Dimensions Of Readiness Research Articles

Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia

The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed.

Global Readiness among Preschools Children in Malaysia

One of the most important tasks of educationists from preschool centers in Malaysia is to prepare the young child for global readiness. This study involved (N=529) preschool children in Malaysia. The main objective was to gauge the level of global readiness of children aged (5-6 years old) according to several dimensions of global readiness namely (a) diversity and multiculturalism (b) use of ICT (c) communication and multiple language ability (d) problem solving and (e) environmental awareness. Responses to the Global Readiness Scales were recorded and analyzed using One Way ANOVA. The main findings indicated that (a) a generally high level of global readiness in diversity dimension (b) high level of global readiness was found in usage of ICT and problem solving dimension (c) moderate level of global readiness were found on communication and environmental awareness (d) all types of preschool scored high level of global readiness except in Islamic based preschool which scored moderate (e) significance differences were found according to the types of preschools in all dimensions except cause and effect. The findings suggest that (a) there is need to conduct qualitative study on the implementation of global readiness in the preschool centers (b) there is the need to develop global readiness curriculum modules to be integrated effectively in teacher training (c) a cross-cultural comparative study should be conducted across preschools at the regional and international level to gain wider perspective on the implementation of global readiness.

The role of organizational structure in readiness for change: A conceptual integration.

The purpose of this review is to extend extant conceptualizations of readiness for change as an individual-level phenomenon. This review-of-reviews focuses on existing conceptual frameworks from the dissemination, implementation, quality improvement, and organizational transformation literatures in order to integrate theoretical rationales for how organization structure, a key dimension of the organizational context, may impact readiness for change. We propose that the organization structure dimensions of differentiation and integration impact readiness for change at the individual level of analysis by influencing four key concepts of relevance, legitimacy, perceived need for change, and resource allocation. We identify future research directions that focus on these four key concepts.

Correlation analysis between the readiness for hospital discharge and social support status in diabetic patients

Objective To explore the current situation of the readiness for hospital discharge and social support in diabetic patients, and analyze the correlation between them. Methods Based on the cross-sectional study, using the basic data questionnaire of patients, 200 diabetic patients, who had been discharged from a grade A tertiary hospital in Chengdu, were surveyed by the readiness for hospital discharge scale and the social support rating scale, and adopted Pearson to do the relevance analysis. Results The average score of readiness for hospital discharge was(8.13±1.37). The total points of social support was(41.49±8.74). According to the score of each dimensions of the readiness for hospital discharge, dimensions were as the following from high score to low: available social support, disease knowledge, coping capacity discharged from hospital, and personal condition from high score to low. The total score of social support was significantly lower than the domestic norm (t=-4.614, P<0.001). The readiness for hospital discharge and the social support in diabetes patients showed positive correlation(r=0.388, P<0.001). Conclusions The current status of the readiness for hospital discharge and social support in diabetes patients is in medium-to-high level, and positive correlation existed between the readiness for hospital discharge and the social support. Key words: Diabetes; Social support; Readiness for hospital discharge

The Impact of Type D Personality Traits on the Career Readiness of College Students With and Without Disabilities

The primary purpose of the study was to investigate the relationship of Type D personality and perceived career readiness in a group of college students with and without disabilities. The findings of the study revealed no significant differences in levels of career readiness and Type D personality across disability groups. Results also revealed that Type D traits did have a significant relationship with career readiness variables, and that this relationship is particularly significant for college students with disabilities. Results also indicated that for individuals with disabilities, both Type D traits (negative affect and social inhibition) have an effect on different dimensions of career readiness. Implications of the results are discussed within the context of rehabilitation counselors and professionals. Future directions for research are also offered.

Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry

Academic achievement gaps between high- and low-income students born in the 1990s were much larger than between cohorts born two decades earlier. Racial/ethnic achievement gaps declined during the same period. To determine whether these two trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self-control, externalizing behavior, and a measure of students’ approaches to learning, for cohorts born from the early 1990s to the 2000–2010 midperiod. We use data from nationally representative samples of kindergarteners (ages 5–6) in 1998 ( n = 20,220), 2006 ( n = 6,600), and 2010 ( n = 16,980) to estimate trends in racial/ethnic and income school readiness gaps. We find that readiness gaps narrowed modestly from 1998 to 2010, particularly between high- and low-income students and between White and Hispanic students.

DIMENSIONALITY AND MEASUREMENT INVARIANCE OF A SCHOOL READINESS SCREENER BY ETHNICITY AND HOME LANGUAGE

This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP) when used to rate the school readiness of children from different ethnic backgrounds (Latino or White, non-Latino), as well as from households where a different language was predominant (Spanish or English). Teachers rated the readiness of 9,335 children during the first month of kindergarten in four ethnically diverse, medium-sized school districts in central California. From the total sample, two overlapping subsamples (S1 and S2) were identified. First, a series of confirmatory factor analyses were conducted with S1 (n = 7,787) to examine the dimensionality and measurement invariance of the KSEP with children who identified as either Latino or White at the time of kindergarten enrollment. Next, the same set of analyses were replicated with S2 (n = 9, 234) to examine whether results held for students from households where the primary language spoken was Spanish or English. Results yielded evidence supporting a two-factor structure encompassing social-emotional and cognitive dimensions of children's readiness. In addition, results showed the KSEP exhibited measurement invariance across student ethnicities (Latino/White) and home languages (Spanish/English). The results of this study provide psychometric evidence that is particularly important for a universal school readiness screener.

Jordanian Kindergarten and 1st-Grade Teachers’ Beliefs About Child-Based Dimensions of School Readiness

ABSTRACTThe purpose of this study was to explore the beliefs of Jordanian kindergarten and 1st-grade teachers regarding six child-based dimensions of school readiness: academic knowledge, basic thinking skills, socioemotional maturity, physical well-being and motor development, self-discipline, and communication skills. Questionnaires were used to collect data from 289 teachers; 155 kindergarten teachers and 134 1st-grade teachers were randomly selected from Zarqa, a highly populated city in Jordan. Results revealed that kindergarten and 1st-grade teachers considered all the six child-based dimensions as important to getting children ready for school. However, both groups of teachers rated the basic academic knowledge as the most important dimension and emphasized it over the other dimensions. In addition, results of the multivariate analysis of variance (MANOVA) indicated that there were statistically significant differences in the beliefs of kindergarten and 1st-grade teachers on four dimensions: academic knowledge, basic thinking skills, socioemotional development, and communication skills; meaning that kindergarten teachers rated these dimensions as more important than 1st-grade teachers did. Yet when teachers’ level of education was controlled for as a covariate, multivariate analysis of covariance results showed that significant statistical differences were only detected on the first dimension (i.e., academic knowledge). Suggestions for policymakers and for further research were offered based on the results of this study.

Community readiness for adopting mHealth in rural Bangladesh: A qualitative exploration

IntroductionThere are increasing numbers of mHealth initiatives in middle and low income countries aimed at improving health outcomes. Bangladesh is no exception with more than 20 mobile health (mHealth) initiatives in place. A recent study in Bangladesh examined community readiness for mHealth using a framework based on quantitative data. Given the importance of a framework and the complementary role of qualitative exploration, this paper presents data from a qualitative study which complements findings from the quantitative study. MethodsThe study was conducted in the Chakaria sub-district of Bangladesh. In total, 37 in-depth interviews were conducted between December 2012 and March 2013. Participants included the general public, students, community leaders, school teachers, and formal and informal healthcare providers. Thematic analysis was used to develop a logical and relevant framework to examine community readiness. As in the quantitative exploration, this study approached the investigation with four types of readiness in mind: core readiness, technological readiness, human resource readiness and motivational readiness. ResultsCommunity members, community leaders and healthcare providers expressed their interest in the use of mHealth in rural Bangladesh. Awareness of mHealth and its advantages was low among uneducated people. Participants who have used mHealth were attracted to the speed of access to qualified healthcare providers, time savings and low cost. Some participants did not see the value of using mobile phones for healthcare compared to a face-to-face consultation. Illiteracy, lack of English language proficiency, lack of trust and technological incapability were identified as barriers to mHealth use. However, a sense of ownership, evidence of utility, a positive attitude to the use of mHealth, and intentions towards future use of mHealth were driving forces in the adoption of mHealth services. ConclusionsThis study re-affirmed the mHealth readiness conceptual framework with different dimensions of readiness and identified potential barriers and possible solutions for mHealth. Moving forward, emphasis should be placed on training users, providing low-cost services and improving trust of users.

Change of Community Readiness Over Time: Measurements of Reduction of Parental Support and Availability of Alcohol in Seven Communities.

Aim To test the possibility of identifying community readiness changes over time. Method Key responders in seven municipalities in Stockholm County were interviewed about the availability of alcohol and parental support. The results were analyzed with paired t tests. Changes in community readiness were assessed. Ninety-three key responders from the participating communities were interviewed three times each, resulting in a total of 315 interviews. Data were collected on three occasions separated by ten months from semistructured telephone interviews based on the community readiness model. Findings Significant readiness changes were found for both issues from baseline to the first follow-up. In terms of the six dimensions of community readiness, significant differences were evident from baseline to the first follow-up for parental support and the reduction of alcohol availability. Apart from knowledge of reduced alcohol availability, there were no significant changes in overall readiness or in the dimensions from the first follow-up to the second. The findings of this study are discussed in relation to earlier studies. Conclusion In communities with an initial vague awareness of issues, a change in readiness level occurs in less than a year.

Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances

This study surveyed 387 middle school 7th – graders' flipped learning readiness in their English-as-a-foreign-language (EFL) classrooms and explored the effects of personal characteristics on their readiness levels. These personal characteristics included gender, the availability of outside-school support and resources, foreign language beliefs, perceptions of their English teachers, and how they use the Internet. Through factor analysis, flipped learning readiness consists of five dimensions: learner control and self-directed learning, technology self-efficacy, motivation for learning, in-class communication self-efficacy, and doing previews. It was found that personal characteristics and individual circumstances, including language beliefs, student perceptions of teacher characteristics, the availability of outside-school support and resources, learning performance, study time and net-surfing time, can make a difference to the levels of the readiness dimensions. These findings may shed light on the middle schoolers' flipped learning readiness in EFL classrooms and provide insights for teachers wanting to incorporate individualized instruction in the flipped classroom.

Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms

This study surveyed 84 undergraduate students, majoring in education, in order to gather their perspectives regarding flipped classrooms and investigate their readiness levels for flipped learning. After the implementation of flipped learning for an entire semester, surveys were distributed in two flipped classrooms that were taught by the same instructor. Students showed particular preferences for the “Bring Your Own Device” and the Instant Response System features of the flipped classroom. Approximately 60% agreed with the idea of flipped classrooms, but only 39% agreed that the flipped classrooms met their learning needs. Their readiness levels for flipped learning were moderately above the average levels, and males or juniors (compared with freshmen), felt more prepared for flipped learning. In general, course grades, self-directed learning readiness, and group work preference can predict the different readiness dimensions. The findings may enhance educators' understanding in how to apply the flipped learning model in ways that are most beneficial for their own students.

Underlying Structure of E-Learning Readiness among Palestinian Secondary School Teachers

This paper reports on the results of an exploratory factor analysis procedure applied on the e-learning readiness data obtained from a survey of four hundred and seventy-five (N = 475) teachers from secondary schools in Nablus, Palestine. The data were collected using a 23-item, self-developed Likert questionnaire measuring e-learning readiness based on Chapnick’s conception of the construct. Principal axis factoring (PAF) with Promax rotation applied on the data extracted four distinct factors supporting four of Chapnick’s e-learning readiness dimensions, namely technological, psychological, infrastructure, and equipment readiness. Together these four dimensions explained 56% of the variance. A reliability analysis produced high internal consistency estimates ranging between .81 (equipment readiness) and .91 (technological readiness) for the extracted factor structure. These findings provide sound empirical support for the construct validity of the items and for the existence of these four factors that measure e-learning readiness.

School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions.

School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention.

Community Readiness for Childhood Obesity Prevention

As investments are made to engage communities in childhood obesity prevention efforts, an approach to better understand local communities’ readiness to implement evidence-based strategies is needed. The Community Readiness Model (CRM) was used to assess the readiness of 15 communities in Georgia actively working to prevent childhood obesity. Seventy-nine key informant interviews were conducted assessing six dimensions of readiness. Data were analyzed and scored using the CRM protocol. Overall community readiness scores ranged from 2.8 to 5.1 on a 9-point scale. The mean readiness score, 4.3 ( SD = 0.5) corresponds with a preplanning level of readiness. Findings suggest that communities are recognizing the problem, organizing stakeholders, and beginning to develop solutions. There is a need for funders to match their community-based funding initiatives with the readiness levels of the communities being supported. Communities should focus their attention to the six dimensions of readiness while utilizing evidence-based frameworks and guidance on prevention.

Determinants of readiness to adopt mHealth in a rural community of Bangladesh

IntroductionEvidence in favor of mHealth for healthcare delivery in settings where trained health workforce is limited or unavailable is accumulating. With rapid growth in access to mobile phones and an acute shortage of health workforce in Bangladesh, mHealth initiatives are increasing with more than 20 current initiatives in place. “Readiness” is a crucial prerequisite to the successful implementation of telehealth programs. However, systematic assessment of the community readiness for mHealth-based services in the country is lacking. We report on a recent study describing the influence of community readiness for mHealth of a rural Bangladesh community. MethodsA conceptual framework for mHealth readiness was developed, which included three categories: technological, motivational and resource readiness. This guided the questionnaire development for the survey conducted in the Chakaria sub-district of Bangladesh from November 2012 to April 2013. Multivariate logistic regression was used to examine ownership of mobile phones, use of the technology, and knowledge regarding awareness of mHealth services as predictors of the community readiness to adopt mHealth. ResultsA total of 4915 randomly selected household members aged 18 years and over completed the survey. The data explained the sub-categories of the readiness dimensions. In terms of access, 45% of respondents owned a mobile phone with ownership higher among males, younger participants and those in the highest socioeconomic quintiles. Results related to technological readiness showed that among mobile phone owners, 50% were aware of SMS but only sending and receiving SMS. Only 37% generally read the received SMS. Only 5% of respondents used the internet capabilities on their phone and 25% used voice messages. The majority (73%) of the participants were interested in joining mHealth programs in the future. Multivariate analysis showed that ownership of a mobile phone (aOR 1.3, 95% CI 1.1–1.5), younger age (aOR 2.6, 95% CI 2.1–3.3), males (aOR 1.8, 95% CI 1.6–2.1), educated respondents (11 years or more education) (aOR 11.1, 95% CI 6.2–19.2) and those belonging to the highest socio-economic group (aOR 3.7, 95% CI 2.9–4.7) were significantly independently associated with knowledge regarding awareness of current mHealth services. ConclusionsWe developed a conceptual framework to assess community readiness for mHealth. We described three high level dimensions of readiness and have partially tested the conceptual framework in a rural sub-district in Bangladesh. We found that the community has some technological readiness but inequity was observed for human resource readiness and technological capabilities. The study population is motivated to use mHealth. Our conceptual framework is a promising tool to assist policy-makers in planning and implementing mHealth programs.

Assessing health-care providers' readiness for reporting quality and patient safety indicators at primary health-care centres in Lebanon: a national cross-sectional survey.

BackgroundSuccessful endorsement of quality indicators hinges on the readiness and acceptability of care providers for those measures. This paper aims to assess the readiness of care providers in the primary health-care sector in Lebanon for the implementation of quality and patient safety indicators.MethodsA cross-sectional survey methodology was utilized to gather information from 943 clinical care providers working at 123 primary health-care centres in Lebanon. The questionnaire included two sections: the first assessed four readiness dimensions (appropriateness, management support, efficacy, and personal valence) of clinical providers to use quality and safety indicators using the Readiness for Organization Change (ROC) scale, and the second section assessed the safety attitude at the primary care centre utilizing the Agency of Health Research and Quality (AHRQ) Safety Attitude Questionnaire (SAQ)-Ambulatory version.ResultsAlthough two thirds (66 %) of respondents indicated readiness for implementation of quality and patient safety indicators in their centres, there appear to be differences by professional group. Physicians displayed the lowest scores on all readiness dimensions except for personal valence which was the lowest among nurses (60 %). In contrast, allied health professionals displayed the highest scores across all readiness dimensions. Generally, respondents reflected a positive safety attitude climate in the centres. Yet, there remain a few areas of concern related to punitive culture (only 12.8 % agree that staff should not be punished for reported errors/incidents), continuity of care (41.1 % believe in the negative consequences of lack in continuity of care process), and resources (48.1 % believe that the medical equipment they have are adequate). Providers with the highest SAQ score had 2.7, 1.7, 7 and 2.4 times the odds to report a higher readiness on the appropriateness, efficacy, management and personal valence ROC subscales, respectively (P value <0.01). Nurses displayed relatively lower odds of readiness across all other ROC subscales as compared to all other providers.ConclusionHealth-care providers at the primary health care (PHC) centres in Lebanon are ready to engage in employing quality and patient safety indicators. This is a key finding given the active efforts by the MoPH to strengthen the quality culture in the PHC sector through various strategies.

Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children's school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, print and word awareness, pretend abilities, self-regulation, and reduced play disruption. For almost all these measures, positive results were further strengthened by the frequency of participation in storytelling by individual children, indicated by number of stories told (NOST). The STSA is a structured preschool practice that exemplifies child-centered, play-based, and constructivist approaches in early childhood education, and that can operate as a curriculum module in conjunction with a variety of different preschool curricula. This study confirmed that it can contribute to promoting learning, development, and school readiness for low-income and otherwise disadvantaged children.

KARAKTERISTIK KELUARGA, KESIAPAN MENIKAH ISTRI, DAN PERKEMBANGAN ANAK USIA 3-5 TAHUN

Marital readiness was considered as an important indicator for successful marriage and also could enhance child development, espeially for early phase of family and early childhood. However, the study about marital readiness and child development were still limited. The study was a retrospective and cross sectional design of 120 families whose children aged 3-5 years old. Samples were selected by stratified nonproportional simple random sampling in two areas in Ratu Jaya and Bojong Pondok Terong, Cipayung Sub district, Depok. Theresults showed that attainment of wife’s marital readiness was in middle category which was below 65; it means that the family did not have good marital readiness. Two of marital readiness dimension were intellectual and financial readiness which was still below 50 or in low category. Maternal length of education was correlated positively significant with marital readiness, while marital readiness was correlated positively significant with child development. The results of regression showed the child development was influenced positively by sex of children, age of children, and marital readiness (intellectual and individual readiness). Meanwhile, the child development was influenced negatively by length of marriage.

Defining dimensions of research readiness: a conceptual model for primary care research networks.

BackgroundRecruitment to research studies in primary care is challenging despite widespread implementation of electronic patient record (EPR) systems which potentially make it easier to identify eligible cases.MethodsLiterature review and applying the learning from a European research readiness assessment tool, the TRANSFoRm International Research Readiness instrument (TIRRE), to the context of the English NHS in order to develop a model to assess a practice’s research readiness.ResultsSeven dimensions of research readiness were identified: (1) Data readiness: Is there good data quality in EPR systems; (2) Record readiness: Are EPR data able to identify eligible cases and other study data; (3) Organisational readiness: Are the health system and socio-cultural environment supportive; (4) Governance readiness: Does the study meet legal and local health system regulatory compliance; (5) Study-specific readiness; (6) Business process readiness: Are business processes tilted in favour of participation: including capacity and capability to take on extra work, financial incentives as well as intangibles such as social and intellectual capital; (7) Patient readiness: Are systems in place to recruit patients and obtain informed consent?ConclusionsThe model might enable the development of interventions to increase participation in primary care-based research and become a tool to measure the progress of practice networks towards the most advanced state of readiness.