/10.20961/ecedj.v1i1.33250.

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School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.

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Pagani, Linda S., und Caroline Fitzpatrick. „Children’s School Readiness“. Health Education & Behavior 41, Nr. 1 (27.02.2013): 25–33. http://dx.doi.org/10.1177/1090198113478818.

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Lersilp, Suchitporn, Tep-aksorn Tipsut, Phattariya Maboontham, Rattanaporn Sonngai und Kewalin Panyo. „School performance readiness of elementary students with disabilities before starting the occupational therapy program in special education schools“. Journal of Associated Medical Sciences 57, Nr. 3 (04.09.2024): 18–29. http://dx.doi.org/10.12982/jams.2024.043.

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Background: School-based occupational therapists (SBOTs) work as health professionals in educational settings. School performance readiness is within the scope of SBOTs in providing a service for students who might have experienced decreasing performance during their school life. Objective: This study aimed to explore the school performance readiness of elementary students with disabilities before starting the occupational therapy program in special education schools. Materials and methods: The school performance readiness checklist for students with disabilities in special education schools was the research instrument. It comprised four areas: physical, social and emotional, pre-academic, and self-care readiness. Seventy-five elementary students with disabilities participated in this study. They consisted of 41 students with intellectual disability, 21 students with physical disability, and 13 students with sensory disability. Results: Results from the initial semester in special education schools showed that most of the students with disabilities (85.33%) needed support in promoting their school performance readiness, particularly in pre-academic readiness. This included most of those with intellectual disability (33.33%) and all of those with sensory disabilities, while all of the students with physical disabilities needed support in promoting physical readiness. Conclusion: Most students with disabilities needed support in promoting their school performance readiness according to their type of disability. Although the special education schools had enrolment criteria, SBOTs and school professionals should be concerned with providing related intervention programs to promote school readiness, particularly pre-academic readiness.

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Dissertationen zum Thema "Readiness for school"

Stevenson, Whitney A. „EXAMINING SCHOOL READINESS“. UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/74.

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This research study was conducted to provide information on school readiness. While there is no national definition for school readiness, states and organizations have developed various definitions to highlight readiness skills that have been deemed important for kindergarteners. The early childhood developmental domains that are often cited in these individual definitions are physical (fine/gross motor), social-emotional, cognition (academics), and communication skills. By considering a holistic approach of school readiness, a child’s development is not isolated to mastering one domain to be “ready” for school. While most states do not have a statutory school readiness definition, many have been measuring school readiness skills for several years. In the 1980’s, a number of states screened or tested children’s readiness skills using standardized assessments before kindergarten entry. In the 1990’s, the attention moved from using a child’s score to determine their placement to assessing a child’s strengths and weaknesses in various skill areas that were associated with identified school readiness criteria. Over the last few years, the focus has continued to shift to include monitoring state-wide school readiness levels and guiding planning and instruction. With no universal definition of school readiness, no universal school readiness measurement instrument exists. However, there are school readiness instruments currently being developed to address the needs of states and school districts. The need for reliable and valid instruments to focus on the various developmental skill levels of young children across domains is apparent. The school readiness instrument, the AEPS (Assessment Evaluation Programming System)-3 Ready, Set 4.0, is being developed to do just that, providing a holistic approach to measuring school readiness. Skills in the following areas are to be assessed on the AEPS-3 Ready, Set 4.0: gross motor, fine motor, adaptive, cognitive, social-communication, social-emotional, literacy, and math. The instrument is to be used by kindergarten teachers to access students in the categories listed above once the school year starts. The information gathered from the AEPS-3 Ready, Set 4.0 would provide teachers with authentic, holistic data on the school readiness skills of children in their class. Through teacher surveys, this school readiness study aimed to answer if field users agreed on the content of the AEPS Ready, Set 4.0 in terms of sequence, breadth, clarity, relevance, and functionality and if field users agreed on the scoring, item and criteria, and usefulness of the AEPS Ready, Set 4.0 for its intended purposes.

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Goodvin, Sharon Bever Gibson Ian. „School leaders' readiness for systemic change in Kansas schools“. Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.

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Kay, Louise. „School readiness : a culture of compliance?“ Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20433/.

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'School readiness' is at the forefront of current Early Childhood Educational policy and is seen politically as a way of narrowing the attainment gap and breaking the cycle of poverty, and preparing children for the formal learning of Year One. However, there is no clear definition of what 'school readiness' means for teachers and children. Without this in place the phrase is left open to interpretation and contradictions, resulting in key divisions between policymakers and the Early Childhood community as to what being 'school ready' means. Furthermore, when 'school readiness' is positioned within policy as 'academic readiness', conflicts and tensions arise between traditional Early Childhood pedagogical practices and the realities of working within a framework where there is a clear emphasis on Mathematical and Literacy outcomes. Viewed through a socio-constructivist lens, 'readiness for school' is seen as a fluid construct, dependent on the beliefs of those working with children. The aim of this research was to explore the beliefs of two Reception teachers using Cultural-Historical Activity Theory (CHAT) that acknowledges teachers as being part of a collective activity system. Within this methodological framework, teachers are seen as thinkers and actors whose purposes, values and knowledge are displayed within the activity systems they inhabit. The ways in which 'school readiness' was constructed through pedagogical practices were identified, and the tensions and contradictions that emerged between these practices and the beliefs of the teachers were explored in depth. An Internet survey questionnaire was used as a way of providing a broader understanding of teacher perceptions around constructs of ‘school readiness’. Interviews with the two participants were carried out to illuminate specific beliefs about 'school readiness', and to identify how teachers conceptualised the construction of 'school readiness' in the classroom. The analysis of these interviews focused on 'manifestations of contradictions' (Engeström & Sannino, 2011) within the data that highlighted tensions between beliefs, pedagogical practices, and curricular and assessment policy frameworks. The findings from the research illustrate the complexities of 'school readiness' as a transitional concept, and the reductionist nature of using the Good Level of Development (GLD) as a measure of 'school readiness'. Using 'school readiness' as a performativity and accountability measure serves to subjugate both teachers and children, and further marginalises already marginalised groups of children if they fail to reach the GLD. This study reiterates the importance of providing a clear definition with regards to what 'school readiness' means, and whether it refers to the institutional transition into school, or the curricular transition from Reception into Year One. The research also furthers the debate around the outcomes children are expected to reach by the end of Reception as a measure of 'school readiness', particularly those focusing on more instrumental skills such as Mathematics and Literacy.

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Story, Irene Novick. „Pre-kindergarten summer school an intervention for kindergarten readiness /“. Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594483041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Smith, Michael A. „The relationship between student-teacher ratio and academic readiness in West Virginia preschool programs“. Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=40.

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Backe, Sarah. „School Readiness in an Early Childhood Population“. Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104149.

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Thesis advisor: Mary E. Walsh
School readiness at kindergarten is an important predictor of children's future academic success (Duncan et al., 2007). While early pre-academic and behavioral skills are important for all students, there is considerable inequality in students' levels of readiness at the start of school (Coley, 2002; Lee & Burkam, 2002; Razza, Martin & Brooks-Gunn, 2010; Ryan, Fauth, & Brooks-Gunn, 2006; Welsh, Nix, Blair, Bierman & Nelson, 2010), and research has pointed to a range of out-of-school and poverty-related factors that contribute to these inequalities (Coley, 2002; Dearing, 2008; Foster, 2002; Hill, 2001; Razza et al., 2010; Ryan et al., 2006). This study utilizes relational developmental systems theory (Lerner, 2006; 2011) to examine the individual and contextual factors that co-act dynamically to shape and predict student outcomes. Specifically, this study extends the body of research on early child development by examining the factors that predict school readiness skills within a sample of 521 young children preparing to enter the first grade from urban early education programs. Multilevel regression models indicate that student characteristics, classroom characteristics, and peer contexts each predict students' school readiness scores, and that the interactions among these variables make unique contributions to the prediction of school readiness scores as well. Implications for theory, policy, and practice are discussed along with recommendations for future research
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Baker, Derek Allen. „School Psychologists' Suicide Prevention and Intervention Readiness“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592305345170071.

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Evans, Sonya G. Davis John Wheeler Matthew. „An Analysis of School-to-Work Readiness“. Thesis, Saint Louis University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280663.

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In an age of accountability, schools worked harder than ever to standardize and measure their curriculum, instruction, and assessment to improve student learning. Yet, despite all the efforts made to increase the rigor and the learning of students to compete in the workplaces of the twenty-first century; the gap of career readiness seems to have gotten wider (DeYoung, 1989). The problem is students graduating from high school today in America are not adequately prepared to enter the work force without additional training. This is a serious problem for employers, as well as, a challenge to hire competent employees to compete in a global economy.

The researchers read books, articles, and journals to identify what skills employers considered employability skills and deemed essential and critical for workplace success. The literature provided foundational knowledge of the types of skills educators deemed essential and important for work readiness. The researchers analyzed which skills employers needed graduates to possess and what was being done in Kansas City area high schools to ensure students graduate ready for employment; in particular, the acquisition of applied skills and academic skills. This was accomplished by surveying high school principals and conducting interviews with district leaders in the Kansas City area. Graduates need more skills, in particular, applied skills to be successful in the workplace and employers need more skilled employees to compete in a domestic and global economy; both entities look to the American high school for the pre-employment training needed to be successful in the 21st century. The research literature was clear: graduates need more applied skills: critical thinking, the ability to collaborate, and communication skills emerged as the most important. To this end it is recommended that: Schools should provide more the rigor and the relevance in the instructional opportunities students experience in school; establish a credible work readiness credential for high school graduates; provide more access to pre-career opportunities for more students to differentiate and customize an educational experience to meet their individual needs; increase career awareness and an individualized plan of study for each student; and adjust diploma requirements for high school graduation to require credits in applied skills.

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Snead, Emily. „Describing High School Readiness; Implementing School-Wide Positive Behavior Supports“. VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2914.

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This study sought to measure the current status and priorities of high school staff around effective behavior supports. The school district studied includes nine comprehensive high schools and one alternative education site. The use of effective behavior supports in the areas of school-wide supports, classroom supports, non-instructional supports, and individual student supports are the foundations for school-wide positive behavior supports, SWPBS, a tiered system of interventions designed to address the behavioral needs of all students within a school building. The study was designed as a mixed methods investigation. An online survey was created from the Effective Behavior Supports, Self-Assessment Scale, EBSSAS, which was administered to a random sample of teachers, school administrators and school counselors. Ten high school principals also participated in direct interviews. The study found that school-wide, classroom and non-instructional supports are partially in place across the district, while individual student supports are rated as not in place. School-wide, classroom and non-instructional supports status varied from correlating priorities in statistically significant ways, with the schools systemically reporting these areas as low priority for improvement. However, in the area of individual student supports, there was no statistical difference between the status and priority rating (not in place, and low, respectively), indicating less confidence in those types of behavioral supports district wide. Implications of these findings include a need for systematic address of individual student support structures, and the usefulness of developing a district-wide manner of coordinating of individual school efforts to meet the needs of students with habitual problem behaviors. Through a district wide support structure, each school should use the data gleaned from the survey responses to develop their own tiered system of support for addressing students with more significant behavioral needs, through means other than suspension.

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Mora, Bernadette Alexandra, und Bernadette Alexandra Mora. „A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research“. Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623068.

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School readiness is a prominent issue in early childhood education as adults strive to prepare young children for school. The desirability of school readiness lies within the notion that if children enter kindergarten prepared, then they will be successful throughout their schooling. However, school readiness is a complex concept. It is perceived differently by parents, teachers, policy makers, and researchers. Nationally, children are the only stakeholders whose voices are ignored in the discussions of school readiness. Based on three frameworks, that children are active agents in their experiences, that children have the right to be heard, and that children should not be silenced by traditional research practices, this dissertation proposed that children could participate in research to express their views about being ready for school. Since the central argument for school readiness is that children who enter school prepared will be successful later in school, it was imperative to determine how children’s views on school readiness were linked to later school-related outcomes. Therefore, this dissertation also sought children’s perceptions of their adjustment to school (i.e. their attitudes toward school). In a two-part study, 36 kindergartners from Southern Arizona participated in interviews, activities, and a survey to discuss their perceptions of being ready for school in the beginning of kindergarten and their attitudes toward school at the end of kindergarten. Participants consistently revealed that they needed to create positive peer relationships and that they needed to comply with institutional demands (rules, routines, and tasks) in order to be ready for and succeed in school. In addition, participants revealed three influential factors that affected their attitudes toward school: types of activities (academic versus extracurricular), play, and peer relationships. Participants who didn't like academic activities, who didn’t view school as a place for play, and who had fewer peer relationships struggled with adjusting to school and reported low school liking. Finally, a qualitative analysis was conducted to investigate trends that emerged between kindergarteners' perceptions of school readiness at the beginning of the year and their attitudes toward school at the end of the school year. School readiness perceptions that were centered on the rules, routines, and tasks (work) of school were related to less positive attitudes toward school and perceptions centered on knowledge/skills (learning) and prosocial behaviors were related to more positive attitudes toward school. These patterns suggest that students will enjoy school if they perceive school to be intellectually and socially empowering rather than institutionally limiting. These findings confirm that young children have unique insights of school readiness and what they need to succeed in school. Additionally, their early perceptions of school readiness are related to their later attitudes toward school suggesting that these views should be given due weight. In order for these views to be given due weight, adults should consider how to incorporate children's perspectives regarding school readiness into educational practices and policies. Children's perspectives provide insight into the experiences and challenges of being a new student. Only by listening to children can adults identify how to support and prepare children for success in school.

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Bücher zum Thema "Readiness for school"

Meisels, Samuel J. Assessing readiness. Ann Arbor, Mich: Center for the Improvement of Early Reading Achievement, University of Michigan, 1998.

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Readiness, Massachusetts Governor's Commission on School. School readiness in Massachusetts: A report of the Governor's Commission on School Readiness. Boston]: The Commission, 2001.

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Cappelloni, Nancy. Kindergarten readiness. Thousand Oaks, Calif: Corwin Press, 2013.

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School readiness: Assessment and educational issues. Brandon, VT: Clinical Psychology Pub. Co., 1992.

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PUBLISHER, PRENTICE HALL. California algebra readiness. Boston, Mass: Pearson / Prentice Hall, 2009.

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Katz, Lilian G. Readiness: Children and schools. Washington, D.C: U.S. Department of Education., 1991.

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Katz, Lilian. Readiness, children and schools. Urbana, Ill: ERIC Clearinghouse on Elementary and Early Childhood Education, 1991.

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1952-, Brick John Michael, und National Center for Education Statistics., Hrsg. School readiness data file user's manual. [Washington, DC]: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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Kohen, Dafna E. Neighbourhood influences on children's school readiness. Hull, Quebec: Human Resources Development Canada, Applied Research Branch, 1998.

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Roy, Joyce. Predicting school readiness through children's drawings. Washington, D.C: Educational Resources Information Center, 1987.

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Buchteile zum Thema "Readiness for school"

Janus, Magdalena, und Ashley Gaskin. „School Readiness“. In Encyclopedia of Quality of Life and Well-Being Research, 5703–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2600.

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Bender, Stacy L., Andy V. Pham und John S. Carlson. „School Readiness“. In Encyclopedia of Child Behavior and Development, 1297–98. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2506.

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Kagitcibasi, Cigdem. „School readiness.“ In Encyclopedia of psychology, Vol. 7., 180–82. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-072.

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Janus, Magdalena, Ashley Gaskin und Caroline Reid-Westoby. „School Readiness“. In Encyclopedia of Quality of Life and Well-Being Research, 6172–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_2600.

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Janus, Magdalena, Ashley Gaskin und Caroline Reid-Westoby. „School Readiness“. In Encyclopedia of Quality of Life and Well-Being Research, 1–6. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-69909-7_2600-2.

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Kolbert, Jered B., Laura M. Crothers und Tammy L. Hughes. „College and Career Readiness“. In Introduction to School Counseling, 192–217. 2. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003167730-10.

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Nelson, Regena F. „The School Readiness School Readiness of Preschoolers from Urban Urban Backgrounds“. In Transitions to Early Care and Education, 107–15. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0573-9_10.

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Peckham, Kathryn. „Developing School Readiness Masterclass Interview“. In Interviews from the SAGE Early Years Masterclass 2018: with Kathy Brodie, 71–80. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526447708.n7.

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Pears, Katherine C., Livia Carpenter, Hyoun K. Kim, Emily Peterson und Philip A. Fisher. „The Kids in Transition to School Program“. In Kindergarten Transition and Readiness, 283–302. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_13.

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Ylimaki, Rose M., und Lynnette A. Brunderman. „Values, Culture and Context“. In Evidence-Based School Development in Changing Demographic Contexts, 43–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_3.

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AbstractThis chapter presents our conception of culture for school development, including broader cultural aims and humanistic values of education for an increasingly multicultural society reflected in the micro-organizational culture of schools and the sub-culture of the leadership team. Specifically, drawing on the International Successful School Principalship Project (ISSPP) research, related studies, and education theory, we defined culture as the values, beliefs and norms of behavior embedded within the individual, the leadership team, the organization, and the larger community. The balance of the chapter presents application of theory and practice in the Arizona project (AZiLDR) as well as lessons learned. The chapter illustrates the critical importance of culture to readiness for school development. Often, during the project, teams were at different stages of readiness, resulting in the need to spend time building and solidifying the culture. In schools with less readiness, we found the diffusion process to progress much more slowly. We saw these schools existing in the Zone of Uncertainty much longer. We describe our process to develop school culture through leadership teams, using the AZiLDR delivery system of institutes, regional meetings and on-site coaching. Example case studies and activities are provided.

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Konferenzberichte zum Thema "Readiness for school"

Vítová, Jitka, Martina Maněnová, Janet Wolf, Michaela Mrázková, Šárka Jílková und Veronika Lhotská. „DIAGNOSTICS OF SCHOOL READINESS“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0378.

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Christopoulou, Maria. „MEASURING SCHOOL READINESS IN CYPRUS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1747.

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Kööp, Kerstin, und Helin Freimuth. „ASSESSING SCHOOL READINESS IN ESTONIA AND FIRST CLASS TEACHERS’ OPINIONS ABOUT THE SCHOOL READINESS CARD“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1679.

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Febriyanti, Dinni, und Anita Listiara. „Factors Influence School Readiness of Inclusion Elementary School’s Students“. In Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2292296.

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Dias, Diana, und Raquel Barroso. „SCHOOL READINESS: ROLE OF SCHOOLS REVISITED BY PARENTS, TEACHERS AND PRINCIPALS“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1638.

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Bieńkowska, Katarzyna. „DIAGNOSING SCHOOL READINESS OF HEARING-IMPAIRED CHILDREN“. In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.20.

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Irwansyah, M. Rudi, Made Ary Meitriana und Kadek Rai Suwena. „Student Work Readiness in Vocational High School“. In 5th International Conference on Tourism, Economics, Accounting, Management and Social Science (TEAMS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201212.040.

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Kao, Jenny. „Exploring Career Readiness in High School Assessments“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580840.

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Benitez, Ibet Lara, und Hernan Astudillo. „School Community Remote Education Readiness Assessment Framework“. In 2021 40th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2021. http://dx.doi.org/10.1109/sccc54552.2021.9650419.

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Sukmaningsih, Dyah Wahyu. „Assessing High School Students Readiness for Mobile Learning“. In 2019 International Conference on Information Management and Technology (ICIMTech). IEEE, 2019. http://dx.doi.org/10.1109/icimtech.2019.8843786.

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Berichte der Organisationen zum Thema "Readiness for school"

McKnight, Katherine, und Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, März 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.

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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.

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Dougherty, Shaun, Joshua Goodman, Darryl Hill, Erica Litke und Lindsay Page. Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration. Cambridge, MA: National Bureau of Economic Research, Juli 2015. http://dx.doi.org/10.3386/w21395.

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Nietschke, Yung, Anna Dabrowski, Maya Conway und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.

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Nietschke, Yung, Anna Dabrowski, Maya Conway und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.

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Dabrowski, Anna, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry und Maya Conway. Readiness, response, and recovery: The impacts of COVID-19 on education systems in Asia. Australian Council for Educational Research, September 2022. http://dx.doi.org/10.37517/978-1-74286-689-5.

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This review provides insights into COVID-19 responses in educational systems in Asia, and reviews which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and concludes with a discussion of gaps in evidence in Asia.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.

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McConachie, Lisa. An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind? Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2943.

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Tremaine, Elizabeth. Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5903.

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Hudson, Kesha N., und Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.

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