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Дисертації з теми "Readiness for school"

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Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 3 березня 2023

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1

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.
2

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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3

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.
4

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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5

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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6

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
7

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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8

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.

9

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.
10

Mora, Bernadette Alexandra, and 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.
11

Sicim, Berna. "School Readiness: Changes In The Views Of Prospective Early Childhood Teachers Following A Pre-service School Readiness And Transition To Elementary School Course." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613357/index.pdf.

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The current study aimed to investigate the changes of the school readiness and transition to elementary school course on pre-service early childhood teachers&rsquo
views about young children&rsquo
s school readiness. Teacher view of children&rsquo
s school readiness scale and interview protocols were administered as pre-post test and pre-post interviews to pre-service early childhood education teachers who were in the process of completing final year in their education in the four university&rsquo
s department of early childhood teacher education in Ankara, Turkey. The teacher views of children&rsquo
s school readiness scale was administrated to 169 pre-service early childhood teachers and a subsample of 26 pre-service early childhood teachers were interviewed before and after they completed School Readiness and Transition to Elementary School course. Qualitative and quantitative findings in mixed methods research demonstrated that school readiness and transition to elementary school course in early childhood teacher education programs elaborated participants&rsquo
views about children&rsquo
s school readiness. According to the participants, program courses should provide more sufficient practice and content knowledge. In this way pre-service teachers can have opportunities to use their experiences gained during school readiness and transition to elementary school course to support young children&rsquo
s school readiness. The results of the current study also indicated that pre-service teachers needed to develop an understanding of children&rsquo
s school readiness in terms of definition, skills, factors, assessment, transition activities, and elementary school program so that they can be better prepared to teach with emphasis on the connections between preschool education and elementary school.
12

Cantres, Dianah. "School-Wide Factors in New York State High School Counseling Program Readiness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1378.

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While current accountability regimes in U.S. public education focus on the job performance of individual school professionals, research in industrial/organizational psychology has established the importance of system-wide factors for organizational outcomes. The purpose of this study was to identify school-wide factors that predict guidance program readiness in New York State high schools. This nonexperimental, quantitative study was based on a survey sample of 97 guidance counselors in New York State. Multivariariate analyses of variance showed that two school-wide independent variables-urbanization of school location and counselor-student ratio-predict scores on guidance program readiness, measured using the American School Counselor Association Readiness Survey. This instrument assesses program readiness on seven subscales-community support, leadership, guidance curriculum, staff/time use, counselor's beliefs and attitudes, counselor's skills, district resources-and overall program readiness. Because prior research shows that this instrument predicts guidance program effectiveness, the findings of the present research have important implications for school reform debates. Specifically, it would appear that school-wide factors significantly influence guidance program outcomes, calling into question the adequacy of accountability systems based on the job performance of individual guidance counselors and other education professionals. This research contributes to a growing body of evidence in support of the whole system paradigm of school reform, which seeks to improve both individual and system outcomes through system transformation.
13

Lee, Geoffrey Anton. "Graduate school readiness in psychology a national study /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011823.

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14

Ball, Annahita Rene. "Educator Readiness to Adopt School Mental Health Approaches." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218384819.

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15

Triplett, Jeannette D. Mrs. "Students’ Phonological Awareness Literacy Screening and School Readiness." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3122.

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Public school kindergarten programs have become increasingly more academic and have educators debating about what skills best serve children in kindergarten that will prepare them for later academic achievement. The Phonological Awareness Literacy Screening (PALS) is a screening instrument used in Virginia to assess kindergarten students and students in grades 1 through 3. Kindergarten teachers want to make sure that with the more demanding curriculum, and increase in rigorous standards, that students enter kindergarten ready to learn. The purpose of this study was to examine the relationship between students’ kindergarten PALS scores and first grade PALS scores in a southwestern Virginia school district. This study involved kindergarten and first grade students. The study reviewed their readiness skills required for kindergarten and later academic achievement. The study also examined preschool experience, birth order, and birthdays when students entered kindergarten. In addition, the study included students who were redshirted or held out of school for a year before enrolling in kindergarten. The results showed the Spring PALS scores of kindergarten students and the Spring PALS scores of first grade students are significant indicators of academic achievement for language arts literacy. The results can potentially assist in identifying the skills needed for students to be successful when they begin kindergarten. The relationship between readiness in kindergarten PALS scores and first grade PALS scores appears to extend across students’ preschool experience, kindergarten entrance age, and birth order. Teachers, administrators, parents, policymakers, and legislators can make decisions that affect the curriculum and school readiness policies that will help students begin their educational career prepared to learn.
16

Wernke, James A. "Kindergarten Teachers' Perceptions of Student Readiness for School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3207.

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The design method for this study was non-experimental quantitative. The survey was distributed via email to Kindergarten teachers in two Northeastern Tennessee school districts. There were 69 Kindergarten teachers who responded to the survey. The study revealed that Kindergarten teachers perceive that gender, socioeconomic status, and preschool experience have a significant impact on student readiness for school. Chronological age was not perceived to have an impact on student readiness for school to a significant extent. Kindergarten teachers perceived that preschool experience has the greatest impact on student readiness for school when asked to rank the order of impact from greatest to least. Chronological age was perceived to have a greater impact on student readiness for school than either socioeconomic status or gender.
17

Geiger, Romin Emmanuel. "Preschool Self-Regulation: A Predictor of School Readiness." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3134.

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Substantial evidence from previous research has supported the idea that greater self-regulation in the form of “cool” self-regulation or executive functioning and “hot” self-regulation or effortful control is associated with higher academic achievement within the preschool years and school readiness in the kindergarten years (Anaya, 2016; Carlson, 2005). However, there are only a few studies that assess the prediction of school readiness through validated cool and hot self-regulation tasks (Carlson, 2005; Krain, Wilson, Arbuckle, Kastellanos, & Wilham, 2006; Rothbart, Ellis, Rueda, & Posner, 2003; Thompson & Giedd, 2000). There also few studies examining to what extent cool and hot-self-regulation tasks predict socio-emotional (Blair, 2002) and academic achievement (Bull & Scherif, 2001), which are aspects of school readiness. The current study examined the validity of hot and cool tasks as measures of school readiness within a preschool sample (n = 86) enrolled in one of two programs: one blended Head Start and one full Head Start program. Adapted hot and cool self-regulation tasks, global observer ratings of hot and cool self-regulation tasks (Preschool Self-Regulation Assessment Assessor Report (PSRA-AR) and the Observation of Child Temperament Scale), Woodcock Johnson subtests (Letter Word, Applied Problems, and Picture Vocabulary), teacher ratings of social competence (Social Competence and Behavioral Evaluation) and emotional competence (Emotion Regulation Checklist) were collected in the fall of the school year. Results indicated that performance on cool tasks of measures cool self-regulation were highly correlated with academic performance and that the Snack Delay task and the PSRA-AR component scores (Attention/Impulse Control and Positive Emotion) of hot self-regulation were correlated with socio-emotional competence. Additionally, there were no age differences for hot self-regulation. Regression analyses suggested that hot self-regulation predicted socio-emotional competence and cool tasks predicted academic achievement. However, conclusions regarding hot self-regulation age differences and predictive validity are limited by the sole use of one hot task within this study and the results do not warrant a conclusion regarding whether hot self-regulation and cool self-regulation are separate self-regulation constructs, given the use of only one hot task.
18

Yzel, Melanie. "Teachers' perceptions of the implementation of school readiness assessment instruments." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62909.

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Many learners enter formal schooling without having mastered the necessary school readiness skills. Academically, those who are not equipped with the necessary school readiness skills often experience certain difficulties, a situation that can even lead to failure at the end of their first year at school. Had these learners been assessed for school readiness earlier, and their teachers informed of the interpreted results, they could have been helped to improve their literacy level earlier. With their knowledge, teachers are able to provide appropriate additional support to meet identified school readiness needs. A concern amongst educators is that many school readiness assessment instruments are available but they do not test the same skills. A further issue is that scientifically proven criteria for evaluating school readiness assessment instruments are not known to be available. Using information about the skills being assessed according to helpful and insightful criteria, would enable educators to know how best to assist learners. Learners do progress and learn differently. Focusing on the skills needed to succeed at school is essential for learners’ development. Hence the reason for engaging in this research was to explore school readiness assessment. From semi-structured interviews conducted, Grade 1 teachers did not have detailed knowledge of school readiness assessment and the instruments used. It is therefore recommended that awareness of the criteria for successful school readiness assessment becomes an integral part of the preparation for formal schooling. Irrespective of their age, applying such instruments could help learners who are not yet ready for school to be better prepared pre-schoolers.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted
19

Chow, Yau-mui Helen, and 周友梅. "A comparison of kindergarten and primary school teacher expectations for school readiness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955903.

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20

Brown, Amber L. "Children of Teenage Mothers: School Readiness Outcomes and Predictors of School Success." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9117/.

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The purpose of this study was to examine the effects of teenage motherhood on the school readiness, literacy skills, and parental involvement of children participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) early intervention program, as well as make recommendations for optimal outcomes. Study children were participants in HIPPY at five diverse, urban school districts. Using a mixed method design, this study examined the results of quantitative measures of children's school readiness, literacy skills, and parent involvement along with qualitative data collected through mothers' responses to two, open-ended questions related to their satisfaction with HIPPY. According to results of independent samples t-test, mean scores on school readiness and parent involvement measures were not statistically significantly different for the children of teenage mothers and the children of traditional age mothers. However, there were moderate effect sizes for parent involvement and physical development indicating some practical significance. Chi-square results of literacy skills indicated that the children of teenage mothers were almost twice as likely [c2 (1, N = 36) = 4.21, p < .05] to have literacy skills that were "not on grade level" according to scores on the TPRI/Tejas. Descriptive discriminant analysis (DDA) indicated that the multivariate relationship of the four parent involvement variables statistically significantly contributed to whether children born to teenage mothers had literacy skills on grade-level, but it was not significant for the children of traditional-age mothers. DDA analysis conducted on the school readiness variables did not yield any significant results. In addition, odds ratios conducted between literacy level and each of the parent involvement and school readiness variables indicated an increased probability of a child's literacy skills being on grade level when scores were high, but these increases were not statistically significant. While there were differences in literacy skills, teen mothers indicated, through their responses to two, open-ended questions, their desire to for more support for their children in this area.
21

Brown, Amber L. Morrison George S. "Children of teenage mothers school readiness outcomes and predictors of school success /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9117.

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22

Chow, Yau-mui Helen. "A comparison of kindergarten and primary school teacher expectations for school readiness." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18038384.

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23

Marquez, Hazel B. "School readiness : kindergartners' social development and developmentally appropriate classrooms /." Search for this dissertation online, 2006. http://www.lib.umi.com/cr/ksu/main.

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24

Norton, Shonna Christine. "Improving College Readiness: An Analysis of School-Level Factors." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609060/.

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While much of the literature regarding college readiness focuses on student-specific factors, such as the individual's academic achievement; scores on college readiness assessments; and high school GPA, more research is needed to understand which school-level factors have the most influence on the percentage of college-ready graduates. The purpose of this research study was to explore the impact of various school-level factors (i.e., student demographics, college entrance exam facts, course offerings, and school characteristics) on the percentage of college ready graduates from Texas public high schools serving Grades 9-12 over a 3-year period. A multiple regression analysis conducted for each year's data resulted in three regression models, which identified various predictors (e.g. per-pupil instructional expenditures, teacher years of experience, taking advanced and/or dual credit coursework) of the percentage of college-ready graduates for schools accounting for 91.7%, 79.5%, and 65.6% of the explained variance in 2013, 2014, and 2015, respectively. Findings from this study provide educational leaders with data that could help them to make better-informed decisions regarding potential college readiness initiatives that, ultimately, could improve student performance.
25

Kilgallen, Christina. "School psychologists' readiness to implement response to intervention practices /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328723.

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26

Slack-Hines, Patricia. "The relationship between receptive language skills and school readiness." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=39.

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27

Yerly, Rebecca Coates. "The role of affect in school-to-work readiness /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004405.

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28

Meyburgh, Celeste. "An exploratory investigation into fathers' perspectives of school readiness." University of the Western Cape, 2018. http://hdl.handle.net/11394/6419.

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Magister Artium - MA (Psychology)
In recent years, the global focus on Early Child Development (ECD) has delivered mounting evidence of it being one of the most rewarding areas of investment a country can make. A central outcome of quality ECD is to provide sufficient support to enable a child to arrive at Grade 1 ready to learn. Environmental factors impacting on child development and school readiness have thus been under increasing scrutiny. Although studies have delivered evidence of fathers' unique contribution to ECD, fathers' impact on a child's school readiness is often overlooked. The overall aim of this thesis was to report on the findings of the exploratory investigation on fathers' perspectives of school readiness. All relevant ethics principles were observed in the study. The study received ethics clearance from the Senate Research Committee (HS/16/5/41). The study followed an explorative design incorporating qualitative methodologies for data collection and analysis. Semi-structured interviews were conducted with a sample of nine fathers residing in Cape Town, who had full parental rights and responsibilities for their child in Grade R. Thematic analysis produced three themes with subthemes. The core findings suggested that first, fathers did not have a good fund of knowledge about school readiness and child development. Personal context and subjective experiences impacted or informed their views and beliefs about school readiness. Second, feedback from teachers and professionals was highly valued and was a primary source of information about their children's school readiness. Third, facilitating school readiness involved different systems and role players of which fathers are important role players. It emerged that in some ways the role of fathers remains undervalued and in others, fathers' ability to participate is diminished due to their fund of knowledge, gendered patterns to child rearing and engagement with school systems.
29

Lambert, Ellen L. "Building Social Self-Efficacy: Investigating How Refugee Adolescents Cultivate School Readiness Through a Summer Youth Readiness Program." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363190015.

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30

Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.

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31

Molleur, Sandi Noelle. "The relationship between parent education and their child's academic readiness." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=61.

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32

Schmitz, Stephanie Jean Pust. "Qualifications and readiness of school board trustees and implications for training." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/schmitz/SchmitzS0507.pdf.

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33

Lee, Samantha Jean. "The school readiness of children born to mothers maintained on methadone during pregnancy." Thesis, University of Canterbury. Psychology, 2012. http://hdl.handle.net/10092/9280.

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ABSTRACT Introduction. Research from the early 1980s indicates that there are different neurodevelopmental differences between methadone-exposed and non-exposed infants. However, the extent to which these difficulties translate to later problems in the domain areas of physical health, social-emotional adjustment, approaches to learning, language, and cognition for children born to mothers maintained on methadone during pregnancy, is largely unknown. Accordingly, this research aimed to compare school readiness outcomes between children prenatally exposed to methadone and comparison children at age 4.5 years across five key developmental domains. A secondary aim was to assess the impact of known neonatal, and socio-familial risk factors associated with this population on school readiness outcomes of methadone-exposed children at age 4.5 years. Research Methods. Sixty seven children born to mothers maintained on methadone and 81 comparison children were followed prospectively from birth to age 4.5 years. At age 4.5 years, all children underwent a comprehensive school readiness assessment of health and physical development; social-emotional skills; approaches to learning; language; and cognition. A score < 1SD below the comparison group mean was used to classify children as unready in any one domain. Measures of socio-familial risk were collated from aspects of the maternal interview at the term assessments, based on risk indices used in the research of other at-risk populations. Results. Methadone-exposed children performed worse than comparison children across all school readiness domains. They also had higher odds of being classed as “unready” in each school readiness domain, relative to the control group. They were also iii more likely to have multiple readiness problems (p =<.0001). The most common pattern of comorbidity identified, was among children classified as unready in terms of cognition and general knowledge. However, after controlling for confounding and selection factors, methadone-exposure was not significantly associated with school readiness at age 4.5 years. Maternal smoking during pregnancy, maternal benzodiazepine use during pregnancy, and socio-familial risk were significant covariates of low school readiness at age 4.5 years, independent of group. Discussion. By age 4.5 years, a larger proportion of methadone-exposed than control children were experiencing school readiness difficulties across five key developmental domains. Prenatal methadone exposure alone was not a sufficient explanation for these problems. Findings suggest that readiness outcomes were largely explained by a range of confounding and selection factors, including the extent of socio-familial risk, and poly-drug use during pregnancy. The results raise concerns for the later school performance of methadone-exposed children and emphasise the importance of early and targeted intervention services prior to school entry for this population.
34

Delforge, Sarah Rae. "The influence of educational setting during pre-kindergarten years on kindergarten readiness." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001delforges/pdf.

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35

Black, Joy L. "The relationship between parental income and a child's School Readiness Standard Composite Score as measured by the Bracken Basic Concept Scale-Revised." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=143.

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36

Pye, Kirstie Louise. "An evaluation of the 'Incredible Years' school readiness parenting programme delivered in Welsh schools." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/an-evaluation-of-the-incredible-years-school-readiness-parenting-programme-delivered-in-welsh-schools(a21b10fa-f92e-4f25-8344-7855502e8cdd).html.

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Growing numbers of children are arriving in school without the necessary social and self-regulatory skills to engage effectively with the school environment and a lack of these skills can predict low academic achievement and poor relationships with peers and teachers (Chapter 1). Parents play a major role in developing children’s readiness for school. Strong, positive parent-child relationships ensure that children form good relationships with peers and teachers. These relationships help children to settle into school, reduce conduct problems, and lead to good academic attainment. Early intervention in the preschool years is an effective way to prepare children for school and prevent later academic failure. The Incredible Years (IY) programmes are evidence-based, effective programmes for improving child outcomes. Although there are longer IY programmes that address the needs of children with conduct and behavioural difficulties, there is a need for a shorter programme that can be delivered universally to parents as their children start school. The IY School Readiness parenting programme was developed for this purpose, but its effectiveness has never been researched. This thesis reports on the first evaluation of the IY School Readiness programme. The first study provides a review of literature on the concept of schools readiness (Chapter 2), followed by the study protocol (Chapter 3), providing details of the methods of the evaluation. Chapter four presents the development and validation of a new observation tool for evaluating parent-child interactions during child-directed play and interactive reading, the Play And Reading Observation Tool (PAROT). The main programme evaluation is presented as a third study, a comparison of intervention and control families’ outcomes (Chapter 5). The programme was effective in increasing key verbal parenting behaviours in the context of reading and play that are important for children’s readiness for school. The final two chapters include longer-term findings of the programme (Chapter 6) and feedback from parents and schools (Chapter 7). Parent attendance was good and positive feedback was received from the parents and schools involved in the study. The final chapter of the thesis provides a summary of research findings, including implications and future research directions (Chapter 8).
37

Swick, Danielle C. Barbarin Oscar A. "The effects of parental involvement on children's school readiness skills." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1176.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctorate of Philosophy in the School of Social Work." Discipline: Social Work; Department/School: Social Work.
38

Unruh, Anne Louise. "The Readiness of Middle School Assistant Principals to Become Principals." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28058.

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The purpose of this study was to gain an understanding of the experiences, educational and job related, that middle school assistant principals have received to prepare, and to become principals. In order to explore and describe those experiences provided by the middle school principals a phenomenological research design was used for this study. Those participants who were interviewed work in middle schools within Region V of the Virginia School University Partnership. This research project included two steps in data collection. The first step required the assistant principals to examine the Interstate School Leaders Licensure Consortium Standards (ISLLC), and indicate whether they had experienced those functions under each standard in one or more of three areas: principal preparation, job responsibility, and district professional development. The second parts of the study involved follow up interview questions for each in the participants. The findings of the study discuss that the standards are addressed and also how the assistant principals feel about their preparation and school district professional development.
Ed. D.
39

Guilford, Elizabeth. "African American Mother's Perceptions on School Readiness of their Children." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555018041353418.

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40

Reyes, Ernesto Oscar. "COMMUNITY COLLEGE AND HIGH SCHOOL PARTNERSHIP: COLLEGE MATH READINESS PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/377.

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This study describes the partnership between an urban community college and seven high schools from its inception. The purpose of the partnership was to increase the number of high school seniors transitioning into college-level math courses through the college math readiness program, an existing community college intermediate algebra course. In addition to archival records and documents, college math faculty, high school math teachers, administrators and staff, and college students were interviewed for this study. Four major challenges were identified in the following areas: student recruitment process, data management, lack of information to students, and collaboration among math faculty and math teachers. Despite all challenges, the partnership and the college math readiness program was perceived by stakeholders to be a successful program for the students and the institutions involved.
41

Hope, Howard Lee. "African American Males' College Readiness Through the Public School System." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5476.

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The problem in a Northeastern district is that African American (AA) males need enhanced support in the high school to improve college readiness thereby strengthening access and the opportunity for college success. The purpose of this study was to gather educators' and adult AA males' perspectives of the influence of connectedness, perception, and self-valuation. Using McClelland's need achievement theory as the conceptual framework, the study focused on educators' perspectives of college readiness and AA males' perceptions of goal-valuation, academic self-perceptions, motivation, and attitudes related to teachers and college readiness. This qualitative case study included interviews with 6 administrators and 1 focus group of 7 educators; all selected at the high school level. Additionally, 64 adult AA males completed the School Attitude Assessment Survey-Revised (SAAS-R). Data were analyzed by using the matrix approach to organize patterns and themes. An analysis of the findings revealed that teacher-student relationships are critical to promote learning, and lessons plans should reflect creativity and understanding of how to support male AA student learning. Themes from findings were promoting student engagement in the classroom setting, developing academic skills to be successful in the classroom setting, using instructional strategies with students, and academic preparation prior to the transition to college. A 3-day college and career readiness professional development project was developed for educators to promote effective college readiness for this population. Through the implementation of these strategies, educators will strengthen college readiness for AA males, thereby promoting improved access and opportunity for college success.
42

Israel, Carol S. Laymon Ronald L. Strand Kenneth H. "Delayed school entry as recommended by kindergarten screening the relationship with selected school achievement measures /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101115.

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Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 7, 2005. Dissertation Committee: Ronald L. Laymon, Kenneth H. Strand (co-chairs), Jack C. Eisele, Patricia A. O'Connell, Paul J. Baker. Includes bibliographical references (leaves 115-122) and abstract. Also available in print.
43

Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

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44

Bennett-Armistead, V. Susan. "Are we there yet? parents' perceptions of kindergarten readiness /." Diss., Connect to online resource - MSU authorized users, 2008.

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45

Gandhi, Sima D. "The Evaluation of Schools to College and Career (S2C) Readiness Program for Middle School Student." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3693.

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There is a lack of research on what it means to be college and career ready at the middle school level, and this creates confusion for students when they enter high school and must select courses that are aligned with their college and career goals. This study sought to understand how the Schools to College and Career (S2C) Readiness Program impacts middle school students at the charter school. In order to understand this impact, the study looked at how the S2C Readiness Program relates to students’ understanding and awareness of CCR at the school. Using a quantitative approach this study will sought to answer: What factors influence middle school students' awareness of college and career options after completing the S2C Readiness Program? To answer the guiding question middle school students completed two surveys. Archival data was also collected and analyzed. The results from the student survey responses showed an increase in interest in different careers as student performance level (measured from MAP score) increased. Furthermore, as students completed the S2C Readiness Program, their understanding of basic skills and content knowledge also increased. The results did show an increase in engagement and interest in their S2C elective courses. Also, students responded with an understanding of what it means to be college and career ready as they completed the S2C Readiness Program. There was also an increase in students seeking to understand what it means to be college and career ready as students get older. The research did not support a positive link between S2C elective class choice and college and career awareness. Many students responded that they did not explore college and career interests in their S2C class or on their own and did not engage in projects related to college and careers in their S2C elective class. This study sought to understand this impact, the study looked at how the S2C Readiness Program impacted students’ understanding and awareness of CCR at the charter school. Knowing that many students do not have the skills and tools necessary to be college and career ready this study hoped to provide insight for improving the S2C Readiness Program at the charter school. This research provided recommendations for improving the S2C Readiness Program at the charter school as well as college and career education opportunities in middle schools in general. This dissertation concluded with recommendations for future research to support such initiatives from elementary to the high school level.
46

White, Natalie. "School Counselors' Professional Development Needs for Preparing Diverse Learners for College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7521.

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Prevalent literature about school counselors' professional development (PD) needs to prepare diverse learners for college is in short supply. Simultaneously, school counselors oftentimes encounter role confusion due to misperceptions of their job responsibilities by educational leaders. This discrepancy has led to the completion of noncounseling assignments, thus prohibiting counselors in this study from appropriate training and adhering to college readiness mandates for all students. This study explored high school counselors' attitudes about their PD needs to prepare diverse students for college in an urban populated school district located in southern Texas. The conceptual framework that guided this study defines school counselors' motivation to improve college access for diverse students when counselors learn information that is practical to their job activities. A qualitative case study was used to answer the question of how counselors perceive their PD needs to prepare diverse learners for college. Data were collected from 8 high school counselors through semistructured interviews and documents of counselors' PD profiles that were analyzed and coded to develop themes. Results established that participants had not received PD about college readiness, and they had not taken the initiative to advocate this need for themselves. Notably, counselors in the study indicated that developing a professional learning community with local colleges would be an effective approach to their professional growth. Although this study immediately benefits counselors in the participating school district, this study also provides information that may expand college enrollment for diverse students. Findings from this study not only will help close the gap between diverse students and their counterparts, but findings from this study may also help enhance PD for school counselors in surrounding school districts.
47

Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

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48

Lamb, Gordon Dale. "Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: initial scale development and validation." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86064.

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Although research supports the use of measures of typical performance for assessing academic and cognitive skills, there are currently few such measures in existence. Other measures have been used for research purposes, but they are not normed on a large, nationally-representative sample. The Ratings of Everyday Academic and Cognitive Skills (REACS) was created to address the need for a measure of typical academic and cognitive skills. The goal of the REACS is to provide a timely, easy to administer, and comprehensive assessment of a child's typical functioning in various academic and cognitive domains. The purpose for this dissertation was to develop the initial scale and conduct analyses to provide evidence of its reliability and validity. In an attempt to provide preliminary evidence of the validity of scores from this measure, Parent (n = 142) and Teacher (n = 109) REACS forms were collected for data analysis. A subsample of parents and teachers completed forms to examine interrater and test-retest reliability. A group of children (n = 32) were assessed with measures of academic achievement, cognitive ability, and memory for comparison to the REACS. Results generally showed high internal consistency, yet less reliable test-retest and interrater reliability. While the confirmatory factor analysis (CFA) of the parent scale supported a factor structure that approximated the intended structure of the REACS, a better fit was found with a simpler model for the teacher scale. Finally, both the Parent and Teacher REACS forms were found to predict academic achievement better than cognitive ability. The predictive ability of the REACS was enhanced when used in conjunction with a measure of cognitive ability.
49

Rieger, Merri M. "Readiness for college factors affecting minority high school students in two large Washington school districts /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/m_rieger_020509.pdf.

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Thesis (Ed. D.)--Washington State University, May 2009.
Title from PDF title page (viewed on Apr. 10, 2009). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 109-115).
50

Reed, Jewel Ann. "The Impact of Transitional First Grade on Students' Readiness and School Attitude." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330696/.

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The purpose of this study was to determine the effectiveness of a transitional first grade program on the attitude and readiness scores of a group of regular first grade students who qualified for the transitional program but attended regular first grade (control group) and a group of transitional first grade students (experimental group). The study utilized a pretest/posttest design. The regular first grade students received formal instruction in all academic areas. The experimental group received no formal instruction.
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