learning readiness scale: Topics by Science.gov

Sample records for learning readiness scale

The Factor Structure of the Self-Directed Learning Readiness Scale (SDLRS).

ERIC Educational Resources Information Center

Wang, Xiaoping; And Others

A study involving teachers and administrators from 16 elementary, middle, and high schools in Tennessee investigated the factorial structure of the Self-Directed Learning Readiness Scale (SDLRS). The SDLRS includes 58 Likert-like items designed to measure the readiness of adult learners to assume self-direction in the learning process. Study…
Interprofessional education and collaborative practice: Psychometric analysis of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context.

PubMed

Milutinović, Dragana; Lovrić, Robert; Simin, Dragana

2018-06-01

There is an implicit expectation for medical sciences students to work together effectively as members of health-care team, and interprofessional education is therefore widely accepted. Students' attitudes, which are affected by various factors, have been recognized as the most important predictors of successful implementation of interprofessional education with the aim of developing collaborative practice. The Readiness for Interprofessional Learning Scale has often been used in studies to measure these perspectives. To describe the psychometric properties of the Serbian cross-culturally adapted version of the original Readiness for Interprofessional Learning Scale, to assess the attitudes of undergraduate health science students towards interprofessional education and to evaluate whether a professional group and student characteristics have influence on attitudes towards collaborative practice and shared learning. A descriptive/analytical and comparative cross-sectional study. Faculty of Medicine in Serbia. Nursing and medical students after completed first clinical rotations (n = 257). The Readiness for Interprofessional Learning Scale for assessing attitudes among students towards interprofessional learning, Professional Identity Questionnaire for Nursing Students for assessing professional identity in nursing students, Professional Nursing Image Survey for assessing attitudes of medical students towards the nursing profession, as well as a socio-demographic questionnaire were the instruments used in this research study. The data were analysed using descriptive and inferential statistics. Exploratory factor analysis on 19 items revealed two-factors accounting for 51.1% of the total variance with the internal reliability α = 0.90. The mean total score of the Readiness for Interprofessional Learning Scale was 73.5 (SD = 11.5) indicating that students are ready for interprofessional learning. Nursing students, female students; students in their first years of studies, and those with previously completed education in the field of health care, have been more ready for interprofessional learning and collaborative practice. In the multiple linear regression analysis, gender and assessing professional nursing skills and abilities were significant predictors of medical students' readiness for interprofessional learning, whereas professional identity was for nursing students. The Serbian version of the Readiness for Interprofessional Learning Scale has proven to be reliable and valid for the "teamwork, collaboration and shared learning" subscale, while the "role and responsibilities" subscale showed lower stability. The results of this study revealed positive students' attitudes towards interprofessional learning, which is important for Serbia, as a candidate country for European Union membership, and thus making our educational system more inclusive for joining the European Higher Education Area. Copyright © 2018 Elsevier Ltd. All rights reserved.
The Readiness of Adults with Attention Deficit Hyperactivity Disorder for Self-Directed Learning

ERIC Educational Resources Information Center

Wright, Melissa Sue

2011-01-01

This study investigated the readiness for self-directed learning of adults with Attention Deficit Hyperactivity Disorder (ADHD), as well as their overall educational experiences. Using Guglielmino's Self-Directed Learning Readiness Scale for Adults (SDLRS-A), the researcher investigated whether the following factors were significantly related to…
Analysis of Students' Online Learning Readiness Based on Their Emotional Intelligence Level

ERIC Educational Resources Information Center

Engin, Melih

2017-01-01

The objective of the present study is to determine whether there is a significant relationship between the students' readiness in online learning and their emotional intelligence levels. Correlational research method was used in the study. Online Learning Readiness Scale which was developed by Hung et al. (2010) has been used and Trait Emotional…
Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students.

PubMed

Ertuğ, Nurcan; Faydali, Saide

The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. The use of self-directed learning has increased as an educational strategy in recent years. This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was ≤149 and 90.82 when self-directed learning readiness was ≥ 150, with a statistically significant difference (p = .000). Level of self-directed learning and academic achievement were higher in students who managed their time well.
Are postgraduate students in distance medical education program ready for e-learning? A survey in Iran.

PubMed

Changiz, Tahereh; Haghani, Fariba; Nowroozi, Nasim

2013-01-01

Appropriate instructional design plays a crucial role in e-learning success, and analyzing learners is the cornerstone for instructional design process. Students' readiness for e-learning was assessed in the present study as an example of learner analysis for a distance course in medical education master program. A census sample of 23 students applied for distance master program on medical education, completed the "Students' E-Learning Readiness Scale" developed by Watkins, via email. The reliability and validity of the scale has been confirmed before. Average scores in total and 6 subscales were calculated. The score range was 1-5 and scores above 3 indicated good readiness. Data was interpreted using descriptive and non-parametric tests (Mann-Whitney U and Kruskal-Wallis). Response rate was 100%. The students' readiness scores in total and all subscales ("technology access", "online skills and relationships", "motivation", "online audio/video", "readiness for online discussions", and "importance of e-learning to your success") were above 3. Comparing different subscales, students' mean scores in "motivation" and "internet discussion" subscales were less than others, although the difference was not significant. There were no significant gender differences in the readiness scores. Students who were academic staff had significantly higher scores than others in total and in "motivation" and "online skills and relationship" subscales. Good learners' readiness, observed in the present study, may imply that the instructional designer can rely on e-learning strategies and build the course upon them. However, according to the slightly lower scores in "motivation" and "online discussion" subscales, it is recommended to stress more on strategies that improve these two components. To generalize the results, it is needed to test students' readiness in more different degree programs.
Chinese baccalaureate nursing students' readiness for self-directed learning.

PubMed

Yuan, Hao Bin; Williams, Beverly A; Fang, Jin Bo; Pang, Dong

2012-05-01

This descriptive cross-sectional study was conducted with 536 Chinese nursing students to explore students' readiness for self-directed learning (SDL). The Self-Directed Learning Readiness (SDLR) Scale for nursing education (Chinese translation version) was used. The value of the content validity index tested by five experts was 0.915. A measure of internal consistency (Cronbach's alpha) was 0.925 on the total scale. Students possessed readiness for SDL with a mean score of 157.72 (S.D.=15.08, 62.3% in high level, and 37.7% in low level). The attributes of Chinese students, such as a strong sense of responsibility and perseverance, due diligence and rigorous self-discipline, enable students to take the initiative and responsibility for their own learning. The existing variation in students' readiness for SDL is helpful in identifying student characteristics that might be used to modify learning activities for these students. Senior students had higher scores for SDLR than junior students. This finding likely reflects the maturational process of developing self-directedness. Promoting SDL skills is a challenging process for faculty members and students. It is helpful if nurse educators assess the learning styles and preferences of their students in order to determine the level of SDL activities to include from year to year in the curriculum. Copyright © 2011 Elsevier Ltd. All rights reserved.
Self-Perception of Readiness to Learn and Self-Efficacy among Nursing Students in an Online Baccalaureate (BSN) Program

ERIC Educational Resources Information Center

Cadet, Myriam Jean

2016-01-01

This study investigated the relationship between readiness to learn and self-efficacy among newly enrolled BSN students in an online program. A sample of 27 students completed the 45-item Test of Online Learning Success (ToOLS) and 10-item General Self Efficacy (GSE) scales via Survey Monkey. Knowles' (1980) adult learning theory and Bandura's…
The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students.

PubMed

Visser, Cora L F; Wilschut, Janneke A; Isik, Ulviye; van der Burgt, Stéphanie M E; Croiset, Gerda; Kusurkar, Rashmi A

2018-06-07

The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. Readiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression. Empathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness. The RIPLS is a suboptimal instrument, which does not clarify the 'what' and 'how' of IPL in a curriculum. This study suggests that students' readiness for IPE may benefit from a combination with the cognitive component of empathy ('Perspective taking') and elements in the curriculum that promote autonomous motivation.
Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students.

PubMed

Montenery, Susan

2017-05-01

Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students' perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students' perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students' narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.
Interprofessional Education: What Measurable Learning Outcomes Are Realistic for the Physician Assistant Profession?

PubMed

Lohenry, Kevin; Lie, Désirée; Fung, Cha-Chi; Crandall, Sonia; Bushardt, Reamer L

2016-06-01

To compare physician assistant (PA) students' attitudes regarding interprofessional education by students' seniority, gender, age, and previous experience with interprofessional education. The validated 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale were administered to matriculating and graduating PA students from 2 US institutions (N = 186). Primary outcomes were score differences by subgroup and institution using independent sample t-tests. We also examined scale validity measured by Cronbach's alpha (internal consistency) and Pearson correlation coefficients (concurrent validity). Student demographics at both institutions were similar. Initial comparisons did not demonstrate significant institutional differences. Consequently, data were combined for subsequent analyses. Matriculating students had significantly higher mean Readiness for Interprofessional Learning Scale scores than did graduating students. No significant differences were found by gender, age, or previous interprofessional education exposure for either scale. Both scales demonstrated high internal consistency (Readiness for Interprofessional Learning Scale α = 0.93; Interdisciplinary Education Perception Scale α = 0.84). Physician assistant student attitudes regarding interprofessional education are very positive at matriculation and are less positive at graduation. Physician assistant student attitudes do not vary by gender, age, or previous interprofessional education exposure. Physician assistant educators should ensure that students' interprofessional education exposure makes full use of the students' initial positive attitudes and focuses on skill development for interprofessional education competencies.
Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

PubMed

Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

2016-12-03

To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.
The relationship between assessment methods and self-directed learning readiness in medical education.

PubMed

Monroe, Katherine S

2016-03-11

This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation. Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records. The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning. Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.
A cross-sectional study of paramedics' readiness for interprofessional learning and cooperation: results from five universities.

PubMed

Williams, Brett; Boyle, Malcolm; Brightwell, Richard; McCall, Michael; McMullen, Paula; Munro, Graham; O'Meara, Peter; Webb, Vanessa

2013-11-01

Healthcare systems are evolving to feature the promotion of interprofessional practice more prominently. The development of successful and functional interprofessional practice is best achieved through interprofessional learning. Given that most paramedic programmes take an isolative uni-professional educational approach to their healthcare undergraduate courses, serious questions must be raised as to whether students are being adequately prepared for the interprofessional healthcare workplace. The objective of this study was to assess the attitudes of paramedic students towards interprofessional learning across five Australian universities. Using a convenience sample of paramedic student attitudes towards interprofessional learning and cooperation were measured using two standardised self-reporting instruments: Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Students' readiness for interprofessional learning did not appear to be significantly influenced by their gender nor the type of paramedic degree they were undertaking. As students progressed through their degrees their appreciation for collaborative teamwork and their understanding of paramedic identity grew, however this appeared to negatively affect their willingness to engage in interprofessional learning with other healthcare students. The tertiary institute attended also appeared to influence students' preparedness and attitudes to shared learning. This study has found no compelling evidence that students' readiness for interprofessional learning is significantly affected by either their gender or the type of degree undertaken. By contrast it was seen that the tertiary institutions involved in this study produced students at different levels of preparedness for IPL and cooperation. Copyright © 2012 Elsevier Ltd. All rights reserved.
Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum

PubMed Central

Susilo, Astrid P.; van Berkel, Henk

2016-01-01

Objectives To identify the student’s readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. Methods A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. Results The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students’ life styles, students’ perceptions of the topics, and mood, were factors influencing their self-directed learning. Conclusion A hybrid problem based curriculum may not fully affect the students’ self-directed learning. The curriculum system, teacher’s experiences, student’s background and cultural factors might contribute to the difficulties for the student’s in conducting self-directed learning. PMID:27915308
Readiness for interprofessional learning among healthcare professional students.

PubMed

Talwalkar, Jaideep S; Fahs, Deborah B; Kayingo, Gerald; Wong, Risa; Jeon, Sangchoon; Honan, Linda

2016-05-12

The purpose of this study was to investigate attitudes toward interprofessional learning among first year medical, nursing, and physician associate students at an American university at the start of their training. First year medical (n=101), nursing (n=81), and physician associate (n=35) students were invited to complete an anonymous online survey which included items related to demographic information and the Readiness for Interprofessional Learning Scale. Scores were compared by the general linear model and Duncan's multiple range test while controlling for demographic differences. All three groups scored in the high range, indicating readiness for shared learning. Female students, those with advanced degrees, and those with healthcare experience prior to enrolment in health professional school had significantly higher scores than their counterparts. After controlling for differences in demographic factors, nursing students scored significantly higher than physician associate and medical students (F = 6.22, 0.0025). Health professions students demonstrated readiness for interprofessional learning early in their academic programs, however important differences in baseline readiness emerged. These findings suggest that educators consider baseline attitudes of students when designing interprofessional education curricula, and use caution when extrapolating data from other geographies or cultures.
Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration.

PubMed

Stull, Cynthia L; Blue, Christine M

2016-01-01

An expectation of introductory interprofessional education (IPE) is improvement in attitudes towards other professions. However, the theory surrounding professional identity formation suggests this expectation may be premature. The objective of this study was to quantify first-year health professional students' attitudes towards their own and other professions and to investigate the relationship between strength of professional identity and attitudes towards other professions and interprofessional learning. Using a pre/post-test design, researchers administered the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS) to 864 first-year healthcare students in the Academic Health Center (AHC) at the University of Minnesota. The findings showed a decline in student attitudes towards their own and other professions. Additionally, a positive correlation between a weakened professional identity and readiness for interprofessional learning was demonstrated. This study found that an introductory IPE course did not positively affect student attitudes towards other professions, or strengthen professional identity or readiness for interprofessional learning. Analysis of the findings support the successive stages of professional identity formation.
Dutch translation and validation of the readiness for interprofessional learning scale (RIPLS) in a primary healthcare context.

PubMed

Pype, Peter; Deveugele, Myriam

2016-12-01

Interprofessional education and collaborative practice are gradually gaining importance in the context of growing healthcare complexity. The readiness for interprofessional learning scale (RIPLS) is a well-known scale that can identify attitudinal barriers and variance across professions, which may affect educational interventions. This study aims to translate the English RIPLS into Dutch and to test its reliability and validity. The scale was translated and back-translated by two pairs of people independently and tested for feasibility and comprehensibility. The translated scale was used with 219 general practitioners, 238 community nurses, and 53 palliative home-care nurses. Exploratory factor analysis was used to assess construct validity. Confirmatory factor analysis was done to generate a fit model. Cronbach's alpha was computed to evaluate internal consistency. Regression analysis was used to evaluate the effect of the RIPLS score on the level of learning through collaboration and to gauge the influence of the participants' gender, age, previous palliative care education, type of practice and years in practice. Confirmatory and exploratory factor analysis confirms the factor structure of the original version. The Dutch version shows good reliability (overall Cronbach's alpha: 0.88; intraclass correlation coefficient after test-retest: 0.718 (95%CI: 0.499-0.852). The RIPLS score correlates with the amount of workplace learning during collaboration (discriminant validity: P < 0.001). The Dutch translation of the RIPLS is now ready for comparative studies.
The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

ERIC Educational Resources Information Center

Welsch, Lauren A.; Rutledge, Carolyn; Hoch, Johanna M.

2017-01-01

Context: Athletic trainers are encouraged to work collaboratively with other health care professionals to improve patient outcomes. Interprofessional education (IPE) experiences for practicing clinicians should be developed to improve interprofessional collaborative practice postcertification. An outcome measure, such as the modified Readiness for…
Transformation for Adults in an Internet-Based Learning Environment--Is It Necessary to Be Self-Directed?

ERIC Educational Resources Information Center

Chu, Regina Juchun; Chu, Anita Zichun; Weng, Cathy; Tsai, Chin-Chung; Lin, Chia-chun

2012-01-01

This research explores the relationships between self-directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet-based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet-based learning was administered to adults enrolled in classes in community…

Readiness for interprofessional learning: a cross-faculty comparison between architecture and occupational therapy students.

PubMed

Larkin, Helen; Hitch, Danielle; Watchorn, Valerie; Ang, Susan; Stagnitti, Karen

2013-09-01

Health and wellbeing includes a need for built environments to accommodate and be inclusive of the broadest range of people and a corresponding need to ensure graduates are ready to engage in this field of interprofessional and inter-industry practise. All too often, interprofessional education in higher education is neglected with a tendency towards educational silos, particularly at a cross-faculty level. This paper reports on an initiative that embedded universal design practice education into the curricula of first year architecture and third year occupational therapy students and evaluated the impact on students' readiness for interprofessional learning. The Readiness for Interprofessional Learning Scale (RIPLS) was given to students at the beginning and end of the semester during which students participated in a variety of online and face-to-face curriculum initiatives. Results showed that at the beginning of semester, occupational therapy students were significantly more positive about interprofessional learning than their architecture counterparts. Post-results showed that this trend continued but that occupational therapy students became less positive on some items after the interprofessional learning experience. This study provides insights into the interprofessional learning experiences of a group of students who have not previously been studied within the available literature.
Are postgraduate students in distance medical education program ready for e-learning? A survey in Iran

PubMed Central

Changiz, Tahereh; Haghani, Fariba; Nowroozi, Nasim

2013-01-01

Introduction: Appropriate instructional design plays a crucial role in e-learning success, and analyzing learners is the cornerstone for instructional design process. Students’ readiness for e-learning was assessed in the present study as an example of learner analysis for a distance course in medical education master program. Materials and Methods: A census sample of 23 students applied for distance master program on medical education, completed the “Students’ E-Learning Readiness Scale” developed by Watkins, via email. The reliability and validity of the scale has been confirmed before. Average scores in total and 6 subscales were calculated. The score range was 1-5 and scores above 3 indicated good readiness. Data was interpreted using descriptive and non-parametric tests (Mann-Whitney U and Kruskal-Wallis). Results: Response rate was 100%. The students’ readiness scores in total and all subscales (“technology access”, “online skills and relationships”, “motivation”, “online audio/video”, “readiness for online discussions”, and “importance of e-learning to your success”) were above 3. Comparing different subscales, students’ mean scores in “motivation” and “internet discussion” subscales were less than others, although the difference was not significant. There were no significant gender differences in the readiness scores. Students who were academic staff had significantly higher scores than others in total and in “motivation” and “online skills and relationship” subscales. Conclusion: Good learners’ readiness, observed in the present study, may imply that the instructional designer can rely on e-learning strategies and build the course upon them. However, according to the slightly lower scores in “motivation” and “online discussion” subscales, it is recommended to stress more on strategies that improve these two components. To generalize the results, it is needed to test students’ readiness in more different degree programs. PMID:24524090
Self-directed learning readiness and learning styles among Saudi undergraduate nursing students.

PubMed

El-Gilany, Abdel-Hady; Abusaad, Fawzia El Sayed

2013-09-01

Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information. This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts. Cross-sectional descriptive study. Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia. Two hundred and seventy-five undergraduate Saudi nursing students. Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory. The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3 ± 5.9, 48.4 ± 5.5, 59.9 ± 6.7, and 159.6 ± 13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles. The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.
Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study.

PubMed

Rossler, Kelly L; Kimble, Laura P

2016-01-01

Didactic lecture does not lend itself to teaching interprofessional collaboration. High-fidelity human patient simulation with a focus on clinical situations/scenarios is highly conducive to interprofessional education. Consequently, a need for research supporting the incorporation of interprofessional education with high-fidelity patient simulation based technology exists. The purpose of this study was to explore readiness for interprofessional learning and collaboration among pre-licensure health professions students participating in an interprofessional education human patient simulation experience. Using a mixed methods convergent parallel design, a sample of 53 pre-licensure health professions students enrolled in nursing, respiratory therapy, health administration, and physical therapy programs within a college of health professions participated in high-fidelity human patient simulation experiences. Perceptions of interprofessional learning and collaboration were measured with the revised Readiness for Interprofessional Learning Scale (RIPLS) and the Health Professional Collaboration Scale (HPCS). Focus groups were conducted during the simulation post-briefing to obtain qualitative data. Statistical analysis included non-parametric, inferential statistics. Qualitative data were analyzed using a phenomenological approach. Pre- and post-RIPLS demonstrated pre-licensure health professions students reported significantly more positive attitudes about readiness for interprofessional learning post-simulation in the areas of team work and collaboration, negative professional identity, and positive professional identity. Post-simulation HPCS revealed pre-licensure nursing and health administration groups reported greater health collaboration during simulation than physical therapy students. Qualitative analysis yielded three themes: "exposure to experiential learning," "acquisition of interactional relationships," and "presence of chronology in role preparation." Quantitative and qualitative data converged around the finding that physical therapy students had less positive perceptions of the experience because they viewed physical therapy practice as occurring one-on-one rather than in groups. Findings support that pre-licensure students are ready to engage in interprofessional education through exposure to an experiential format such as high-fidelity human patient simulation. Copyright © 2015 Elsevier Ltd. All rights reserved.
K-State Problem Identification Rating Scales for College Students

ERIC Educational Resources Information Center

Robertson, John M.; Benton, Stephen L.; Newton, Fred B.; Downey, Ronald G.; Marsh, Patricia A.; Benton, Sheryl A.; Tseng, Wen-Chih; Shin, Kang-Hyun

2006-01-01

The K-State Problem Identification Rating Scales, a new screening instrument for college counseling centers, gathers information about clients' presenting symptoms, functioning levels, and readiness to change. Three studies revealed 7 scales: Mood Difficulties, Learning Problems, Food Concerns, Interpersonal Conflicts, Career Uncertainties,…
Is the EdTPA the Right Choice for Evaluating Teacher Readiness?

ERIC Educational Resources Information Center

Parkes, Kelly A.; Powell, Sean R.

2015-01-01

The purpose of this article is to describe and analyze the edTPA, a performance assessment created by the Stanford Center for Assessment, Learning, and Equity (SCALE) and administered by Pearson, Inc., to assess the professional readiness of student teachers. We challenge claims made in support of using this assessment, specifically within the…
When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing.

PubMed

Falk, Kristin; Falk, Hanna; Jakobsson Ung, Eva

2016-01-01

A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs. Copyright © 2015 Elsevier Ltd. All rights reserved.
The Study of Adopting Problem Based Learning in Normal Scale Class Course Design

ERIC Educational Resources Information Center

Hsu, Chia-ling

2014-01-01

This study adopts the Problem Based Learning (PBL) for pre-service teachers in teacher education program. The reasons to adopt PBL are the class scale is not a small class, the contents are too many to teach, and the technologies are ready to be used in classroom. This study used an intermediary, movie, for scenario to student to define the…
Lessons Learned about Instruction from Inclusion of Students with Disabilities in College and Career Ready Assessments

ERIC Educational Resources Information Center

Heritage, Margaret; Lazarus, Sheryl S.

2016-01-01

The new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in several states indicate that students with disabilities like many features of the new assessments, but that there also are challenges. This Brief was…
Lessons Learned about Assessment from Inclusion of Students with Disabilities in College and Career Ready Assessments

ERIC Educational Resources Information Center

Lazarus, Sheryl S.; Heritage, Margaret

2016-01-01

The new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in several states indicate that students with disabilities adjusted well to the new assessments, and liked many of their features, but that there also are…
A cross-institutional examination of readiness for interprofessional learning.

PubMed

King, Sharla; Greidanus, Elaine; Major, Rochelle; Loverso, Tatiana; Knowles, Alan; Carbonaro, Mike; Bahry, Louise

2012-03-01

This paper examines the readiness for and attitudes toward interprofessional (IP) education in students across four diverse educational institutions with different educational mandates. The four educational institutions (research-intensive university, baccalaureate, polytechnical institute and community college) partnered to develop, deliver and evaluate IP modules in simulation learning environments. As one of the first steps in planning, the Readiness for Interprofessional Learning Scale was delivered to 1530 students from across the institutions. A confirmatory factor analysis was used to expand upon previous work to examine psychometric properties of the instrument. An analysis of variance revealed significant differences among the institutions; however, a closer examination of the means demonstrated little variability. In an environment where collaboration and development of learning experiences across educational institutions is an expectation of the provincial government, an understanding of differences among a cohort of students is critical. This study reveals nonmeaningful significant differences, indicating different institutional educational mandates are unlikely to be an obstacle in the development of cross-institutional IP curricula.
Readiness for self-directed learning: How bridging and traditional nursing students differs?

PubMed

Alharbi, Homood A

2018-02-01

The dean of the nursing college has an initiative to reform the BSN program in the college to minimize the use of lecturing and maximize interactive and lifelong learning. Appropriate assessment of how our students are prepared to be self-directed learners is crucial. To compare traditional and bridging students in regard to their SDLR scores in the nursing college in Saudi Arabia. This was a comparative study to compare traditional and bridging students in regard to their self-directed learning readiness scores (SDLR). The data was collected at the Nursing College, King Saud University, Riyadh, Saudi Arabia. A convenient sample of undergraduate nursing students at the sixth and eighth levels in both regular and bridging programs were recruited in this study to indicate their SDLR scores. The study used Fisher et al.'s (2001) Self-Directed Learning Readiness Scale to measure the self-directed learning readiness among undergraduate nursing students. The total mean score of SDLR was 144 out of 200, which indicated a low level of readiness for SDL. There were significant variations between the included academic levels among participants. Students in the sixth academic level scored higher in the total SDLR scores compared to eighth-level students. There were no significant variations with gender and program types in the total SDLR scores. A comprehensive plan is needed to prepare both faculty members and students to improve the SDL skills. Copyright © 2017 Elsevier Ltd. All rights reserved.
Designing Work-Integrated Learning Placements That Improve Student Employability: Six Facets of the Curriculum That Matter

ERIC Educational Resources Information Center

Smith, Calvin; Ferns, Sonia; Russell, Leoni

2016-01-01

Research into work-integrated learning continues to show through a variety of small-scale and anecdotal studies, various positive impacts on student learning, work-readiness, personal and cognitive development and other outcomes. Seldom are these research findings strongly generalizable because of such factors as small sample sizes,…
The Relationship between Self-Direction and Wellness among Graduate Students.

ERIC Educational Resources Information Center

Owen, T. Ross

1999-01-01

Self Directed Learning Readiness Scale and a wellness measure were completed by 185 graduate students. Creativity significantly correlated with wellness; intellectual wellness and spirituality/values correlated with self-directed learning. Self-directed learners appear to feel strongly about creative expression, and creative pursuits have the…
The Relationship of Transition Readiness, Self-Efficacy, and Adherence to Preferred Health Learning Method by Youths with Chronic Conditions.

PubMed

Johnson, Meredith A J; Javalkar, Karina; van Tilburg, Miranda; Haberman, Cara; Rak, Eniko; Ferris, Maria E

2015-01-01

Health care transition preparation, medication adherence, and self-efficacy are important skills to achieve optimal health outcomes. It is unclear how pediatric patients with chronic conditions obtain health information that may impact the acquisition of these skills. In this cross-sectional study, we determined the preferred sources/methods for health information among youths with chronic conditions and their relationship to health care transition readiness (STARx Questionnaire), self-efficacy (Iannotti's Diabetes Management Self-efficacy Scale), and medication adherence (Morisky Medication Adherence Scale). Youths with various chronic health conditions attending Victory Junction, a therapeutic camp, were invited to complete these online surveys. A total of 160 youths with different chronic conditions from multiple institutions, ages 6 to 16 years participated. Most commonly preferred sources of medical information were family/parents (n=122, 76.3%) and health care providers (n=88, 55.0%). Youths who favored family/parents had the highest medication adherence rates. In turn, youths who favored health care providers over other sources, scored highest on self-efficacy and transition readiness of all groups. Our novel findings represent important areas of intervention to improve transition readiness, self-efficacy, and medication adherence. Ascertaining the patients' preferred method of learning about the disease and its management is important in order to customize and enhance health care transition readiness, self-efficacy, and medication adherence. Copyright © 2015 Elsevier Inc. All rights reserved.
E-Learning Readiness in Medicine: Turkish Family Medicine (FM) Physicians Case

ERIC Educational Resources Information Center

Parlakkiliç, Alaattin

2015-01-01

This research investigates e-learning readiness level of family medicine physicians (FM) in Turkey. The study measures the level of e-learning readiness of Turkish FM physicians by an online e-learning readiness survey. According to results five areas are ready at Turkish FM physicians but need a few improvements:…
Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies.

PubMed

Murphy, Judy I; Nimmagadda, Jayashree

2015-05-01

Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.
Examining Issues of E-Learning Practices in Chinese Higher Education: A Cross-Sectional Study of Mainland China, Taiwan and Hong Kong

ERIC Educational Resources Information Center

Szeto, Elson

2013-01-01

Empirical studies of e-learning practices in Chinese higher education are still controversial. Shared Chinese beliefs in education, moving towards mass higher education for global competitiveness and improving e-readiness levels press for ubiquitous use of e-learning in mainland China, Taiwan and Hong Kong. This is a small-scale case study using a…
The readiness of postgraduate health sciences students for interprofessional education in iran.

PubMed

Vafadar, Zohreh; Vanaki, Zohreh; Ebadi, Abbas

2015-01-01

Interprofessional education has been recognized as an effective educational approach towards enabling students to provide comprehensive and safe team care for promotion of health outcomes of patients. This study was conducted in order to assess the readiness of postgraduate health science students for interprofessional education/learning, as well as identify barriers to the implementation of such an approach in Iran from the students' point of view. This was a cross-sectional and descriptive-analytical study conducted in 2013 on 500 postgraduate students in three main professional groups: medical, nursing and other allied health professions across a number of Iranian Universities using the convenience sampling method. Quantitative Data were collected through self-administering the Readiness for InterProfessional Learning Scale (RIPLS) questionnaire with acceptable internal consistency (? = 0.86). The data were analyzed by SPSS18. Qualitative data were gathered by an open-ended questionnaire and analyzed by qualitative content analysis method. The mean score of the students' readiness (M=80, SD=8.6) was higher than the average score on the Scale (47.5). In comparison between groups, there was no statistically significant difference between groups in their readiness (p>0.05). Also four main categories were identified as barriers to implementation of interprofessional education from the students' point of view; the categories were an inordinately profession-oriented, individualistic culture, style of management and weak evidence. An acceptable degree of readiness and a generally favorable attitude among students towards interprofessional education show that there are appropriate attitudinal and motivational backgrounds for implementation of interprofessional education, but it is necessary to remove the barriers by long-term strategic planning and advancing of interprofessional education in order to address health challenges.
The Readiness of Postgraduate Health Sciences Students for Interprofessional Education in Iran

PubMed Central

Vafadar, Zohreh; Vanaki, Zohreh; Ebadi, Abbas

2015-01-01

Aim: Interprofessional education has been recognized as an effective educational approach towards enabling students to provide comprehensive and safe team care for promotion of health outcomes of patients. This study was conducted in order to assess the readiness of postgraduate health science students for interprofessional education/learning, as well as identify barriers to the implementation of such an approach in Iran from the students’ point of view. Methods: This was a cross–sectional and descriptive-analytical study conducted in 2013 on 500 postgraduate students in three main professional groups: medical, nursing and other allied health professions across a number of Iranian Universities using the convenience sampling method. Quantitative Data were collected through self-administering the Readiness for InterProfessional Learning Scale (RIPLS) questionnaire with acceptable internal consistency (α = 0.86). The data were analyzed by SPSS18. Qualitative data were gathered by an open–ended questionnaire and analyzed by qualitative content analysis method. Results: The mean score of the students’ readiness (M=80, SD=8.6) was higher than the average score on the Scale (47.5). In comparison between groups, there was no statistically significant difference between groups in their readiness (p>0.05). Also four main categories were identified as barriers to implementation of interprofessional education from the students’ point of view; the categories were an inordinately profession-oriented, individualistic culture, style of management and weak evidence. Conclusion: An acceptable degree of readiness and a generally favorable attitude among students towards interprofessional education show that there are appropriate attitudinal and motivational backgrounds for implementation of interprofessional education, but it is necessary to remove the barriers by long-term strategic planning and advancing of interprofessional education in order to address health challenges. PMID:25946930

Analysis of e-learning implementation readiness based on integrated elr model

NASA Astrophysics Data System (ADS)

Adiyarta, K.; Napitupulu, D.; Rahim, R.; Abdullah, D.; Setiawan, MI

2018-04-01

E-learning nowadays has become a requirement for institutions to support their learning activities. To adopt e-learning, an institution requires a large strategy and resources for optimal application. Unfortunately, not all institutions that have used e-learning got the desired results or expectations. This study aims to identify the extent of the level of readiness of e-learning implementation in institution X. The degree of institutional readiness will determine the success of future e-learning utilization. In addition, institutional readiness measurement are needed to evaluate the effectiveness of strategies in e-learning development. The research method used is survey with questionnaire designed based on integration of 8 best practice ELR (e-learning readiness) model. The results showed that from 13 factors of integrated ELR model being measured, there are 3 readiness factors included in the category of not ready and needs a lot of work. They are human resource (2.57), technology skill (2.38) and content factors (2.41). In general, e-learning implementation in institutions is in the category of not ready but needs some of work (3.27). Therefore, the institution should consider which factors or areas of ELR factors are considered still not ready and needs improvement in the future.
E-Learning Readiness in Public Secondary Schools in Kenya

ERIC Educational Resources Information Center

Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin

2013-01-01

As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…
Explaining variance in self-directed learning readiness of first year students in health professional programs.

PubMed

Slater, Craig E; Cusick, Anne; Louie, Jimmy C Y

2017-11-13

Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential. This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item 'big five' personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female) enrolled in a first-session undergraduate interprofessional health sciences subject. Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females) were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with 'big five' personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education. Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.
Understanding Readiness: An Occasional Paper.

ERIC Educational Resources Information Center

Jensen, Arthur R.

Readiness to learn occurs when a child has achieved cumulative learning of component subskills and the developmental maturity necessary to integrate these subskills into the desired skill. Readiness is relative, however, not only to the skill, but also to the technique of instruction. Thus, readiness for learning a particular skill by different…
Assessing readiness for self-directed learning within a non-traditional nursing cohort.

PubMed

Phillips, Brian N; Turnbull, Beverley J; He, Flora X

2015-03-01

Increasing deregulation of the Australian tertiary system has led to changes in entry behaviours anticipated in non-traditional student cohorts. Many nursing students are returning to formal studies later in their lives seeking a career change. Accessibility and flexible study paths make external study increasingly attractive. However external studies require a level of commitment and willingness to develop self-direction and a capacity for resilience. This study sought to elicit the level of self-directed learning readiness (SDLR) among undergraduate nursing students currently enrolled at a bachelor level, and to elicit what differences existed in the levels of SDLR in relation to age, gender, academic year, and previous qualifications. An online survey questionnaire was utilised based on the Self-directed Learning Readiness Scale for Nursing Education. In contrast to earlier work, the participant profile in this study was predominantly non-traditional and captured participants from all three years of the nursing programme. Results found no significant age or gender differences. First year students demonstrated lower levels of self-directed learning readiness. However, unexpected results were demonstrated in the survey subscales in relation to previous qualifications. Participants who already held post-graduate qualifications showed lower scores for Self-Management than those who held diploma qualifications, while students who already held a bachelor's degree had the highest scores in Desire for Learning. The study findings suggest that universities should not assume that SDL capability is dependent on mature age or length of exposure to tertiary study. Copyright © 2014 Elsevier Ltd. All rights reserved.
Emotional Intelligence as a Determinant of Readiness for Online Learning

ERIC Educational Resources Information Center

Buzdar, Muhammad Ayub; Ali, Akhtar; Tariq, Riaz Ul Haq

2016-01-01

Students' performance in online learning environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students' competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students'…
The Power of Technology to Transform Adult Learning: Expanding Access to Adult Education & Workforce Skills through Distance Learning

ERIC Educational Resources Information Center

McCain, Mary L.

2009-01-01

There is a highly compelling case for using technology on a large scale to increase access to and improve America's adult education and workforce skills enterprise. By the reckoning of the National Commission on Adult Literacy and others, the nation must reach many more millions of adults with effective college- and job-readiness skills programs…
Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities.

PubMed

McElfish, Pearl Anna; Moore, Ramey; Buron, Bill; Hudson, Jonell; Long, Christopher R; Purvis, Rachel S; Schulz, Thomas K; Rowland, Brett; Warmack, T Scott

2018-01-01

Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. The program had to be flexible enough to meet the educational requirements and class schedules of the different health professions' education programs. The target community spoke limited English, so providing interpretation services using bilingual Marshallese community health workers was integral to the program's success.
An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

ERIC Educational Resources Information Center

Yu, Taeho; Richardson, Jennifer C.

2015-01-01

The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor…
Evaluation of a modified 16-item Readiness for Interprofessional Learning Scale (RIPLS): Exploratory and confirmatory factor analyses.

PubMed

Yu, Tzu-Chieh; Jowsey, Tanisha; Henning, Marcus

2018-04-18

The Readiness for Interprofessional Learning Scale (RIPLS) was developed to assess undergraduate readiness for engaging in interprofessional education (IPE). It has become an accepted and commonly used instrument. To determine utility of a modified 16-item RIPLS instrument, exploratory and confirmatory factor analyses were performed. Data used were collected from a pre- and post-intervention study involving 360 New Zealand undergraduate students from one university. Just over half of the participants were enrolled in medicine (51%) while the remainder were in pharmacy (27%) and nursing (22%). The intervention was a two-day simulation-based IPE course focused on managing unplanned acute medical problems in hospital wards ("ward calls"). Immediately prior to the course, 288 RIPLS were collected and immediately afterwards, 322 (response rates 80% and 89%, respectively). Exploratory factor analysis involving principal axis factoring with an oblique rotation method was conducted using pre-course data. The scree plot suggested a three-factor solution over two- and four-factor solutions. Subsequent confirmatory factor analysis performed using post-course data demonstrated partial goodness-of-fit for this suggested three-factor model. Based on these findings, further robust psychometric testing of the RIPLS or modified versions of it is recommended before embarking on its use in evaluative research in various healthcare education settings.
Getting Ready: The 2010-2011 Maryland School Readiness Report. Children Entering School Ready to Learn

ERIC Educational Resources Information Center

Maryland State Department of Education, 2011

2011-01-01

This report was developed in partnership with Ready At Five. It lays out the critical importance of children starting school fully prepared to succeed in kindergarten. Most importantly, the report shares what everyone has learned from the 2010-2011 Maryland Model for School Readiness (MMSR) data about the school readiness of Maryland's children:…
Children Are Ready to Learn, but Are We? The Role of Adult Relations in School Readiness

ERIC Educational Resources Information Center

Abo-Zena, Mona M.; New, Rebecca Staples

2012-01-01

Contrary to the concept of school readiness as achieving a particular set of attributes considered essential for educational success, this article is grounded in the assumption that all children are ready to learn, but what they are expected to learn varies widely from one cultural setting and historic period to another. The authors challenge the…
Implementation and evaluation of an interprofessional simulation-based education program for undergraduate nursing students in operating room nursing education: a randomized controlled trial.

PubMed

Wang, Rongmei; Shi, Nianke; Bai, Jinbing; Zheng, Yaguang; Zhao, Yue

2015-07-09

The present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students' attitudes toward interprofessional education and knowledge about operating room nursing. Nursing students were randomly assigned to either the interprofessional simulation-based education or traditional course group. A before-and-after study of nursing students' attitudes toward the program was conducted using the Readiness for Interprofessional Learning Scale. Responses to an open-ended question were categorized using thematic content analysis. Nursing students' knowledge about operating room nursing was measured. Nursing students from the interprofessional simulation-based education group showed statistically different responses to four of the nineteen questions in the Readiness for Interprofessional Learning Scale, reflecting a more positive attitude toward interprofessional learning. This was also supported by thematic content analysis of the open-ended responses. Furthermore, nursing students in the simulation-based education group had a significant improvement in knowledge about operating room nursing. The integrated course with interprofessional education and simulation provided a positive impact on undergraduate nursing students' perceptions toward interprofessional learning and knowledge about operating room nursing. Our study demonstrated that this course may be a valuable elective option for undergraduate nursing students in operating room nursing education.
Mobile Learning as a Method of Ubiquitous Learning: Students' Attitudes, Readiness, and Possible Barriers to Implementation in Higher Education

ERIC Educational Resources Information Center

Alhassan, Riyadh

2016-01-01

The purpose of this study was to explore the attitudes and level of readiness, and possible barriers to implementing Mobile Learning as a part of ubiquitous learning. In addition, the study attempted to find out to what extent students are interested in mobile learning. It also aimed to answer the question regarding the readiness of college…
Children Entering School Ready to Learn: 2010-2011 Maryland Model for School Readiness

ERIC Educational Resources Information Center

Maryland State Department of Education, 2009

2009-01-01

The report shares what everyone has learned from the 2010-2011 Maryland Model for School Readiness (MMSR) data about the school readiness of Maryland's children: statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Some of the highlights are: (1) The percentage of Maryland kindergarteners fully ready to start school…
M-Readiness Assessment Model Development and Validation: Investigation of Readiness Index and Factors Affecting Readiness

ERIC Educational Resources Information Center

Bakhsh, Muhammad; Mahmood, Amjad; Sangi, Nazir Ahmed

2018-01-01

It is important for distance learning institutions to be well prepared before designing and implementing any new technology based learning system to justify the investment and minimize failure risk. It can be achieved by systematically assessing the readiness of all stakeholders. This paper first proposes an m-readiness assessment process and…
The Role of Readiness Factors in E-Learning Outcomes: An Empirical Study

ERIC Educational Resources Information Center

Keramati, Abbas; Afshari-Mofrad, Masoud; Kamrani, Ali

2011-01-01

Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning…
[Association between self-directed learning behaviors, socio-demographic and academic variables among medical students].

PubMed

Fasce H, Eduardo; Ortega B, Javiera; Pérez V, Cristhian; Márquez U, Carolina; Parra P, Paula; Ortiz M, Liliana; Matus, Olga

2013-09-01

Medical education must encourage autonomous learning behaviors among students. However the great income profile disparity among university students may influence their capacity to acquire such skills. To assess the association between self-directed learning, socio-demographic and academic variables. The self-directed learning readiness scale was applied to 202 medical students aged between 17 and 25 years (64% males). Simultaneously information about each surveyed participant was obtained from the databases of the medical school. There is an association between socio-demographic and academic variables with the general scale of self-directed learning and the subscales learning planning and willingness to learn. Participants coming from municipal schools have a greater willingness to learn than their counterparts coming from subsidized and private schools. High school grades are related to self-directed learning and the subscales learning planning and self-assessment. Among the surveyed medical students, there is a relationship between self-directed learning behaviors, the type of school where they come from and the grades that they obtained during high school.
Changes in self-directed learning readiness in dental students: a mixed-methods study.

PubMed

Premkumar, Kalyani; Pahwa, Punam; Banerjee, Ankona; Baptiste, Kellen; Bhatt, Hitesh; Lim, Hyun J

2014-06-01

The purpose of this study was to identify changes in dental students' self-directed learning (SDL) readiness during their education. Guglielmino's SDL readiness scale (SDLRS) was completed at admission by dental students at the University of Saskatchewan and at the end of each year of training. The response rates varied from year to year. Between twenty-seven and thirty students completed the questionnaire each year at admission (93-100 percent of the entering class). The numbers of participants were lower in succeeding years: numbers used for analysis ranged from eleven to twenty-six; years in which fewer than eleven students participated were not included in the analysis. At admission, the students' mean SDLRS score was 228.98 (on a scale from 58 to 290, with 290 the highest); this score was higher than that of the average adult population (214±25.59). There was no significant effect of years of predental education, prior unsuccessful applications to dental school, interview scores, age, or admission test scores. There was a significant drop in SDLRS scores at the end of the first year for most of the cohorts (p<0.001). In addition to the questionnaire part of the study, two instructors and five first- and second-year students participated in focus groups. Those results showed that the individuals defined SDL narrowly and had similar perceptions of curricular factors that affect SDL readiness. The drop in scores one year after admission and lack of change with increased training suggests that current educational interventions may require re-examination and alteration to those that promote self-direction.
E-learning readiness from perspectives of medical students: A survey in Nigeria.

PubMed

Obi, I E; Charles-Okoli, A N; Agunwa, C C; Omotowo, B I; Ndu, A C; Agwu-Umahi, O R

2018-03-01

Learning in the medical school of the study university is still by the traditional face-to-face approach with minimal e-communication. This paper assesses student's perspectives of E-learning readiness, its predictors and presents a model for assessing them. A descriptive cross-sectional study of medical students. By proportional quota sampling 284 students responded to a semi-structured self-administered questionnaire adapted from literature. Ethical issues were given full consideration. Analysis was with SPSS version 20, using descriptive statistics, ANOVA, Spearman's correlation, and multiple regression. Statistical significance was considered at P < 0.05. Medical students are ready for E-learning (Mlr = 3.8 > Melr = 3.4), beyond reliance on the face-to-face approach (69.7%), expecting effective (51.1%), and quality improvement in their learning (73.1%). Having basic information and communications technology skills (68.9%) (Mict = 3.7 > Melr = 3.4), access to laptops (76.1%), ability to use web browsers confidently (91.8%) (Mwb = 4.3 > Melr = 3.4), with only few able to use asynchronous tools (45.5%), they consider content design important to attract users (75.6%), and agree they need training on E-learning content (71.4%). They however do not believe the university has enough information technology infrastructure (62.4%) (Mi = 2.7 < Melr = 3.4) nor sufficient professionals to train them (M = 2.9). Predictors are attitude, content readiness, technological readiness, and culture readiness. The model however only explains 37.1% of readiness in the population. Medical students in this environment are ready to advance to E-learning. Predicted by their attitude, content, technological and cultural readiness. Further study with qualitative methodology will help in preparing for this evolution in learning.

Readiness To Learn Project: End of Year Report.

ERIC Educational Resources Information Center

Armijo, Eduardo J.; Yount, Darrell E.

This report outlines the Quillayute Valley Child and Family Consortium's End of Year Readiness to Learn program activities, including outcomes through May 1995. The program was established in part by the Washington State Readiness to Learn Initiative, designed to help children benefit from schooling by enabling schools and social services…
Case-Based Teaching for Interprofessional Postgraduate Trainees in Adolescent Health.

PubMed

Gooding, Holly C; Ziniel, Sonja; Touloumtzis, Currie; Pitts, Sarah; Goncalves, Adrianne; Emans, Jean; Burke, Pam

2016-05-01

Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents. During the 2013-2014 academic year, seven trainees (two social workers, two physicians, one nurse practitioner, one psychologist, and one dietician) completed the six month-long case modules while simultaneously working together in an interprofessional clinic. Trainees completed four-item pre- and post-case questionnaires that assessed confidence with assessment and diagnosis, comfort with counseling skills, ability to devise a treatment plan, and understanding of their colleagues' role for each of the six cases. Participants completed the 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale at three time points during the academic year and a 15-minute interview after their final session. Confidence with assessment/diagnosis, comfort counseling adolescents, and the ability to devise treatment plans increased for most case topics, as did understanding of the role of others on the interprofessional team. Mean Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale scores were high at baseline and similar at all three time points. Interviews highlighted the value of role clarity, communication, and learning within interprofessional teams along with modeling from interprofessional faculty. Case-based learning in conjunction with collaborative practice provided a successful teaching strategy for interprofessionals in adolescent health. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
External Factors, Internal Factors and Self-Directed Learning Readiness

ERIC Educational Resources Information Center

Ramli, Nurjannah; Muljono, Pudji; Afendi, Farit M.

2018-01-01

There are many factors which affect the level of self-directed learning readiness. This study aims to investigate the relationship between external factors, internal factors and self-directed learning readiness. This study was carried out by using a census method for fourth year students of medical program of Tadulako University. Data were…
Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald

2016-01-01

Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases…
Validating a Mobile Learning Readiness Survey: Assessing Teachers' Dispositions toward Adoption

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald

2017-01-01

Appraisal of the readiness of teachers to accept and use mobile devices for classroom instruction is a critical step whenever an expectation exists that the devices will be used to enhance student learning. Designing professional development requires assessment of teachers' readiness and willingness to embrace mobile learning for their students.…
Getting on Board: The Private Sector and Learning Readiness.

ERIC Educational Resources Information Center

Koprowicz, Constance; Myers, John

Developed by the Women's NETWORK, a group representing women serving in state legislatures in the United States, this report examines how the private sector is involved in promoting learning readiness at the preschool level. The report begins with an introduction and a discussion of the importance of learning readiness as a national goal. The…
Assessment of Readiness to Participate in Distance Learning of the Certified Florida Behavioral Workforce

ERIC Educational Resources Information Center

Baston, George R.

2011-01-01

This research study explored perceptions of readiness to participate in distance learning among the certified behavioral workforce in Florida. The study sought to determine if there were significant differences in perception of readiness to participate in distance learning between certified behavioral health professionals at the administrator…
Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia

ERIC Educational Resources Information Center

Alfaifi, Mousa S.

2016-01-01

This study aimed to determine the level of self-directed learning readiness (SDLR) among undergraduate students at Saudi Electronic University in Saudi Arabia. Also, investigated were potential relationships between the level of self-directed learning readiness and selected demographic variables such as gender and specific college within the…
Understanding students' readiness for interprofessional learning in an Asian context: a mixed-methods study.

PubMed

Lestari, Endang; Stalmeijer, Renée E; Widyandana, Doni; Scherpbier, Albert

2016-07-15

Healthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students' readiness for IPE in an Asian context, 2) the most important factors influencing students' perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness. To identify students' perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7). Medical students seemed to be the most prepared for IPE. Students' perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other's profession and the boundaries of one's own profession. Students were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students' positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.
"Ready To Learn" Transmedia Demonstration Station Study: A Report to the CPB-PBS "Ready to Learn Initiative"

ERIC Educational Resources Information Center

Pasnik, Shelley; Llorente, Carlin

2012-01-01

The 2012 Transmedia Demonstration Stations program study is part of the multiyear CPB-PBS "Ready To Learn" summative evaluation initiative by Education Development Center, Inc., (EDC) and SRI International (SRI). Through a series of related studies, the authors are documenting, and, whenever possible, measuring the impact of PBS KIDS…
Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students build confidence in representing their profession, while potentially inspiring early stage students and supplementing interprofessional learning across a cohort. Copyright © 2018 Elsevier Ltd. All rights reserved.
Learning through Play for School Readiness: A Training Program for Parents and Other Caregivers of Preschool Children. Learning Games To Strengthen Children's School Readiness Skills. [Videotape with Facilitator's Manual].

ERIC Educational Resources Information Center

Singer, Jerome; Singer, Dorothy

This video-based program trains parents and other child caregivers to engage 3- to 5-year-olds in simple, motivating learning games to strengthen cognitive, social, and motor school-readiness skills. The training materials consist of a manual for training facilitators and a training video demonstrating how to play each learning game with preschool…
Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment.

PubMed

Cunningham, S; Foote, L; Sowder, M; Cunningham, C

2018-05-01

The purpose of this mixed-methods study was to explore from the participant's perspective the influence of an interprofessional simulation-based learning experience on understanding the roles and responsibilities of healthcare professionals in the acute care setting, interprofessional collaboration, and communication. Participating students from two professional programs completed the Readiness for Interprofessional Learning Scale (RIPLS) prior to and following the simulation experience to explore the influence of the simulation experience on students' perceptions of readiness to learn together. A Wilcoxon signed rank analysis was performed for each of the four subscales of the RIPLS: shared learning (<.001), teamwork and collaboration (<.001), professional identity (.042), and roles and responsibilities (.001). In addition, participating students were invited to participate in focus group interviews to discuss the effectiveness of the simulation experience. Three key themes were discovered: interprofessional teamwork, discovering roles and responsibilities, and increased confidence in treatment skills. The integration of interprofessional education through a simulation-based learning experience within the nursing and physical therapy professional programs provided a positive experience for the students. Simulation-based learning experiences may provide an opportunity for institutions to collaborate and provide additional engagement with healthcare professions that may not be represented within a single institution.
Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

PubMed

Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

2010-03-01

Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.
Relationship between Health Literacy and Self-Directed Learning Readiness of Older Adults

ERIC Educational Resources Information Center

Dennis, Robin Justice

2017-01-01

The primary purpose of this study was to determine if the health literacy level of older adults, age 65 and older, and the self-directed learning readiness score were correlated. After data cleaning, the number of cases was below the recommended rule of thumb. Deletion of cases indicated by the analyst of the self-directed learning readiness score…
Developing an Instrument to Assess Student Readiness for Online Learning: A Validation Study

ERIC Educational Resources Information Center

Dray, Barbara J.; Lowenthal, Patrick R.; Miszkiewicz, Melissa J.; Ruiz-Primo, Maria Araceli; Marczynski, Kelly

2011-01-01

Given the continued growth in online learning as well as reports of high attrition rates in it, understanding student readiness for online learning is necessary. Over the years several surveys have been developed to assess student readiness as a predictor of success in online programs; however, a review of the literature yielded limited results of…
Preparing Children To Read and Learn: An Education Initiative of Laura Bush.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

Noting that teaching reading is one of the Bush Administration's top domestic priorities, this pamphlet introduces the Ready to Read, Ready to Learn education initiative of First Lady Laura Bush. The goals of the initiative are to ensure that all young children are ready to read and learn when they enter their first classroom, and to ensure that…
An Interprofessional Learning Module on Asthma Health Promotion

PubMed Central

Shah, Smita; Kearey, Phoebe; Bosnic-Anticevich, Sinthia; Grootjans, John; Armour, Carol

2011-01-01

Objective To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Design Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Assessment Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). Conclusion Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students. PMID:21519420
An interprofessional learning module on asthma health promotion.

PubMed

Saini, Bandana; Shah, Smita; Kearey, Phoebe; Bosnic-Anticevich, Sinthia; Grootjans, John; Armour, Carol

2011-03-10

To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.
West Virginia Digital Learning: Report to the Governor, Legislature, and West Virginia Board of Education

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2014

2014-01-01

Accomplishing personalized, deeper learning through anywhere, anytime digital learning requires a redesign of the K-12 education system. This report looks at readiness for digital learning at two levels in West Virginia: the district capacity building to ready the system for digital learning and school implementation of digital learning. The…

Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

PubMed

Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

2015-01-01

The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.
Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

ERIC Educational Resources Information Center

Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

2015-01-01

The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…
Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

ERIC Educational Resources Information Center

Demir Kaymak, Zeliha; Horzum, Mehmet Baris

2013-01-01

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…
Development of a New ReadiStep™ Scale Linked to the PSAT/NMSQT® Scale. Research Report 2013-4

ERIC Educational Resources Information Center

Kim, YoungKoung; Hendrickson, Amy; Patel, Priyank; Melican, Gerald; Sweeney, Kevin

2013-01-01

The purpose of this report is to describe the procedure for revising the ReadiStep™ score scale using the field trial data, and to provide technical information about the development of the new ReadiStep scale score. In doing so, this report briefly introduces the three assessments--ReadiStep, PSAT/NMSQT®, and SAT®--in the College Board Pathway…
[Families Involved in Learning.

ERIC Educational Resources Information Center

Ashby, Nicole, Ed.

2001-01-01

This issue of "Community Update" focuses on families involved in learning. The first article briefly discusses the "Ready to Read, Ready to Learn" White House summit that highlighted new research on early childhood learning. The center spread of this issue offers "Priming the Primary Educator: A Look at L. A. County's Parent Involvement Programs"…
Approaches to Learning and School Readiness in Head Start: Applications to Preschool Science

ERIC Educational Resources Information Center

Bustamante, Andres S.; White, Lisa J.; Greenfield, Daryl B.

2017-01-01

Approaches to learning are a set of domain-general skills that encompass curiosity, persistence, planning, and engagement in group learning. These skills play a key role in preschoolers' learning and predict school readiness in math and language. Preschool science is a critical domain for early education and facilitates learning across domains.…
Emotional Intelligence and Self-Directed Learning Readiness among College Students Participating in a Leadership Development Program

ERIC Educational Resources Information Center

Radnitzer, Karl David

2010-01-01

The purpose of this study was to investigate possible relationships between self-directed learning readiness and emotional intelligence in a leadership development program and if self-directed learning leads to greater self-directed learning capabilities. Prior research has examined self-directed learning and emotional intelligence but never have…
Predictors of Effective Web-Based International Business Management Courses in China: Students' Perceptions on Course Interaction and Satisfaction

ERIC Educational Resources Information Center

Mathews, Pamela; Bhanugopan, Ramudu

2014-01-01

The aim of this study is to examine the determinants of effective web-based teaching and learning processes, using MEBIR (Management Education by Internet Readiness) Scale. Data were obtained from 407 students studying in a number of universities in China. The results demonstrate that the perceived quality of the web-based international management…
Students' Readiness for E-Learning Application in Higher Education

ERIC Educational Resources Information Center

Rasouli, Atousa; Rahbania, Zahra; Attaran, Mohammad

2016-01-01

The main goal of this research was to investigate the readiness of art students in applying e-learning. This study adopted a survey research design. From three public Iranian Universities (Alzahra, Tarbiat Modares, and Tehran), 347 students were selected by multistage cluster sampling and via Morgan Table. Their readiness for E-learning…
Project-Based Learning as a Contributing Factor to Graduates' Work Readiness

ERIC Educational Resources Information Center

Jollands, Margaret; Jolly, Lesley; Molyneaux, Tom

2012-01-01

This paper explores what work readiness means for two cohorts of graduate engineers, one from a traditional curriculum, the second from a largely project-based curriculum. Professional bodies and employers have defined a set of attributes for engineering graduates so that graduates will be "work ready". Problem-based learning (PBL) is…
Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Tobiason, Glory; Heritage, Margaret; Chang, Sandy; Jones, Barbara; Herman, Joan

2014-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…
The Influence of Adult Learners' Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan

ERIC Educational Resources Information Center

Lai, Horng-Ji

2011-01-01

This study examined the effect of civil servants' Self-Directed Learning Readiness (SDLR) and network literacy on their online learning effectiveness in a web-based training program. Participants were 283 civil servants enrolled in an asynchronous online learning program through an e-learning portal provided by the Regional Civil Service…
Student Perceptions of Personalised Learning: Development and Validation of a Questionnaire with Regional Secondary Students

ERIC Educational Resources Information Center

Waldrip, Bruce; Cox, Peter; Deed, Craig; Dorman, Jeffrey; Edwards, Debra; Farrelly, Cathleen; Keeffe, Mary; Lovejoy, Valeria; Mow, Lucy; Prain, Vaughan; Sellings, Peter; Yager, Zali

2014-01-01

This project sought to evaluate regional students' perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers' perceptions of students' readiness to learn, the assessment…
Modelling an Institutional Mobile Learning Readiness Analyser

ERIC Educational Resources Information Center

Ireri, Bonface Ngari; Omwenga, Elijah I.

2015-01-01

Due to the affordability, ease of use and availability of mobile devices, many people in Africa and developing countries have acquired at least a mobile device. The penetration of mobile devices places many learning institution in a position to adopt mobile learning, however there are few tools for measuring mobile learning readiness for an…
Learning to Parent Again: An Investigation of the Role of Adult Education in the Phenomenon of Grandparents Raising Grandchildren

ERIC Educational Resources Information Center

Stover, Deborah Annette

2013-01-01

This study examined the readiness for self-direct learning of parenting grandmothers. The researcher investigated whether parental self-efficacy beliefs and addiction beliefs were significantly correlated to parenting grandmothers' readiness for self-directed learning as measured by the Oddi Continuing Learning Instrument. Parental…
Exploring First-Year Undergraduate Medical Students' Self-Directed Learning Readiness to Physiology

ERIC Educational Resources Information Center

Abraham, Reem Rachel; Fisher, Murray; Kamath, Asha; Izzati, T. Aizan; Nabila, Saidatul; Atikah, Nik Nur

2011-01-01

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor…
E-Learning Readiness in the Academic Sector of Thailand

ERIC Educational Resources Information Center

Laohajaratsang, Thanomporn

2009-01-01

As e-learning in the academic sector serves as a crucial driving force in the development of e-learning in Thailand, this article looks at e-learning readiness in Thailand with a focus on the academic sector. The article is divided into four parts: (1) a brief history of e-learning in Thailand; (2) the infrastructure related to e-learning…
An Investigation of Mobile Learning Readiness in Higher Education Based on the Theory of Planned Behavior

ERIC Educational Resources Information Center

Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki

2012-01-01

This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the…
METHODS OF DETERMINING PUPIL READINESS FOR SPECIFIC UNITS OF INSTRUCTION PRESENTED THROUGH SIMULATED ENVIRONMENT MEDIA.

ERIC Educational Resources Information Center

PLUMPTON, RUSSEL A.

THE METHODS FOR DETERMINING PUPIL READINESS WERE STUDIED TO DEVELOP CRITERIA FOR PUPIL PARTICIPATION IN SIMULATED ENVIRONMENT LEARNING UNITS. THE LEARNING UNITS WERE SUBPROJECTS OF COOPERATIVE RESEARCH PROJECT NUMBER 1948 (ED 003 024). EACH OF THREE UNITS IN THE PROJECT WAS EXAMINED FOR PUPIL READINESS. TEST BATTERIES WERE ASSEMBLED AND…
Comparative Analysis of Teacher Trainee Students' eLearning Technology (ELT) Readiness towards Promoting Global Curriculum Best Practice

ERIC Educational Resources Information Center

Ogwu, Edna N.

2016-01-01

This study compares teacher trainee students (TTSs), electronic learning technology (ELT) readiness, competence as well as their constraints to ELT readiness using 373 University education students' from Botswana and Nigeria that are randomly selected. Data was descriptively analysed based on the research objectives and hypotheses using mean…

Promoting School Readiness in the Context of Socio-Economic Adversity: Associations with Parental Demoralization and Support for Learning

ERIC Educational Resources Information Center

Okado, Yuko; Bierman, Karen L.; Welsh, Janet A.

2014-01-01

Background: Existing research suggests that parenting stress and demoralization, as well as provision of learning activities at home, significantly affect child school readiness. However, the degree to which these dimensions of parenting uniquely influence child school readiness remains unclear. Objective: This study tested the hypothesis that…
The Foundations of Learning Framework: A Model for School Readiness

ERIC Educational Resources Information Center

Sorrels, Barbara

2012-01-01

Since the National Education Goals Panel was convened in 1991, school readiness for all children has remained a high priority across our nation. The Foundations of Learning Framework is a tool to understand what it means for a child to be "ready." Preparation for educational success requires two key ingredients--relationships and play. In the…
Turkish Classroom Teachers' Views on School Readiness: A Phenomenological Study

ERIC Educational Resources Information Center

Kotaman, Huseyin

2014-01-01

In a democratic education system, it is important to provide equal opportunity to every child. Both educators and researchers acknowledge a gap between students who attend school ready to learn and those who do not. School readiness prepares students for this learning. The purpose of the study was to ascertain Turkish classroom teachers'…
Evaluations of School Readiness Initiatives: What Are We Learning? SERVE's Expanded Learning Opportunities National Leadership Area Research Report.

ERIC Educational Resources Information Center

Brown, Elizabeth G.; Scott-Little, Catherine

Encouraged by evidence linking quality early care/education programs and improved student outcomes, a variety of school readiness programs and initiatives have been created. This report reviews and synthesizes evaluation studies conducted on early childhood interventions, focusing on programs emphasizing a school readiness goal. The report…
A Guide for Reading: How Parents Can Help Their Children Be Ready To Read and Ready To Learn = Guia Para Leer: Como los padres pueden preparar a sus hijos a leer y aprender desde la infancia.

ERIC Educational Resources Information Center

White House Initiative on Educational Excellence for Hispanic Americans, Washington, DC.

As part of the White House Initiative on Educational Excellence for Hispanic Americans, this brochure (in English and Spanish) provides a guide to assist parents in helping their children become ready to read and to learn. The suggestions include: (1) talking to infants/toddlers to help them learn to speak and understand the meaning of words; (2)…
Assessing students' readiness towards e-learning

NASA Astrophysics Data System (ADS)

Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

2014-07-01

The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.
Inside School Readiness: The Role of Socioemotional and Behavioral Factors in Relation to School, Teachers, Peers and Academic Outcome in Kindergarten and First Grade

ERIC Educational Resources Information Center

Hamerslag, Robert; Oostdam, Ron; Tavecchio, Louis

2018-01-01

For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on…
The Effect of a Perceptual-Motor Intervention Programme on Learning Readiness of Grade R Learners from South African Deprived Environments

ERIC Educational Resources Information Center

Erasmus, Myrtle; Janse van Rensburg, Ona; Pienaar, Anita E.; Ellis, Suria

2016-01-01

South Africa consists of developed and developing contexts. This article reports on a study undertaken to determine the effect of a Perceptual--motor Intervention Programme in learning readiness of Grade R learners from deprived environments. Le Roux's Group Test for School Readiness was used as baseline assessments to establish the school…
Employees' Perception toward the Dimension of Culture in Enhancing Organizational Learning

ERIC Educational Resources Information Center

Graham, Carroll M.; Nafukho, Fredrick Muyia

2007-01-01

Purpose: The purpose of this study is to determine employees' perception of the dimension of culture toward organizational learning readiness. The study also seeks to compare employees' work experience (longevity), work shifts and their perception toward the dimension of culture in enhancing organizational learning readiness.…
Effects of Students' Characteristics on Online Learning Readiness: A Vocational College Example

ERIC Educational Resources Information Center

Cigdam, Harun; Yildirim, Osman Gazi

2014-01-01

Educational institutions rapidly adopt concepts and practices of online learning systems for students. But many institutions' online learning programs face enormous difficulty in achieving successful strategies. It is essential to evaluate its different aspects and understand factors which influence its effectiveness. Readiness stands out among…
University EFL Learners' Perceptions of Their Autonomous Learning Responsibilities and Abilities

ERIC Educational Resources Information Center

Abdel Razeq, Anwar Ahmad

2014-01-01

This study investigated the readiness of university students for autonomous learning of English as a foreign language. Data was collected using questionnaires and interviews. The study assessed learners' readiness for autonomous learning across three dimensions: a) learners' perceptions of their educational responsibilities; b) learners' abilities…
Instructor Learning Styles as Indicators of Online Faculty Satisfaction

ERIC Educational Resources Information Center

McLawhon, Ryan; Cutright, Marc

2012-01-01

The purpose of this study was to determine the relationship between instructor learning style/preference and online faculty job satisfaction. Learning style was assessed using the Readiness for Education At a Distance Indicator (READI) now called Smarter Measure. Online faculty job satisfaction was assessed using the National Study of…
Capstone Business Course Assessment: Exploring Student Readiness Perspectives

ERIC Educational Resources Information Center

Payne, Stephen L.; Flynn, Jan; Whitfield, J. Michael

2008-01-01

In addition to assessment of student-learning outcomes in capstone business courses, an assessment concern is student readiness for these typical capstone experiences. A review of both (a) the literature on learning retention or application and student dispositions for undertaking significant learning challenges and (b) the authors' preliminary…
Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia

ERIC Educational Resources Information Center

Al-Furaydi, Ahmed Ajab

2013-01-01

This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance…
Factors Affecting Nursing Students' Readiness and Perceptions Toward the Use of Mobile Technologies for Learning.

PubMed

Zayim, Nese; Ozel, Deniz

2015-10-01

The purpose of this study was to determine the current usage of mobile devices, preferences of mobile learning environments and examine the readiness of nursing students in a public university. In order to investigate preferences and attitudes with respect to mobile technology use in nursing education, 387 students at a state university have been surveyed. It has been observed that while students preferred their current portable laptops, those in higher classes were more inclined to favor mobile phones. The common problems of battery life and high cost of communication, both in smartphones and tablet systems, suggest that hardware quality and financial constraints seem to be two main factors in determining these technologies. While more than half of students expressed readiness for mobile learning, one quarter indicated indecision. Through multivariate regression analysis, readiness to use mobile learning can be described in terms of perceived ease of use, perceived usefulness, personal innovativeness, self-management of learning, perceived device limitation, and availability. Class level, perceived ease of use, personal innovativeness, and self-management of learning explain intention to use mobile learning. Findings obtained from these results can provide guidance in the development and application of mobile learning systems.
Testing a measure of organizational learning capacity and readiness for transformational change in human services.

PubMed

Bess, Kimberly D; Perkins, Douglas D; McCown, Diana L

2011-01-01

Transformative organizational change requires organizational learning capacity, which we define in terms of (1) internal and (2) external organizational systems alignment, and promoting a culture of learning, including (3) an emphasis on exploration and information, (4) open communication, (5) staff empowerment, and (6) support for professional development. We shortened and adapted Watkins and Marsick's Dimensions of Learning Organizations Questionnaire into a new 16-item Organizational Learning Capacity Scale (OLCS) geared more toward nonprofit organizations. The OLCS and its subscales measuring each of the above 6 dimensions are unusually reliable for their brevity. ANOVAs for the OLCS and subscales clearly and consistently confirmed extensive participant observations and other qualitative data from four nonprofit human service organizations and one local human service funding organization.
What's Learned First, What's Learned Together? Developing a Yearlong Plan from the K-12 College and Career Ready Standards for English Language Arts and Literacy. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers. Updated August 2015

ERIC Educational Resources Information Center

Mancevice, Nicole; Lozano, Maritza; Jones, Barbara; Tobiason, Glory; Heritage, Margaret; Chang, Sandy; Herman, Joan

2015-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist educators as they use College and Career Ready Standards (CCRS) to plan instruction for diverse learners. Although the processes described in this resource use the Common Core State Standards (CCSS; National Governors Association…
Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report

ERIC Educational Resources Information Center

Maryland State Department of Education, 2016

2016-01-01

As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive new Kindergarten Readiness Assessment (KRA) was administered for the second time. This assessment is part of the new Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's…
Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan

ERIC Educational Resources Information Center

Thomas, Susan

2016-01-01

The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, "Future Ready Learning: Reimagining the Role of Technology in Education," articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While…
The Relationship between Transformational Leadership and Knowledge Workers' Self-Directed Learning Readiness

ERIC Educational Resources Information Center

Aparicio, Ricardo Antonio

2013-01-01

The rapid pace of change for knowledge workers competing globally necessitates ongoing continuous learning. Increasingly, knowledge workers will need to be ready--willing and able--to engage in self-directed learning. This makes it important to understand what factors in the work environment might be related to the self-directed learning…

Measuring readiness for and satisfaction with a hand hygiene e-learning course among healthcare workers in a paediatric oncology centre in Guatemala City

PubMed Central

Gonzalez, Miriam L.; Melgar, Mario; Homsi, Maysam; Shuler, Ana; Antillon-Klussmann, Federico; Matheu, Laura; Ramirez, Marylin; Grant, Michael M.; Lowther, Deborah L.; Relyea, George; Caniza, Miguela A.

2017-01-01

E-learning has been widely used in the infection control field and has been recommended for use in hand hygiene (HH) programs by the World Health Organization. Such strategies are effective and efficient for infection control, but factors such as learner readiness for this method should be determined to assure feasibility and suitability in low- to middle-income countries. We developed a tailored, e-learning, Spanish-language HH course based on the WHO guidelines for HH in healthcare settings for the pediatric cancer center in Guatemala City. We aimed to identify e-readiness factors that influenced HH course completion and evaluate HCWs’ satisfaction. Pearson’s chi-square test of independence was used to retrospectively compare e-readiness factors and course-completion status (completed, non-completed, and never-started). We surveyed 194 HCWs for e-readiness; 116 HCWs self-enrolled in the HH course, and 55 responded to the satisfaction survey. Most e-readiness factors were statistically significant between course-completion groups. Moreover, students were significantly more likely to complete the course if they had a computer with an Internet connection (P=0.001) and self-reported comfort with using a computer several times a week (p=0.001) and communicating through online technologies (p=0.001). Previous online course experience was not a significant factor (p=0.819). E-readiness score averages varied among HCWs, and mean scores for all e-readiness factors were significantly higher among medical doctors than among nurses. Nearly all respondents to the satisfaction survey agreed that e-learning was as effective as the traditional teaching method. Evaluating HCWs’ e-readiness is essential while integrating technologies into educational programs in low- to middle-income countries. PMID:29147140
Measuring readiness for and satisfaction with a hand hygiene e-learning course among healthcare workers in a paediatric oncology centre in Guatemala City.

PubMed

Gonzalez, Miriam L; Melgar, Mario; Homsi, Maysam; Shuler, Ana; Antillon-Klussmann, Federico; Matheu, Laura; Ramirez, Marylin; Grant, Michael M; Lowther, Deborah L; Relyea, George; Caniza, Miguela A

2016-01-01

E-learning has been widely used in the infection control field and has been recommended for use in hand hygiene (HH) programs by the World Health Organization. Such strategies are effective and efficient for infection control, but factors such as learner readiness for this method should be determined to assure feasibility and suitability in low- to middle-income countries. We developed a tailored, e-learning, Spanish-language HH course based on the WHO guidelines for HH in healthcare settings for the pediatric cancer center in Guatemala City. We aimed to identify e-readiness factors that influenced HH course completion and evaluate HCWs' satisfaction. Pearson's chi-square test of independence was used to retrospectively compare e-readiness factors and course-completion status (completed, non-completed, and never-started). We surveyed 194 HCWs for e-readiness; 116 HCWs self-enrolled in the HH course, and 55 responded to the satisfaction survey. Most e-readiness factors were statistically significant between course-completion groups. Moreover, students were significantly more likely to complete the course if they had a computer with an Internet connection (P=0.001) and self-reported comfort with using a computer several times a week (p=0.001) and communicating through online technologies (p=0.001). Previous online course experience was not a significant factor (p=0.819). E-readiness score averages varied among HCWs, and mean scores for all e-readiness factors were significantly higher among medical doctors than among nurses. Nearly all respondents to the satisfaction survey agreed that e-learning was as effective as the traditional teaching method. Evaluating HCWs' e-readiness is essential while integrating technologies into educational programs in low- to middle-income countries.
Characteristics of student preparedness for clinical learning: clinical educator perspectives using the Delphi approach

PubMed Central

2012-01-01

Background During clinical placements, clinical educators facilitate student learning. Previous research has defined the skills, attitudes and practices that pertain to an ideal clinical educator. However, less attention has been paid to the role of student readiness in terms of foundational knowledge and attitudes at the commencement of practice education. Therefore, the aim of this study was to ascertain clinical educators’ views on the characteristics that they perceive demonstrate that a student is well prepared for clinical learning. Methods A two round on-line Delphi study was conducted. The first questionnaire was emailed to a total of 636 expert clinical educators from the disciplines of occupational therapy, physiotherapy and speech pathology. Expert clinical educators were asked to describe the key characteristics that indicate a student is prepared for a clinical placement and ready to learn. Open-ended responses received from the first round were subject to a thematic analysis and resulted in six themes with 62 characteristics. In the second round, participants were asked to rate each characteristic on a 7 point Likert Scale. Results A total of 258 (40.56%) responded to the first round of the Delphi survey while 161 clinical educators completed the second (62.40% retention rate). Consensus was reached on 57 characteristics (six themes) using a cut off of greater than 70% positive respondents and an interquartile deviation IQD of equal or less than 1. Conclusions This study identified 57 characteristics (six themes) perceived by clinical educators as indicators of a student who is prepared and ready for clinical learning. A list of characteristics relating to behaviours has been compiled and could be provided to students to aid their preparation for clinical learning and to universities to incorporate within curricula. In addition, the list provides a platform for discussions by professional bodies about the role of placement education. PMID:23145840
Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale.

PubMed

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.
Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

PubMed Central

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A.; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention. PMID:26165949
Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University

ERIC Educational Resources Information Center

Khryashchev, Vladimir; Kasatkina, Natalia; Sokolenko, Dmitry

2017-01-01

The survey data suggest a high technical and sufficient psychological readiness of Yaroslavl State University students to use mobile devices in learning. The results of the research prove that students have an above the average level of interest and motivation in learning with the help of mobile devices. Nevertheless, it is obvious that there is a…
Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

ERIC Educational Resources Information Center

Saeid, Nasim; Eslaminejad, Tahere

2017-01-01

Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between…
A Correlational Study of Self-Directed Learning Readiness and Learning Activity Preference for Continuing Medical Education among Family Physicians

ERIC Educational Resources Information Center

Barrett, Theresa J.

2014-01-01

This quantitative, nonexperimental, correlational study sought to determine whether a relationship exists between family physicians' levels of self-directed learning readiness (SDLR) and their preferences for continuing medical education (CME) activities. The study also sought to determine whether years in clinical practice or size of clinical…
Students' Readiness for E-Learning: A Case Study of Sukhothai Thammathirat Open University, Thailand

ERIC Educational Resources Information Center

Tuntirojanawong, Suttiwan

2013-01-01

The process of e-learning is the operations that involve humans, computers, the Internet, and instructional material, and that produces the outputs to learners and the organization. The purposes of this research were (1) to study students' readiness for e-learning of graduate students majoring in educational administration, School of Educational…
Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties.

PubMed

Cadorin, Lucia; Bressan, Valentina; Palese, Alvisa

2017-11-25

Modern healthcare institutions are continuously changing, and Self-Directed Learning (SDL) abilities are considered a prerequisite for both nursing students and nurses in order to be proactive about these demanding challenges. To date, no systematic reviews of existing instruments aimed at detecting and critically evaluating SDL abilities have been published. Therefore, the aims of this review are: 1) identify the instruments for assessment of SDL abilities among nursing students and nurses; 2) critically evaluate the methodological studies quality; and 3) compare the psychometric properties of the available instruments. A psychometric-systematic-review was performed. CDSR, CINAHL, ERIC, MEDLINE, PROSPERO, SCOPUS databases were searched without restrictions in time and setting. All primary studies involving nursing students or nurses, written in English and aimed at validating SDL assessment tools, were included. Studies retrieved were evaluated according to the COnsensus-based-Standards for the selection of health Measurement-INstruments (COSMIN) panel. Study inclusion, data extraction and quality assessment were performed by researchers independently. Eleven studies were included and four tools based on Knowles's theory have emerged: 1) the Self-Directed Learning Readiness Scale; 2) the Self-Directed Learning Readiness Scale for Nursing Education; 3) the Self-Rating Scale of Self-Directed Learning, and 4) the Self-Directed Learning Instrument. A few psychometric properties have been considered in each study, from two to four out of the ten required. The quality of the methodologies used was in general, from fair to poor with the exception of one instrument (the Self-Directed-Learning-Instrument). The psychometric proprieties that emerged across the tools were good in general: the Cronbach α was from 0.73 to 0.91; structural validities have also reported good indexes both in the explorative and in the confirmative factor analyses. On the basis of the findings, the Self-Directed-Learning-Instrument can be recommended for the assessment of SDL abilities among nursing students and nurses, given the excellent methodology quality adopted in estimating the psychometric properties. However, rigorous study designs aimed at estimating psychometric properties of tools in wide samples of nursing students and nurses across different stages of professional life, from undergraduate education to professional maturity, in different cultural, educational, and work settings, are strongly recommended.
Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?

PubMed

Wilhelmsson, Margaretha; Ponzer, Sari; Dahlgren, Lars-Ove; Timpka, Toomas; Faresjö, Tomas

2011-04-21

Interprofessional Education (IPE) is now spreading worldwide and many universities are now including IPE in their curricula. The aim of this study was to investigate whether or not such student characteristics as gender, previous working experience in healthcare, educational progress and features of the learning environment, such as educational programmes and curriculum design, have an impact on their open-mindedness about co-operation with other professions. Medical and nursing students at two Swedish universities were invited to fill in the Readiness for Interprofessional Learning Scale (RIPLS). Totally, 955 students were invited and 70.2% (n=670) participated in the study. A factor analysis of the RIPLS revealed four item groupings (factors) for our empirical data, but only one had sufficient internal consistency. This factor was labelled "Team Player". Regardless of the educational programme, female students were more positive to teamwork than male students. Nursing students in general displayed more positive beliefs about teamwork and collaboration than medical students. Exposure to different interprofessional curricula and previous exposure to interprofessional education were only to a minor extent associated with a positive attitude towards teamwork. Educational progress did not seem to influence these beliefs. The establishment of interprofessional teamwork is a major challenge for modern healthcare. This study indicates some directions for more successful interprofessional education. Efforts should be directed at informing particularly male medical students about the need for teamwork in modern healthcare systems. The results also imply that study of other factors, such as the student's personality, is needed for fully understanding readiness for teamwork and interprofessional collaboration in healthcare. We also believe that the RIPL Scale still can be further adjusted.
Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?

PubMed Central

2011-01-01

Background Interprofessional Education (IPE) is now spreading worldwide and many universities are now including IPE in their curricula. The aim of this study was to investigate whether or not such student characteristics as gender, previous working experience in healthcare, educational progress and features of the learning environment, such as educational programmes and curriculum design, have an impact on their open-mindedness about co-operation with other professions. Methods Medical and nursing students at two Swedish universities were invited to fill in the Readiness for Interprofessional Learning Scale (RIPLS). Totally, 955 students were invited and 70.2% (n = 670) participated in the study. A factor analysis of the RIPLS revealed four item groupings (factors) for our empirical data, but only one had sufficient internal consistency. This factor was labelled "Team Player". Results Regardless of the educational programme, female students were more positive to teamwork than male students. Nursing students in general displayed more positive beliefs about teamwork and collaboration than medical students. Exposure to different interprofessional curricula and previous exposure to interprofessional education were only to a minor extent associated with a positive attitude towards teamwork. Educational progress did not seem to influence these beliefs. Conclusions The establishment of interprofessional teamwork is a major challenge for modern healthcare. This study indicates some directions for more successful interprofessional education. Efforts should be directed at informing particularly male medical students about the need for teamwork in modern healthcare systems. The results also imply that study of other factors, such as the student's personality, is needed for fully understanding readiness for teamwork and interprofessional collaboration in healthcare. We also believe that the RIPL Scale still can be further adjusted. PMID:21510872
Clinical education in nursing: rethinking learning in practice settings.

PubMed

Ironside, Pamela M; McNelis, Angela M; Ebright, Patricia

2014-01-01

Clinical education is a time- and resource-intensive aspect of contemporary nursing programs. Despite widespread agreement in the discipline about the centrality of clinical experiences to learning nursing, little is known about if and how current clinical experiences contribute to students' learning and readiness for practice. Before large-scale studies testing specific educational interventionals can be conducted, it is important to understand what currently occurs during clinical experiences. This study, funded by the National Council of State Boards of Nursing, examined the nature of contemporary clinical education by describing students' and faculty's experiences at three geographically diverse universities in the United States. Findings suggest that teachers' and students' focus on task completion persists and often overshadows the more complex aspects of learning nursing practice. Copyright © 2014 Elsevier Inc. All rights reserved.
Defining a New North Star: Aligning Local Control Accountability Plans to College and Career Readiness. Policy Brief

ERIC Educational Resources Information Center

Beach, Paul; Thier, Michael; Lench, Sarah Collins; Coleman, Matt

2015-01-01

Educators have the increasingly difficult task of preparing students to live, learn, and work in the 21st century. Amidst those challenges, a growing body of research suggests that college and career readiness depends upon students' ability to think critically, learn how to learn, communicate, and collaborate. The No Child Left Behind (NCLB) era…
Change at Work and Professional Learning: How Readiness to Change, Self-Determination and Personal Initiative Affect Individual Learning through Reflection

ERIC Educational Resources Information Center

Hetzner, Stefanie; Heid, Helmut; Gruber, Hans

2012-01-01

Reflection offers an important means to learn effectively from changes induced by the workplace. The authors examined readiness to change and work-related self-determination as preconditions for reflection at work and expected personal initiative--defined as "self-starting" and "proactive behaviour"--to have a mediating effect. The study tested…
An Africentric Feminist Perspective on the Role of Adult Education for Diverse Communities.

ERIC Educational Resources Information Center

Sheared, Vanessa

According to Knowles (1980), adults come to the learning environment when they are ready. His concept of andragogy is based on these assumptions: changes in self-concept, the role of experience, readiness to learn, and orientation to learning. Increasing concern has been placed upon the need to address the multiple cultural needs of learners and…
Relationship between clinical fieldwork educator performance and health professional students' perceptions of their practice education learning environments.

PubMed

Brown, Ted; Williams, Brett; Lynch, Marty

2013-12-01

The Dundee Ready Education Environment Measure, Clinical Teaching Effectiveness Instrument, and Clinical Learning Environment Inventory were completed by 548 undergraduate students (54.5% response rate) enrolled in eight health professional bachelor degree courses. Regression analysis was used to investigate the significant predictors of the Clinical Teaching Effectiveness Instrument with the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory subscales as independent variables. The results indicated that the Dundee Ready Education Environment Measure and Clinical Learning Environment Inventory Actual version subscale scores explained 44% of the total variance in the Clinical Teaching Effectiveness Instrument score. The Dundee Ready Education Environment Measure subscale Academic Self-Perception explained 1.1% of the variance in the Clinical Teaching Effectiveness Instrument score. The Clinical Learning Environment Inventory Actual subscales accounted for the following variance percentages in the Clinical Teaching Effectiveness Instrument score: personalization, 1.1%; satisfaction, 1.7%; task orientation, 5.1%; and innovation, 6.2%. Aspects of the clinical learning environment appear to be predictive of the effectiveness of the clinical teaching that students experience. Fieldwork educator performance might be a significant contributing factor toward student skill development and practitioner success. © 2013 Wiley Publishing Asia Pty Ltd.
Fall 2014 Data-Intensive Systems

DTIC Science & Technology

2014-10-29

Oct 2014 © 2014 Carnegie Mellon University Big Data Systems NoSQL and horizontal scaling are changing architecture principles by creating...University Status LEAP4BD • Ready to pilot QuABase • Prototype is complete – covers 8 NoSQL /NewSQL implementations • Completing validation testing Big...machine learning to automate population of knowledge base • Initial focus on NoSQL /NewSQL technology domain • Extend to create knowledge bases in other
Ensuring Success of Adaptive Control Research Through Project Lifecycle Risk Mitigation

NASA Technical Reports Server (NTRS)

Pavlock, Kate M.

2011-01-01

Lessons Learne: 1. Design-out unnecessary risk to prevent excessive mitigation management during flight. 2. Consider iterative checkouts to confirm or improve human factor characteristics. 3. Consider the total flight test profile to uncover unanticipated human-algorithm interactions. 4. Consider test card cadence as a metric to assess test readiness. 5. Full-scale flight test is critical to development, maturation, and acceptance of adaptive control laws for operational use.
The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic.

PubMed

Seif, Gretchen; Coker-Bolt, Patty; Kraft, Sara; Gonsalves, Wanda; Simpson, Kit; Johnson, Emily

2014-11-01

This article examines the benefits of a student run free clinic (SRFC) as a service learning experience for students in medicine, pharmacy, occupational therapy, physical therapy and physician assistant programs. We hypothesized that students who participate in an interprofessional service learning course and volunteer at a SRFC would demonstrate significant increases in perceptions and attitudes for working in interprofessional health care teams and clinical reasoning skills compared to students who did not participate. Three assessments were administered to an experimental and control group of pre-clinical students from medical, occupational therapy, physical therapy, pharmacy and physician assistant programs before and after participation in an interprofessional service-learning course and volunteering at the SRFC. The tools were the Interdisciplinary Education Perception Scale (IEPS), Readiness for Interprofessional Learning Scale (RIPLS) and the Self-Assessment of Clinical Reflection and Reasoning (SACRR). Students who completed the course had improvements in interprofessional perceptions and attitudes (p = 0.03) and perceptions of clinical reasoning skills when compared to the control group (p = 0.002). This study is novel as it examined students' perceptions of interprofessional attitudes and clinical reasoning following participation in an interprofessional service-learning course and participation in a SRFC.

Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia.

PubMed

Dilnot, Julia; Hamilton, Lorna; Maughan, Barbara; Snowling, Margaret J

2017-02-01

We investigate the role of distal, proximal, and child risk factors as predictors of reading readiness and attention and behavior in children at risk of dyslexia. The parents of a longitudinal sample of 251 preschool children, including children at family risk of dyslexia and children with preschool language difficulties, provided measures of socioeconomic status, home literacy environment, family stresses, and child health via interviews and questionnaires. Assessments of children's reading-related skills, behavior, and attention were used to define their readiness for learning at school entry. Children at family risk of dyslexia and children with preschool language difficulties experienced more environmental adversities and health risks than controls. The risks associated with family risk of dyslexia and with language status were additive. Both home literacy environment and child health predicted reading readiness while home literacy environment and family stresses predicted attention and behavior. Family risk of dyslexia did not predict readiness to learn once other risks were controlled and so seems likely to be best conceptualized as representing gene-environment correlations. Pooling across risks defined a cumulative risk index, which was a significant predictor of reading readiness and, together with nonverbal ability, accounted for 31% of the variance between children.
Defining School Readiness in Maryland: A Multi-Dimensional Perspective. Publication #2012-44

ERIC Educational Resources Information Center

Forry, Nicole; Wessel, Julia

2012-01-01

Increased emphasis has been placed on children's ability to enter kindergarten ready to learn, a concept referred to as "school readiness." School readiness has been defined by the Maryland State Department of Education as "the stage of human development that enables a child to engage in, and benefit from, primary learning…
Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring "Readiness" as an Active-Ethical-Relation

ERIC Educational Resources Information Center

Evans, Katherine

2015-01-01

This paper considers the landscape of early childhood education in England to be dominated by discourses of "readiness-for-school" and "readiness-for-learning" that act to heavily stratify the educational spaces inhabited by young children. The "ready-child" is constructed as a normative identity towards which the…
Readiness for Solving Story Problems.

ERIC Educational Resources Information Center

Dunlap, William F.

1982-01-01

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…
Examining Developmental Readiness in an International Service-Learning Context

ERIC Educational Resources Information Center

Taylor, Kari B.; Jones, Susan R.; Massey, Rachel; Mickey, Jasmine; Reynolds, Danyelle J.; Jackson, Torrie

2017-01-01

The authors examined students' developmental readiness for productively negotiating the disorienting dilemmas and dissonance they experienced during an international service-learning experience. Using a case study methodology, researchers collected data from a diverse group composed of 7 graduate students and 5 undergraduates who participated in a…
Flipped-learning course design and evaluation through student self-assessment in a predental science class

PubMed Central

2017-01-01

Purpose This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context. PMID:28597872
Flipped-learning course design and evaluation through student self-assessment in a predental science class.

PubMed

Ihm, Jungjoon; Choi, Hyoseon; Roh, Sangho

2017-06-01

This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. This study offered insights into how to design a flipped learning course in terms of predental students' preference and their learning readiness. Although learning success in a flipped classroom depends on the students' self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.
Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks. Research-to-Practice Brief. Revised Edition

ERIC Educational Resources Information Center

Yoder, Nicholas

2014-01-01

Teachers help promote the social and emotional learning skills students need to be college and career ready, such as collaborating with others, monitoring their own behavior, and making responsible decisions. Social-emotional learning (SEL) is critical to the introduction of college and career readiness standards. To bridge the connection between…
Study of Preschool Parents and Caregivers Use of Technology and PBS KIDS Transmedia Resources: A Report to the CPB-PBS "Ready to Learn Initiative"

ERIC Educational Resources Information Center

Pasnik, Shelley; Llorente, Carlin

2012-01-01

Leaders of the CPB-PBS "Ready To Learn" Initiative understand the important role parents and caregivers play in ensuring young children's healthy development and academic learning. In order for young children, especially those living in traditionally underserved communities, to succeed at school and thrive outside of the classroom, educational…
Post-event reviews: Using a quantitative approach for analysing incident response to demonstrate the value of business continuity programmes and increase planning efficiency.

PubMed

Vaidyanathan, Karthik

2017-01-01

Business continuity management is often thought of as a proactive planning process for minimising impact from large-scale incidents and disasters. While this is true, and it is critical to plan for the worst, consistently validating plan effectiveness against smaller disruptions can enable an organisation to gain key insights about its business continuity readiness, drive programme improvements, reduce costs and provide an opportunity to quantitatively demonstrate the value of the programme to management. This paper describes a post mortem framework which is used as a continuous improvement mechanism for tracking, reviewing and learning from real-world events at Microsoft Customer Service & Support. This approach was developed and adopted because conducting regular business continuity exercises proved difficult and expensive in a complex and distributed operations environment with high availability requirements. Using a quantitative approach to measure response to incidents, and categorising outcomes based on such responses, enables business continuity teams to provide data-driven insights to leadership, change perceptions of incident root cause, and instil a higher level of confidence towards disaster response readiness and incident management. The scope of the framework discussed here is specific to reviewing and driving improvements from operational incidents. However, the concept can be extended to learning and evolving readiness plans for other types of incidents.
Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey.

PubMed

Coster, Samantha; Norman, Ian; Murrells, Trevor; Kitchen, Sheila; Meerabeau, Elizabeth; Sooboodoo, Enkanah; d'Avray, Lynda

2008-11-01

Interprofessional education (IPE) introduced at the beginning of pre-registration training for healthcare professionals attempts to prevent the formation of negative interprofessional attitudes which may hamper future interprofessional collaboration. However, the potential for IPE depends, to some extent, on the readiness of healthcare students to learn together. To measure changes in readiness for interprofessional learning, professional identification, and amount of contact between students of different professional groups; and to examine the influence of professional group, student characteristics and an IPE course on these scores over time. Annual longitudinal panel questionnaire survey at four time-points of pre-registration students (n=1683) drawn from eight healthcare groups from three higher education institutions (HEIs) in the UK. The strength of professional identity in all professional groups was high on entry to university but it declined significantly over time for some disciplines. Similarly students' readiness for interprofessional learning was high at entry but declined significantly over time for all groups, with the exception of nursing students. A small but significant positive relationship between professional identity and readiness for interprofessional learning was maintained over time. There was very minimal contact between students from different disciplines during their professional education programme. Students who reported gaining the least from an IPE course suffered the most dramatic drop in their readiness for interprofessional learning in the following and subsequent years; however, these students also had the lowest expectations of an IPE course on entry to their programme of study. The findings provide support for introducing IPE at the start of the healthcare students' professional education to capitalise on students' readiness for interprofessional learning and professional identities, which appear to be well formed from the start. However, this study suggests that students who enter with negative attitudes towards interprofessional learning may gain the least from IPE courses and that an unrewarding experience of such courses may further reinforce their negative attitudes.
Exploring the need for Transition Readiness Scales within cystic fibrosis services: A qualitative descriptive study.

PubMed

Bourke, Mary; Houghton, Catherine

2018-07-01

To explore healthcare professionals' and patients' perceptions of the potential use of a Transition Readiness Scale in cystic fibrosis care. This included an examination of barriers and facilitators to its implementation along with the identification of key items to include in a Transition Readiness Scale. Due to increasing life expectancy and improved quality of life, more adolescents with cystic fibrosis are transitioning from paediatric to adult health care. To assess and correctly manage this transition, a more structured approach to transition is advocated. This can be achieved using a Transition Readiness Scale to potentially identify or target areas of care in which the adolescent may have poor knowledge. These key items include education, developmental readiness taking into account relationships, reproduction, future plans and self-management skills. Existing tools to gauge readiness concentrate mainly on education and self-care needs assessment as their key items. Currently, there is no specific cystic fibrosis Transition Readiness Scale in use in Ireland or internationally. The study used a descriptive qualitative design. Data were collected using semi-structured interviews (n = 8) and analysed using a thematic approach. The findings identified the potential benefits of this tool and second the resources which need to be in place before its development and implementation into cystic fibrosis services. Transition Readiness Scales have substantial relevance with cystic fibrosis services emphasising the importance of establishing the necessary resources prior to its implementation. These were identified as more staff, a dedicated private space and staff training and education. Significant resources are needed to fully integrate Transition Readiness Scales in practice. The study findings suggest multidisciplinary collaborations, and patient engagement is pivotal in planning and easing the transition process for adolescents with cystic fibrosis. © 2018 The Authors. Journal of Clinical Nursing Published by John Wiley & Sons Ltd.
Rethinking Readiness: Deeper Learning for College, Work, and Life

ERIC Educational Resources Information Center

Heller, Rafael, Ed.; Wolfe, Rebecca E.; Steinberg, Adria

2017-01-01

"Rethinking Readiness" offers a new set of competencies to replace the narrow learning goals of No Child Left Behind and, in chapters written by some of the nation's most well-respected education scholars, explores their implications for schools. Today's students must cultivate the full range of intellectual, interpersonal, and…
An Exploratory Analysis of Readiness for Environmental Education.

ERIC Educational Resources Information Center

Harmon, N. Paul; And Others

Contained in this monograph is a review and synthesis of developmental psychology and learning theory, with major emphasis upon applications of the developmental perspective to environmental education curriculum and instruction. Based upon a summary of the work of Piaget and his followers, a learning readiness axis is proposed. Also examined are…
Assessing Learners' Perceived Readiness for Computer-Supported Collaborative Learning (CSCL): A Study on Initial Development and Validation

ERIC Educational Resources Information Center

Xiong, Yao; So, Hyo-Jeong; Toh, Yancy

2015-01-01

The main purpose of this study was to develop an instrument that assesses university students' perceived readiness for computer-supported collaborative learning (CSCL). Assessment in CSCL research had predominantly focused on measuring "after-collaboration" outcomes and "during-collaboration" behaviors while…
DefenseLink Feature: Personal Finance

Science.gov Websites

Soldiers Learn Money Skills, Find Peace Deployed soldiers are learning about financial management through Financial Trends, Enjoy Money Management Benefits Soldiers, sailors, airmen and Marines are relatively readiness is a big part of mission readiness. Story Troops Seek Help for Money Woes Military members receive
The Developmental Approach to School Readiness.

ERIC Educational Resources Information Center

Ogletree, Earl J.

In the United States, a psychometric psychology dominates the thinking of educators. For traditional, political, and social reasons, developmental psychology rarely informs educational practices. This is the case even though studies show that the inducing of cognitive learning before a child is ready will reduce the child's learning potential and…
Implementing Ready To Learn Outreach: Lessons from 20 Public Television Stations.

ERIC Educational Resources Information Center

Vogel, Cheri; Uhl, Stacey; Boller, Kimberly

Ready to Learn is an outreach initiative designed to increase the potential of PBS children's television programs to teach children cognitive and social skills. The program funds workshops for parents and teachers, materials supplementing children's television programs, children's book distribution, and "PBS Families" and "PBS para…
Dental students' perceptions of an online learning.

PubMed

Asiry, Moshabab A

2017-10-01

To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.
The effect of interprofessional team-based learning among nursing students: A quasi-experimental study.

PubMed

Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A; Ho, Jacqueline

2017-06-01

Although interprofessional education has received attention in recent years as a means of providing opportunities for health-care professionals to learn with, from and about other disciplines and enhance the quality of patient care, evidence of its effectiveness is limited. Interprofessional team-based learning was introduced to make it possible for students in different healthcare disciplines to interact with each other, and to prepare them to function effectively within a team in their future career. To examine the effects of interprofessional team-based learning for undergraduate nursing students in terms of knowledge level, readiness for interprofessional learning, attitude towards various aspects of team learning, and perceived collective efficacy. The study employed a one-group pretest-posttest quasi-experimental design. An interprofessional education program was given to students from two universities in Hong Kong who were in different healthcare disciplines including medicine, nursing, pharmacy, biomedical science, and Chinese medicine programs. The program was based on four phases of student learning- individual readiness assessment test, ice breaking session, team readiness assessment test, and application exercise. Nursing students involved in the program were invited to complete anonymous questionnaires to evaluate their interprofessional team experience. A total of 40 nursing students (9 male, 31 female) participated in the study. A statistically significant improvement was identified in their knowledge level (p<0.001), attitude towards readiness for interprofessional learning, team learning, and perceived collective efficacy (p<0.001). This study suggests that interprofessional team-based learning can enhance cross-disciplinary learning and outcomes resulting from team efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

Ready, Steady, Learn: School Readiness and Children's Voices in English Early Childhood Settings

ERIC Educational Resources Information Center

Brooks, Elspeth; Murray, Jane

2018-01-01

Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children's voices: discourse indicates dissonance between school readiness and…
A Mixed Methods Examination of the Relationship between Teacher and Administrator Perceptions of Their School as a Learning Organization and the Degree to Which Students Graduate "College-Ready"

ERIC Educational Resources Information Center

Inforna, Michael D.

2017-01-01

This study examined teacher and administrator perceptions of their school as a learning organization and the degree to which students graduate "college-ready." The study followed a mixed-methods design to explore the hypothesis that the extent to which teachers and administrators perceive their school as a learning organization is…
An analysis of teacher’s preparation in implementing 2013 revision edition curriculum on mathematics specialization learning

NASA Astrophysics Data System (ADS)

Susilo, T.; Suryawan, A.

2018-05-01

This study aimed to determine the pedagogical competence of teachers, the readiness of planning and implementation of learning related to the implementation 2013 revised edition curriculum on mathematics specialization learning for senior high schools Wonogiri. Informants in this study there are 6 high school mathematics teachers X and XI class who teach in the school district Wonogiri. Data were collected using questionnaire method, interview, observation and documentation. Qualitative data analysis is done interactively through 4 paths: data collection, data reduction, data display, drawing conclusion. The results showed that high school mathematics teacher class X and XI in school district of Wonogiri City. The results show that most high school mathematics teachers in grade X and XI are ready to implement the 2013 revised edition curriculum and a few have not been able to implement due to internal or external factors. High school math teachers at Wonogiri district who are ready to face the 2013 revised edition curriculum have applied 10 teacher pedagogic competency indicators according to Regulation of the national education ministry Number 16 Year 2007 in learning. The readiness and implementation of mathematics learning is in line with the demands of the 2013 revised edition curriculum. Based on the teachers who are not ready, data on issues that arise in the implementation of the 2013 revised edition curriculum. Especially the problems in learning, namely mismatch of Core Competence (KI) and Basic Competence (KD) in teacher manual, material disregard in student handbook and lack of examples of problems that exist in teacher manual.
Cueing cognitive flexibility: Item-specific learning of switch readiness.

PubMed

Chiu, Yu-Chin; Egner, Tobias

2017-12-01

The rich behavioral repertoire of the human species derives from our ability to flexibly reconfigure processing strategies (task sets) in response to changing requirements. This updating of task sets is effortful, as reflected by longer response times when switching a task than repeating it (switch costs). However, some recent data suggest that switch costs can be reduced by cueing switch readiness bottom-up, by associating particular stimuli with frequent switch requirements. This type of "stimulus-control (S-C) learning" would be highly adaptive, as it combines the speed of automatic (bottom-up) processing with the flexibility and generalizability of controlled (top-down) processing. However, it is unclear whether S-C learning of switch readiness is truly possible, and what the underlying mechanisms are. Here we address these questions by pairing specific stimuli with a need to update task-sets either frequently or rarely. In all 3 experiments, we observe robust item-specific switch probability (ISSP) effects as revealed by smaller switch costs for frequent switch items than for rare switch items. By including a neutral condition, we also show that the ISSP effect is primarily driven by S-C learning reducing switch costs in frequent switch items. Furthermore, by employing 3 tasks in Experiment 3, we establish that the ISSP effect reflects an enhancement of general switch readiness, rather than of the readiness to switch to a specific alternate task. These results firmly establish that switch readiness is malleable by item-specific S-C learning processes, documenting that a generalizable state of cognitive flexibility can be primed by a bottom-up stimulus. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Multidimensional model to assess the readiness of Saudi Arabia to implement evidence based child maltreatment prevention programs at a large scale.

PubMed

Almuneef, Maha A; Qayad, Mohamed; Noor, Ismail K; Al-Eissa, Majid A; Albuhairan, Fadia S; Inam, Sarah; Mikton, Christopher

2014-03-01

There has been increased awareness of child maltreatment in Saudi Arabia recently. This study assessed the readiness for implementing large-scale evidence-based child maltreatment prevention programs in Saudi Arabia. Key informants, who were key decision makers and senior managers in the field of child maltreatment, were invited to participate in the study. A multidimensional tool, developed by WHO and collaborators from several middle and low income countries, was used to assess 10 dimensions of readiness. A group of experts also gave an objective assessment of the 10 dimensions and key informants' and experts' scores were compared. On a scale of 100, the key informants gave a readiness score of 43% for Saudi Arabia to implement large-scale, evidence-based CM prevention programs, and experts gave an overall readiness score of 40%. Both the key informants and experts agreed that 4 of the dimensions (attitudes toward child maltreatment prevention, institutional links and resources, material resources, and human and technical resources) had low readiness scores (<5) each and three dimensions (knowledge of child maltreatment prevention, scientific data on child maltreatment prevention, and will to address child maltreatment problem) had high readiness scores (≥5) each. There was significant disagreement between key informants and experts on the remaining 3 dimensions. Overall, Saudi Arabia has a moderate/fair readiness to implement large-scale child maltreatment prevention programs. Capacity building; strengthening of material resources; and improving institutional links, collaborations, and attitudes toward the child maltreatment problem are required to improve the country's readiness to implement such programs. Copyright © 2013 Elsevier Ltd. All rights reserved.
Improving clinical communication of students with English as a second language (ESL) using online technology: a small scale evaluation study.

PubMed

Rogan, Fran; San Miguel, Caroline

2013-09-01

Increasingly, students with English as a second language (ESL) are enrolled in nursing degrees in English speaking countries (Wang et al., 2008). However, they may be at risk of clinical practice failure due to communication difficulties associated with unfamiliar linguistic and cultural factors (Guhde, 2003). This paper describes and evaluates an innovation to assist ESL nursing students at an Australian university develop their clinical communication skills and practice readiness by providing online learning resources, using podcast and vodcast technology, that blend with classroom activities and facilitate flexible and independent learning. The innovation builds on an intensive clinical language workshop program called 'Clinically Speaking' which has evolved through a cyclical process of ongoing research to produce resources in response to students' learning needs. Whilst uptake of the resources was modest, students of ESL as well as English speaking backgrounds (ESB) found the resources improved their clinical preparation and confidence by increasing their understanding of expectations, clinical language and communication skills. The innovation, developed with a modest budget, shows potential in developing ESL and ESB students' readiness for clinical communication, enabling them to engage in clinical practice to develop competency standards required of nursing graduates and registration authorities. Copyright © 2012 Elsevier Ltd. All rights reserved.
The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students.

PubMed

Darlow, Ben; Coleman, Karen; McKinlay, Eileen; Donovan, Sarah; Beckingsale, Louise; Gray, Ben; Neser, Hazel; Perry, Meredith; Stanley, James; Pullon, Sue

2015-06-04

Collaborative interprofessional practice is an important means of providing effective care to people with complex health problems. Interprofessional education (IPE) is assumed to enhance interprofessional practice despite challenges to demonstrate its efficacy. This study evaluated whether an IPE programme changed students' attitudes to interprofessional teams and interprofessional learning, students' self-reported effectiveness as a team member, and students' perceived ability to manage long-term conditions. A prospective controlled trial evaluated an eleven-hour IPE programme focused on long-term conditions' management. Pre-registration students from the disciplines of dietetics (n = 9), medicine (n = 36), physiotherapy (n = 12), and radiation therapy (n = 26) were allocated to either an intervention group (n = 41) who received the IPE program or a control group (n = 42) who continued with their usual discipline specific curriculum. Outcome measures were the Attitudes Toward Health Care Teams Scale (ATHCTS), Readiness for Interprofessional Learning Scale (RIPLS), the Team Skills Scale (TSS), and the Long-Term Condition Management Scale (LTCMS). Analysis of covariance compared mean post-intervention scale scores adjusted for baseline scores. Mean post-intervention attitude scores (all on a five-point scale) were significantly higher in the intervention group than the control group for all scales. The mean difference for the ATHCTS was 0.17 (95 %CI 0.05 to 0.30; p = 0.006), for the RIPLS was 0.30 (95 %CI 0.16 to 0.43; p < 0.001), for the TSS was 0.71 (95 %CI 0.49 to 0.92; p < 0.001), and for the LTCMS was 0.75 (95 %CI 0.56 to 0.94; p < 0.001). The mean effect of the intervention was similar for students from the two larger disciplinary sub-groups of medicine and radiation therapy. An eleven-hour IPE programme resulted in improved attitudes towards interprofessional teams and interprofessional learning, as well as self-reported ability to function within an interprofessional team, and self-reported confidence, knowledge, and ability to manage people with long-term conditions. These findings indicate that a brief intervention such as this can have immediate positive effects and contribute to the development of health professionals who are ready to collaborate with others to improve patient outcomes.
A Study of Students' Readiness to Learn Calculus

ERIC Educational Resources Information Center

Carlson, Marilyn P.; Madison, Bernard; West, Richard D.

2015-01-01

The Calculus Concept Readiness (CCR) instrument assesses foundational understandings and reasoning abilities that have been documented to be essential for learning calculus. The CCR Taxonomy describes the understandings and reasoning abilities assessed by CCR. The CCR is a 25-item multiple-choice instrument that can be used as a placement test for…
E-Readiness of Open and Distance Learning (ODL) Facilitators: Implications for Effective Mediation

ERIC Educational Resources Information Center

Nyoni, Jabulani

2014-01-01

This article is a narrative report of the findings from the analysis of multicultural facilitators' discourses on their e-readiness in the use of information and communication technologies (ICTs) affordances in open and distance learning (ODL) mediation experiences. First, the findings revealed by qualitative deconstructive discourse analysis…
Exploring Instructors' Technology Readiness, Attitudes and Behavioral Intentions towards E-Learning Technologies in Egypt and United Arab Emirates

ERIC Educational Resources Information Center

El Alfy, Shahira; Gómez, Jorge Marx; Ivanov, Danail

2017-01-01

This paper explores the association between technology readiness, (a meta-construct consisting of optimism, innovativeness, discomfort, and insecurity), attitude, and behavioral intention towards e-learning technologies adoption within an education institution context. The empirical study data is collected at two private universities located in…
Observational Learning on Industry Work Practices toward Job Readiness

ERIC Educational Resources Information Center

Rojuli, Subkhan; Rahayu, Agus; Disman

2017-01-01

This research aims to find out the influence of observational learning on job readiness based on some indicators and variables. This is a quantitative research in which Structural Equation Modeling (SEM) was used. The research method is survey. The participants of this research are the Grade XII students of Accountancy Department of State…
Influence of Adult Goal-Setting Instruction on Students' Responsibility toward Self-Directed Competencies

ERIC Educational Resources Information Center

Apa Browne, Lynn Geri

2014-01-01

Elementary grade students in a mid-Atlantic state school district have not been meeting academic standards on state assessments. Research indicates that academic achievement is connected to self-directed readiness to learn; however, often the instruction in strategies for student self-directed readiness to learn remains teacher-centered. The…
An Examination of Self-Directed Learning Readiness in Executive-Level Fire Officers

ERIC Educational Resources Information Center

Knight, Steven G.

2012-01-01

The purpose of this study was to examine the self-directed learning readiness in executive fire officers in relation to the independent variables of personality type, educational attainment, and professional designation. This research utilized a quantitative design. This study utilized the Myers-Briggs Type Indicator (MBTI) and the Self-Directed…
Federal Grant Boosts Educational Television, Faces Fresh Scrutiny

ERIC Educational Resources Information Center

Honawar, Vaishali

2005-01-01

This article reports how the Ready to Learn program, which has helped transform children's educational television over the past decade, faced scrutiny after it aired a controversial topic. The Ready to Learn program attracted unusual attention when one of the shows it helped get on the air, "Postcards from Buster," drew criticism from…
Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children

ERIC Educational Resources Information Center

Vitiello, Virginia E.; Greenfield, Daryl B.; Munis, Pelin; George, J'Lene

2011-01-01

Research Findings: The purpose of this study was to examine whether approaches to learning significantly mediated relations between cognitive flexibility (a component of executive functions) and school readiness in Head Start preschoolers. A total of 191 children from 22 Head Start classrooms were directly assessed on cognitive flexibility and…
Possibility to Use Mobile Learning to Promote World Heritage Site Preservation Awareness in Luang Prabang, Lao Pdr: a Readiness Study

NASA Astrophysics Data System (ADS)

Poong, Y. S.; Yamaguchi, S.; Takada, J.

2013-07-01

This paper elucidates the current state of mobile technology readiness among young adults in higher education institution based on surveys and interviews. Although Lao PDR is ranked as low category in the ICT Index by International Telecommunication Union (ITU), findings show that there exists high level of readiness among the young adults. Recommendations for future research are developed to guide the development of mobile learning application with the aim to promote World Heritage Site preservation awareness.
Reflections on the Ready to Learn Initiative 2010 to 2015: How a Federal Program in Partnership with Public Media Supported Young Children's Equitable Learning during a Time of Great Change

ERIC Educational Resources Information Center

Pasnik, Shelley; Llorente, Carlin; Hupert, Naomi; Moorthy, Savitha

2016-01-01

"Reflections on the Ready to Learn Initiative, 2010 to 2015," draws upon interviews with 26 prominent children's media researchers, producers, and thought leaders and a review of scholarly articles and reports to provide a big picture view of the status and future directions of children's media. In this illuminating report, EDC and SRI…
Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme.

PubMed

Sweeney, Mary-Rose; Kirwan, Anne; Kelly, Mary; Corbally, Melissa; O Neill, Sandra; Kirwan, Mary; Hourican, Susan; Matthews, Anne; Hussey, Pamela

2016-10-01

The School of Nursing at Dublin City University offered a new blended learning Bachelor of Nursing Studies programme in the academic year 2011. To document the experiences of the academic team making the transition from a face-to-face classroom-delivered programme to the new blended learning format. Academics who delivered the programme were asked to describe their experiences of developing the new programme via two focus groups. Five dominant themes were identified: Staff Readiness; Student Readiness; Programme Delivery and Student Engagement; Assessment of Module Learning Outcomes and Feedback; and Reflecting on the First Year and Thinking of the Future. Face-to-face tutorials were identified as very important to both academics and students. Reservations about whether migrating the programme to an online format encouraged students to engage in additional practices of plagiarism were expressed by some. Student ability/readiness to engage with technology-enhanced learning was an important determinant of their own success academically. In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.
Teachers' Perceptions of Kindergarten Readiness Indicators

ERIC Educational Resources Information Center

Boylan, Tronya E.

2017-01-01

The study of school readiness is multifaceted, encompassing an understanding of many developmental areas and skills. In the current educational culture of high-stakes testing, increased rigor, and high learning expectations, parents may be concerned about a child's readiness to begin kindergarten. With increased accountability, teachers may also…
Social-Emotional Skills Can Boost Common Core Implementation

ERIC Educational Resources Information Center

Elias, Maurice J.

2014-01-01

The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic…

Measurement properties of a novel survey to assess stages of organizational readiness for evidence-based interventions in community chronic disease prevention settings

PubMed Central

2012-01-01

Background There is a great deal of variation in the existing capacity of primary prevention programs and policies addressing chronic disease to deliver evidence-based interventions (EBIs). In order to develop and evaluate implementation strategies that are tailored to the appropriate level of capacity, there is a need for an easy-to-administer tool to stage organizational readiness for EBIs. Methods Based on theoretical frameworks, including Rogers’ Diffusion of Innovations, we developed a survey instrument to measure four domains representing stages of readiness for EBI: awareness, adoption, implementation, and maintenance. A separate scale representing organizational climate as a potential mediator of readiness for EBIs was also included in the survey. Twenty-three questions comprised the four domains, with four to nine items each, using a seven-point response scale. Representatives from obesity, asthma, diabetes, and tobacco prevention programs serving diverse populations in the United States were surveyed (N = 243); test-retest reliability was assessed with 92 respondents. Results Confirmatory factor analysis (CFA) was used to test and refine readiness scales. Test-retest reliability of the readiness scales, as measured by intraclass correlation, ranged from 0.47–0.71. CFA found good fit for the five-item adoption and implementation scales and resulted in revisions of the awareness and maintenance scales. The awareness scale was split into two two-item scales, representing community and agency awareness. The maintenance scale was split into five- and four-item scales, representing infrastructural maintenance and evaluation maintenance, respectively. Internal reliability of scales (Cronbach’s α) ranged from 0.66–0.78. The model for the final revised scales approached good fit, with most factor loadings >0.6 and all >0.4. Conclusions The lack of adequate measurement tools hinders progress in dissemination and implementation research. These preliminary results help fill this gap by describing the reliability and measurement properties of a theory-based tool; the short, user-friendly instrument may be useful to researchers and practitioners seeking to assess organizational readiness for EBIs across a variety of chronic disease prevention programs and settings. PMID:22800294
Measurement properties of a novel survey to assess stages of organizational readiness for evidence-based interventions in community chronic disease prevention settings.

PubMed

Stamatakis, Katherine A; McQueen, Amy; Filler, Carl; Boland, Elizabeth; Dreisinger, Mariah; Brownson, Ross C; Luke, Douglas A

2012-07-16

There is a great deal of variation in the existing capacity of primary prevention programs and policies addressing chronic disease to deliver evidence-based interventions (EBIs). In order to develop and evaluate implementation strategies that are tailored to the appropriate level of capacity, there is a need for an easy-to-administer tool to stage organizational readiness for EBIs. Based on theoretical frameworks, including Rogers' Diffusion of Innovations, we developed a survey instrument to measure four domains representing stages of readiness for EBI: awareness, adoption, implementation, and maintenance. A separate scale representing organizational climate as a potential mediator of readiness for EBIs was also included in the survey. Twenty-three questions comprised the four domains, with four to nine items each, using a seven-point response scale. Representatives from obesity, asthma, diabetes, and tobacco prevention programs serving diverse populations in the United States were surveyed (N=243); test-retest reliability was assessed with 92 respondents. Confirmatory factor analysis (CFA) was used to test and refine readiness scales. Test-retest reliability of the readiness scales, as measured by intraclass correlation, ranged from 0.47-0.71. CFA found good fit for the five-item adoption and implementation scales and resulted in revisions of the awareness and maintenance scales. The awareness scale was split into two two-item scales, representing community and agency awareness. The maintenance scale was split into five- and four-item scales, representing infrastructural maintenance and evaluation maintenance, respectively. Internal reliability of scales (Cronbach's α) ranged from 0.66-0.78. The model for the final revised scales approached good fit, with most factor loadings >0.6 and all >0.4. The lack of adequate measurement tools hinders progress in dissemination and implementation research. These preliminary results help fill this gap by describing the reliability and measurement properties of a theory-based tool; the short, user-friendly instrument may be useful to researchers and practitioners seeking to assess organizational readiness for EBIs across a variety of chronic disease prevention programs and settings.
Youth Voices: The WorkReady Experience

ERIC Educational Resources Information Center

Philadelphia Youth Network, 2009

2009-01-01

WorkReady programs offer young Philadelphians not only their first job, but skills for success. Young people who work during high school often master valuable skills that can help them do better in high school and college; learn new things that open their eyes to career possibilities; and earn more money later in life. When young people learn how…
Teachers' and Students' Views on E-Learning Readiness in Kuwait's Secondary Public Schools

ERIC Educational Resources Information Center

Aldhafeeri, Fayiz M.; Khan, Badrul H.

2016-01-01

This article reports on an e-learning readiness study that was carried out to assess the organizational and individual factors of the two major stakeholder groups (teachers and students) in the secondary education institutions in the State of Kuwait in order to provide significant information to the policy makers and regulatory bodies for the…
Health Assessment and Readiness To Learn: An Interagency Collaborative Model.

ERIC Educational Resources Information Center

Hatfield, Maryellen Brown

Consistent with the first of the National Educational Goals 1990 (to ensure that all children in America will start school ready to learn by the year 2000), South Carolina initiated the Pre-School Health Appraisal Project (PSHAP), a collaborative practice model based on the experiences of 4 years of project development and findings. Initiated in…
Critical Components of Online Learning Readiness and Their Relationships with Learner Achievement

ERIC Educational Resources Information Center

Cigdem, Harun; Ozturk, Mustafa

2016-01-01

This study aimed to examine the relationship between certain factors of online learning readiness and learners' end-of-course achievements. The study was conducted at a two-year post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were…
Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa

ERIC Educational Resources Information Center

Mehta, Ashwin

2014-01-01

Replacing lecture-based learning content with online information can augment learner-content interaction and facilitate greater mastery over a subject. The success of online delivery will depend on the readiness of learners to use and accept technology as well as the readiness of the organizational infrastructure to support a learner-centric…
Assessing Readiness for Integration of Electronic Learning into Business Education Programmes in Tertiary Institutions in Ebonyi State

ERIC Educational Resources Information Center

Nwagwu, Lazarus; Azih, Nonye

2015-01-01

The study was conducted to assess readiness for integration of electronic learning into business education programmes in tertiary institutions in Ebonyi State. Two research questions and two hypotheses guided the study. The population was 37 business education lecturers and 748 Business Education Students in tertiary institutions that offer…
Developing Learning Readiness; A Visual-Motor-Tactile Skills Program. Teacher's Manual.

ERIC Educational Resources Information Center

Getman, G.N.; And Others

A flexible program for preschool, primary grades, or remedial classes provides opportunities for the child to achieve readiness for learning through the development of visual, motor, and tactile skills. A cardboard doll is discussed which may be utilized by the teacher and children in a variety of gymnasium routines to increase knowledge of body…
A Checklist for Readiness Evaluation of Learning and Teaching Area of AACSB Standards

ERIC Educational Resources Information Center

Kundu, Goutam Kumar; Bairi, Jayachandra

2016-01-01

Purpose: The purpose of the paper is to introduce the concept of a checklist, focusing on the detailed analysis of requirements of the AACSB International--the Association to Advance Collegiate Schools of Business (AACSB) standards related to the learning and teaching area--for evaluation of implementation readiness in a business school setting.…
Problems Implementing Problem-Based Learning by a Private Malaysian University

ERIC Educational Resources Information Center

Tik, Chan Chang

2014-01-01

In this case study the focus is on lecturers' readiness in the design of PBL problems and to facilitate students' learning. This paper also looks into students' readiness in terms of acquiring metacognitive skills and collaborating in group to solve PBL problems. Problems encountered by both lecturers and students are discussed in the context of…
The Coming Challenge: Are Community Colleges Ready for the New Wave of Contextual Learners?

ERIC Educational Resources Information Center

Hull, Dan; Souders, John C., Jr.

1996-01-01

Defines contextual learning, or presenting new information to students in familiar contexts. Argues that community colleges must be ready for an anticipated increase in contextual learners due to its use in tech prep programs. Describes elements of contextual learning, its application in the classroom, and ways that colleges can prepare for…
Understanding Treatment Readiness in Recently Assessed, Pre-Treatment Substance Abusers

PubMed Central

Rapp, Richard C.; Xu, Jiangmin; Carr, Carey A.; Timothy Lane, D.; Redko, Cristina; Wang, Jichuan; Carlson, Robert G.

2007-01-01

The goal of this study was to more fully understand readiness for treatment in a pre-treatment sample of 446 substance abusers. Structural Equation Modeling (SEM) was used to: (1) examine the relationships between readiness factors identified in the Pre-Treatment Readiness Scale; and (2) identify the effects of predisposing, illness, and inhibiting determinants on the factors. As with in-treatment samples, Problem Recognition was found to influence Treatment Readiness, although through a different intervening factor, Desire for Change rather than Desire for Help. A fourth factor, Treatment Reluctance, was also influenced by the Desire for Change factor. Fixed characteristics such as age and gender had minimal influences on readiness factors, as did inhibiting characteristics that reflected recent functioning. Illness characteristics including drug severity and perceived treatment barriers had a more robust influence on readiness factors. This study provides an increased understanding of readiness for treatment among pre-treatment substance abusers and also supported the construct validity of the Pre-Treatment Readiness Scale. PMID:19274847
R.E.A.D.Y.: Read, Educate and Develop Youth. Reading Plan for Michigan: Parent Information for Infants, Toddlers, and Preschoolers. Learning Begins at Birth. [Kit with Videotape and Audiotape].

ERIC Educational Resources Information Center

Michigan Association for the Education of Young Children, East Lansing.

Noting the important role that parents can play in preparing their child to learn to read, the Read, Educate and Develop Youth (READY) Reading Plan for Michigan provides kits to parents of infants, toddlers, and preschoolers. The kits contain suggestions for age-appropriate activities parents can do with their children to help them learn. In…
Community Readiness Within Systems of Care: The Validity and Reliability of the System of Care Readiness and Implementation Measurement Scale (SOC-RIMS).

PubMed

Rosas, Scott R; Behar, Lenore B; Hydaker, William M

2016-01-01

Establishing a system of care requires communities to identify ways to successfully implement strategies and support positive outcomes for children and their families. Such community transformation is complex and communities vary in terms of their readiness for implementing sustainable community interventions. Assessing community readiness and guiding implementation, specifically for the funded communities implementing a system of care, requires a well-designed tool with sound psychometric properties. This scale development study used the results of a previously published concept mapping study to create, administer, and assess the psychometric characteristics of the System of Care Readiness and Implementation Measurement Scale (SOC-RIMS). The results indicate the SOC-RIMS possesses excellent internal consistency characteristics, measures clearly discernible dimensions of community readiness, and demonstrates the target constructs exist within a broad network of content. The SOC-RIMS can be a useful part of a comprehensive assessment in communities where system of care practices, principles, and philosophies are implemented and evaluated.
Raising a School-Ready Child: A Family Guide

ERIC Educational Resources Information Center

Fong, G.; Hisatake,T.; Chang, W.; Choy, A.; Nemoto, M.; Yuen, S.

2010-01-01

School-ready children are children who are prepared to learn successfully in school. These children show growth over time in their physical, social and emotional, language, and cognitive development. They also show increasing interests in new experiences and in mastering new skills. Getting "school-ready" starts long before the weeks or…
Assessing Online Readiness of Students

ERIC Educational Resources Information Center

Doe, Raymond; Castillo, Matthew S.; Musyoka, Millicent M.

2017-01-01

The rise of distance education has created a need to understand students' readiness for online learning and to predict their success. Several survey instruments have been developed to assess this construct of online readiness. However, a review of the extant literature shows that these instruments have varying limitations in capturing all of the…
The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial.

PubMed

Gagnon, Marie-Pierre; Gagnon, Johanne; Desmartis, Marie; Njoya, Merlin

2013-01-01

This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.
Project-based learning as a contributing factor to graduates' work readiness

NASA Astrophysics Data System (ADS)

Jollands, Margaret; Jolly, Lesley; Molyneaux, Tom

2012-05-01

This paper explores what work readiness means for two cohorts of graduate engineers, one from a traditional curriculum, the second from a largely project-based curriculum. Professional bodies and employers have defined a set of attributes for engineering graduates so that graduates will be 'work ready'. Problem-based learning (PBL) is claimed to be a suitable approach to develop such skills. The graduates were interviewed some months after starting work, along with their managers. All the graduates recognised the benefits of taking PBL subjects as well as vacation work, with success in communication attributed more to PBL. Both cohorts had similar learning outcomes, high skill levels in project management, problem solving, communication skills, research and sustainability. A skills gap in ethics was identified for both cohorts of graduates and their managers. Further work is planned to link skill development with undergraduate learning experience.
Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

NASA Astrophysics Data System (ADS)

Fleshman, Robin Earle

This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college science readiness. Data from the transcripts of two graduating classes were analyzed and the interview transcripts were coded and analyzed as well. Analysis of qualitative data revealed key findings: (1) the school's Habits of Mind, authentic scientific inquiry, self-regulated learning triggers and strategies, and teacher feedback practices driven by an ethic of care supported students' science learning and portfolio assessment; and (2) the cyclical and extensive portfolio processes of writing, revision, and submission well prepared alumni for college science laboratory work and coursework, to a certain extent, but not for the traditional assessments administered in college science courses. Analysis of quantitative data revealed that, if based solely on the City University of New York's Regents score criteria for college readiness, the majority of students from these two graduating classes studied would not have been considered college ready even though all participants, including interviewed alumni, believed the school prepared them for college. The majority of these students, however, were transitioning to college readiness based on their Regents-level science and mathematics coursework. Findings of this study have implications for science assessment, professional development in science, education policy reform, and high school partnerships with CBOs and postsecondary institutions as they pertain to college and college science readiness for students of color in urban portfolio community high schools.

Ready for practice: what child and family health nurses say about education.

PubMed

Fowler, Cathrine; Schmied, Virginia; Psaila, Kim; Kruske, Sue; Rossiter, Chris

2015-02-01

Australia has a well-established universal child and family health service predominately staffed by specialist/qualified child and family health nurses. Two common and interrelated concerns are the need for nurses to be ready for practice after completing a nursing education program and the means to ensure ongoing nursing competence. To investigate the readiness of CFH nurses to practise after qualification and their continuing engagement with learning. The study used an interpretive descriptive approach. This paper presents data from four questions from a larger survey of child and family health nurses across Australia. 1098 child and family health nurses responded to the survey. Qualitative survey responses from the four education questions were analysed using inductive thematic content analysis. Five significant themes were identified: hands-on experience (student clinical practice/placement); drawing on prior experience; learning on the job; learning (learning over time); and barriers to learning. This paper provides insights into nurses' readiness for practice at the completion of a postgraduate child and family health nursing qualification and their maintenance of competence and specialist knowledge. It highlights: the need for clinical placement to be retained and enhanced; the significant contribution of more experienced child and family health nurses mentoring newly graduated child and family health nurses; the need for minimum education standards; the importance of reviewing education courses in relation to graduates' readiness for child and family health nursing practice; the importance of supporting ongoing professional development; and the removal of barriers to accessing education opportunities. Copyright © 2014 Elsevier Ltd. All rights reserved.
Effect of an Individual Readiness Assurance Test on a Team Readiness Assurance Test in the Team-Based Learning of Physiology

ERIC Educational Resources Information Center

Gopalan, Chaya; Fox, Dainielle J.; Gaebelein, Claude J.

2013-01-01

We examined whether requiring an individual readiness assurance test (iRAT) before a team readiness assurance test (tRAT) would benefit students in becoming better problem solvers in physiology. It was tested in the form of tRAT scores, the time required to complete the tRAT assignment, and individual performance on the unit examinations. Students…
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention

ERIC Educational Resources Information Center

Alsancak Sirakaya, Didem; Ozdemir, Selçuk

2018-01-01

This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran…
Ready To Learn: A Mandate for the Nation.

ERIC Educational Resources Information Center

Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.

The Carnegie Foundation for the Advancement of Teaching has proposed a 10-year campaign to enable the country to meet the national education goal of having every child start school ready to learn. The campaign has a 7-step agenda. First, every child must have a healthy birth, and be well-nourished and well-protected in the early years of life. The…
Improving College and Career Readiness by Incorporating Social and Emotional Learning

ERIC Educational Resources Information Center

Dymnicki, Allison; Sambolt, Megan; Kidron, Yael

2013-01-01

This issue brief was written to assist state policymakers in better understanding how social and emotional learning (SEL) can help students to be college and career ready. The brief provides a short description of what SEL is, why it is needed, and what it looks like in practice. In addition, examples of standards that support SEL at the federal…
The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

ERIC Educational Resources Information Center

Jung, Eunjoo

2016-01-01

Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…
Effects of Motivation, Academic Stress and Age in Predicting Self-Directed Learning Readiness (SDLR): Focused on Online College Students

ERIC Educational Resources Information Center

Heo, JeongChul; Han, Sumi

2018-01-01

The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who…
The Effect of Self-Directedness in Learing on Employment Readiness of Undergraduates in South Korea

ERIC Educational Resources Information Center

Kim, Hee Yeong; Kim, Gi Un

2018-01-01

The purpose of this study is to analyze whether self-directedness in learning has positive effects on employment readiness of undergraduates. The subject of this study has little precedent research and we generated a research model. This study shows the following results: First, intrinsic motivation factor of self-directedness in learning has a…
2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content: A Report to the CPB-PBS "Ready to Learn Initiative"

ERIC Educational Resources Information Center

Pasnik, Shelley; Llorente, Carlin

2012-01-01

The 2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content (Preschool Pilot) is an important part of the authors' multiyear "Ready To Learn" (RTL) summative evaluation initiative. Through this initiative funded by the Corporation for Public Broadcasting (CPB) and Public Broadcasting Service (PBS), it was the responsibility…
The Exploration of Models Regarding E-Learning Readiness: Reference Model Suggestions

ERIC Educational Resources Information Center

Demir, Ömer; Yurdugül, Halil

2015-01-01

Many studies have been conducted about readiness for e-learning, yet it is quite hard to decide which work of research from the literature to use in a specific context. Therefore, the aim of this study is to identify of which components models consist and for which stakeholders they were developed by investigating the most comprehensive and…
Building Blocks, Learning Goals, and Success Criteria: Planning Instruction and Formative Assessment for K-8 Math Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Tobiason, Glory; Chang, Sandy; Heritage, Margaret; Jones, Barbara; Herman, Joan

2014-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…
Effects of Mobile Phone-Based App Learning Compared to Computer-Based Web Learning on Nursing Students: Pilot Randomized Controlled Trial

PubMed Central

2015-01-01

Objectives This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state. Methods This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state. Results The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test. Conclusions The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer. PMID:25995965
77 FR 33573 - Final Priorities, Requirements, and Selection Criteria-Comprehensive Centers Program (CFDA Number...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-06

... college- and career-readiness and success for students, addressing early learning, ensuring great teachers... are far below grade level or who are not on track to becoming college- or career- ready by graduation... the opportunity to graduate ready for college and a career. Further, when educators do not have...
Establishing a Baseline for School Readiness of Washington County Children Entering Kindergarten.

ERIC Educational Resources Information Center

Severeide, Rebecca

The assessment of school readiness needs to include all aspects of children's early learning and indicators of family/community activities that support children's development. This study used a holistic approach to set baseline benchmarks on factors related to school readiness for entering kindergarten children, and to engage schools in Washington…
Student Online Readiness Assessment Tools: A Systematic Review Approach

ERIC Educational Resources Information Center

Farid, Alem

2014-01-01

Although there are tools to assess student's readiness in an "online learning context," little is known about the "psychometric" properties of the tools used or not. A systematic review of 5107 published and unpublished papers identified in a literature search on student online readiness assessment tools between 1990 and…
The Social Construction of School Readiness

ERIC Educational Resources Information Center

Shallwani, Sadaf

2009-01-01

In the mainstream discourse on child development and education, 'school readiness' has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E.…
Assessment of Psychological Readiness Situation of Students Starting to Primary School

ERIC Educational Resources Information Center

Halmatov, Medera

2018-01-01

There are important responsibilities expected from primary school students. The most important of these are the learning of reading, writing and arithmetic. There is a "psychological readiness" aspect besides reading, writing and arithmetic in order to be ready for the school. In this study, among the first-grade students, those who were…
Helping Your Child Get Ready for School, with Activities for Children from Birth through Age 5.

ERIC Educational Resources Information Center

Paulu, Nancy; Greene, Wilma P., Ed.

This booklet suggests ways for parents to help their preschool children grow, develop, and have fun learning. A brief opening section called "Learning Begins Early" provides a general context for the book. The second section, on what it means to be ready for school, describes the qualities and skills that youngsters need to get a good start in…
Fit, Healthy, and Ready To Learn: A School Health Policy Guide. Part II: Policies To Promote Sun Safety and Prevent Skin Cancer.

ERIC Educational Resources Information Center

Fraser, Katherine

This publication is a supplementary chapter to "Fit, Healthy, and Ready to Learn: A School Health Policy Guide; Part I: General School Health Policies, Physical Activity, Healthy Eating, and Tobacco-Use Prevention." It discusses various aspects of a complete school policy and plan to promote sun safety. The first section "Purpose…
Can Less Be More? Comparison of an 8-Item Placement Quality Measure with the 50-Item Dundee Ready Educational Environment Measure (DREEM)

ERIC Educational Resources Information Center

Kelly, Martina; Bennett, Deirdre; Muijtjens, Arno; O'Flynn, Siun; Dornan, Tim

2015-01-01

Clinical clerks learn more than they are taught and not all they learn can be measured. As a result, curriculum leaders evaluate clinical educational environments. The quantitative Dundee Ready Environment Measure (DREEM) is a "de facto" standard for that purpose. Its 50 items and 5 subscales were developed by consensus. Reasoning that…

The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

ERIC Educational Resources Information Center

Dagal, Asude Balaban; Bayindir, Dilan

2016-01-01

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…
College Readiness Standards[TM] for EXPLORE[R], PLAN[R], and the ACT[R]: Includes Ideas for Progress

ERIC Educational Resources Information Center

ACT, Inc., 2008

2008-01-01

At the foundation of the Educational Planning and Assessment System (EPAS) programs are ACT's College Readiness Standards. The Standards offer learning strategies that are likely to help students meet state standards and acquire the more advanced concepts associated with higher EPAS test scores and, more importantly, increased college readiness.…
Identifying Key Early Literacy and School Readiness Issues: Exploring a Strategy for Assessing Community Needs

ERIC Educational Resources Information Center

Weigel, Daniel J.; Martin, Sally S.

2006-01-01

Much effort has been expended in developing intervention programs to help improve the early literacy and school readiness skills of young children. This article presents the results of a needs assessment project aimed at identifying priorities for community intervention programs aimed at ensuring that young children enter school ready to learn. A…
School Readiness for Infants and Toddlers? Really? Yes, Really!

ERIC Educational Resources Information Center

Petersen, Sandra

2012-01-01

If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many…
When I Grow Up: Assessing American Children's Perspectives on College and Career Readiness through Drawings

ERIC Educational Resources Information Center

Turner, Jennifer Danridge; Albro, Jennifer

2017-01-01

College and career readiness has become a key educational priority in the United States. Framed by neoliberal discourses, current conceptions of college and career readiness narrowly define literacy as discrete sets of cognitive skills and curricular knowledge and reduce literacy learning to scores on high-stakes assessments. To disrupt these…
Professional Learning: Trends in State Efforts. Benchmarking State Implementation of College- and Career-Readiness Standards

ERIC Educational Resources Information Center

Anderson, Kimberly; Mire, Mary Elizabeth

2016-01-01

This report presents a multi-year study of how states are implementing their state college- and career-readiness standards. In this report, the Southern Regional Education Board's (SREB's) Benchmarking State Implementation of College- and Career-Readiness Standards project studied state efforts in 2014-15 and 2015-16 to foster effective…
Modified team-based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla, Colombia.

PubMed

Martínez, Emilio G; Tuesca, Rafael

2014-01-01

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid-term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid-term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. © 2014 American Association of Anatomists.
The Investigation of the Level of Self-Directed Learning Readiness According to the Locus of Control and Personality Traits of Preschool Teacher Candidates

ERIC Educational Resources Information Center

Balaban Dagal, Asude; Bayindir, Dilan

2016-01-01

The aim of this study is to investigate the relationship between the level of self-directed learning readiness, locus of control and the personality traits of preschool teacher candidates. The survey method was used for this study. The study group consisted of 151 teacher candidates who volunteered to participate in the study from Preschool…
Getting a Handle on the Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Jones, Barbara; Tobiason, Glory; Chang, Sandy; Heritage, Margaret; Herman, Joan

2015-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…
Family Support or School Readiness? Contrasting Models of Public Spending on Children's Early Care and Learning. Evidence Speaks Reports, Vol 1, #16

ERIC Educational Resources Information Center

Whitehurst, Grover J.

2016-01-01

In the United States, public policy and expenditure intended to improve the prospects of children from low-income families have focused on better preparing children for school through Head Start and universal pre-K. This school readiness approach differs from the dominant model of public support for early care and learning in Northern Europe,…
Readiness of Pre-Service Business Education Teachers for Web-Based E-Learning in Colleges of Education in North-East Nigeria

ERIC Educational Resources Information Center

Enemali, Victoria Amelia; Aliyu, M. B.; Bulama, K. H.

2016-01-01

This study examined the level of preparedness or readiness for use of e-learning amongst pre-service business education teachers in Colleges of Education in North East Nigeria. One research question and one hypothesis guided this study. This study was a sample survey, in which a 51-item structured questionnaire was used to collect data. The…
Change-readiness of the blind: a hospital based study in a coastal town of South India.

PubMed

Shetty, Ramya; Kulkarni, Uma D

2014-01-01

Blindness is a devastating condition with psychosocial and economic effects. The shortcomings result in a burden to the blind person, the family and society. Rehabilitation of the blind can transform their lives. The aim of this study was to assess the "change-readiness" of the blind to undergo a "change-management". The study was a semi-structured pre-tested questionnaire-based study of 50 blind subjects in a medical college hospital. The blind participants were assessed for depression using the Beck Depression Inventory II, for the perceived effect of blindness on family, social life and occupation. The participants were counseled to undergo psychiatric management, vocational training, use blind aids and learn Braille. The willingness of the participants with reasons was assessed using a verbal analogue scale. Pearson Chi-square test, ANOVA and the t-test were used for statistical analysis. Over two-thirds of the subjects were depressed. Family life, social life and occupation were perceived to be affected by 44%, 66% and 74%, respectively. Change-readiness scores were low for low vision and blind aids, vocational training, psychiatric management, change of job and learning Braille. The low score was due to the associated taboo, dependence, lack of skills, embarrassment, etc., The most valuable feature was the family cohesiveness. The results suggest that there is a need to modify health policy to include blind rehabilitation, to improve visibility of blind rehabilitation centers, to include family members and co-professionals while managing the blind so that we treat the "blind person" and not a "pair of blind eyes".
Bridging the gap between self-directed learning of nurse educators and effective student support.

PubMed

Van Rensburg, Gisela H; Botma, Yvonne

2015-11-26

Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning. The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students. An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature. Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other. The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and understanding of one's own and students' selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice. (Article to follow).
The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education

ERIC Educational Resources Information Center

Kirmizi, Özkan

2015-01-01

The purpose of this study was to measure the self-perceptions of distance education learners in terms of learner readiness and to determine the predictors of satisfaction and success in distance education. Learner readiness consists of five sub-dimensions: (1) computer/internet self-efficacy, (2) self-directed learning, (3) learner control, (4)…
Digital College Readiness: A Multi-Case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn

ERIC Educational Resources Information Center

Furness, Rachelle K.

2017-01-01

Clarifying the concept of digital college readiness (DCR) can direct pedagogical and policy shifts toward the integration of digital literacies instruction as an essential component of college readiness, especially for educators and researchers in the field of developmental education. Since the 1980s, the demands for digitally mediated literacies…
Alliance College-Ready Public Schools: Alice M. Baxter College-Ready High School

ERIC Educational Resources Information Center

EDUCAUSE, 2015

2015-01-01

The largest charter organization in Los Angeles serving more than 11,000 low-income students aims to prove it is possible to educate students at high levels across an entire system of schools. Alliance College-Ready Public Schools developed the PACE blended learning model, launched at the new Baxter High School, to more effectively prepare its…
Student perceptions towards interprofessional education: Findings from a longitudinal study based in a Middle Eastern university.

PubMed

Zeeni, Nadine; Zeenny, Rony; Hasbini-Danawi, Tala; Asmar, Nadia; Bassil, Maya; Nasser, Soumana; Milane, Aline; Farra, Anna; Habre, Maha; Khazen, Georges; Hoffart, Nancy

2016-01-01

The Lebanese American University Interprofessional Education (LAU IPE) Steps Framework consists of a five-step workshop-based series that is offered throughout the curriculum of health and social care students at an American university in Lebanon. The aim of the present study was to report students' perceptions of their readiness for interprofessional learning before and after completing the IPE steps, their evaluations of interprofessional learning outcomes, as well as their satisfaction with the learning experience as a whole. A longitudinal survey design was used: questionnaires were completed by students before IPE exposure and after each step. The results showed that before IPE exposure, students' perceptions of their readiness for interprofessional learning were generally favourable, with differences across genders (stronger professional identity in females compared to males) and across professions (higher teamwork and collaboration in pharmacy and nutrition students compared to other professions and lower patient centredness in nursing students compared to others). After participation in the IPE steps, students showed enhanced readiness for interprofessional learning and differences between genders and professions decreased. Participants were satisfied with the learning experience and assessment scores showed that all IPE learning outcomes were met. The LAU IPE Steps Framework may be of value to other interprofessional education course developers.
Medical students' learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES.

PubMed

Burgess, Diana J; Burke, Sara E; Cunningham, Brooke A; Dovidio, John F; Hardeman, Rachel R; Hou, Yuefeng; Nelson, David B; Perry, Sylvia P; Phelan, Sean M; Yeazel, Mark W; van Ryn, Michelle

2016-09-29

There is a paucity of evidence on how to train medical students to provide equitable, high quality care to racial and ethnic minority patients. We test the hypothesis that medical schools' ability to foster a learning orientation toward interracial interactions (i.e., that students can improve their ability to successfully interact with people of another race and learn from their mistakes), will contribute to white medical students' readiness to care for racial minority patients. We then test the hypothesis that white medical students who perceive their medical school environment as supporting a learning orientation will benefit more from disparities training. Prospective observational study involving web-based questionnaires administered during first (2010) and last (2014) semesters of medical school to 2394 white medical students from a stratified, random sample of 49 U.S. medical schools. Analysis used data from students' last semester to build mixed effects hierarchical models in order to assess the effects of medical school interracial learning orientation, calculated at both the school and individual (student) level, on key dependent measures. School differences in learning orientation explained part of the school difference in readiness to care for minority patients. However, individual differences in learning orientation accounted for individual differences in readiness, even after controlling for school-level learning orientation. Individual differences in learning orientation significantly moderated the effect of disparities training on white students' readiness to care for minority patients. Specifically, white medical students who perceived a high level of learning orientation in their medical schools regarding interracial interactions benefited more from training to address disparities. Coursework aimed at reducing healthcare disparities and improving the care of racial minority patients was only effective when white medical students perceived their school as having a learning orientation toward interracial interactions. Results suggest that medical school faculty should present interracial encounters as opportunities to practice skills shown to reduce bias, and faculty and students should be encouraged to learn from one another about mistakes in interracial encounters. Future research should explore aspects of the medical school environment that contribute to an interracial learning orientation.
Smart Learning: Are We Ready for It?

ERIC Educational Resources Information Center

Poulova, Petra; Klimova, Blanka

2015-01-01

Nowadays learning, particularly the university learning, is supported with modern information and communication technologies. These technologies also enable electronic learning, known as eLearning, which is now firmly established at almost all institutions of higher learning in developed and developing countries. Moreover, at present eLearning is…
College Ready: A 7M NSF MSP project to prepare pre- and in-service teachers

NASA Astrophysics Data System (ADS)

Stewart, Gay; Stewart, John

2009-05-01

The College Ready in Mathematics and Physics Partnership is comprised of 38 school districts, UA Fort Smith, and UA, Fayetteville, which will serve as the lead among these core partners, with supporting partners AAPT, APS, College Board, Mathematical Association of America, Maplesoft, and Northwest Arkansas Community College. College Ready will build vertical and horizontal learning communities among school and college faculty in order to improve major articulation issues that impact the successful transition of students from high school to college, targeting physics. College Ready will achieve these ends through a series of interconnected activities including vertical alignment of high school and college expectations, intensive content driven workshops, articulation conferences, university course revisions, the creation of professional learning communities, and the opportunity for teachers to earn advanced degrees and endorsements. It builds on and looks to establish synergy between established efforts of PhysTEC and PMET.

Coalition readiness management system preliminary interoperability experiment (CReaMS PIE)

NASA Astrophysics Data System (ADS)

Clark, Peter; Ryan, Peter; Zalcman, Lucien; Robbie, Andrew

2003-09-01

The United States Navy (USN) has initiated the Coalition Readiness Management System (CReaMS) Initiative to enhance coalition warfighting readiness through advancing development of a team interoperability training and combined mission rehearsal capability. It integrates evolving cognitive team learning principles and processes with advanced technology innovations to produce an effective and efficient team learning environment. The JOint Air Navy Networking Environment (JOANNE) forms the Australian component of CReaMS. The ultimate goal is to link Australian Defence simulation systems with the USN Battle Force Tactical Training (BFTT) system to demonstrate and achieve coalition level warfare training in a synthetic battlespace. This paper discusses the initial Preliminary Interoperability Experiment (PIE) involving USN and Australian Defence establishments.
High-Leverage Principles of Effective Instruction for English Learners. From College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Neri, Rebecca; Lozano, Maritza; Chang, Sandy; Herman, Joan

2016-01-01

New college and career ready standards (CCRS) have established more rigorous expectations of learning for all learners, including English learner (EL) students, than what was expected in previous standards. A common feature in these new content-area standards, such as the Common Core State Standards in English language arts and mathematics and the…
Ready for Work? How Afterschool Programs Can Support Employability through Social and Emotional Learning. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

ERIC Educational Resources Information Center

Devaney, Elizabeth; Moroney, Deborah

2015-01-01

Understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority for educators and employers. Young people need a variety of important skills to be ready to work, including understanding key work habits and having a strong work ethic. But another aspect of employability has gained…
2012 Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment: A Report to the CPB-PBS "Ready to Learn Initiative"

ERIC Educational Resources Information Center

Pasnik, Shelley; Llorente, Carlin

2012-01-01

The CPB-PBS Ready To Learn initiative, funded by the U. S. Department of Education, brings engaging, high-quality media to young children who may be at risk for academic difficulties due to economic and social disadvantages. The initiative aims to deliver early mathematics and literacy resources on new and emerging digital platforms such as tablet…
College Ready--What Can We Learn from First-Year College Assignments? An Examination of Assignments in Iowa Colleges and Universities

ERIC Educational Resources Information Center

Donham, Jean

2014-01-01

College readiness has several dimensions, but of particular import is readiness to produce scholarly work that meets the expectations of college instructors. Differences from high school and college are well documented in the literature, and this study adds to that body of work by delineating the characteristics of first-year college assignments…
Bilingual Readiness in Earliest School Years; A Curriculum Demonstration Project. Bilingual Readiness in Primary Grades; An Early Childhood Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Finocchiaro, Mary; King, Paul F.

These two curriculum demonstration projects on bilingual readiness in the earliest school years contain many similarities. Both were formed on the thesis that young children can and will learn a second language readily and that the urban classroom mixture of Spanish-speaking, English-speaking, and Negro-dialect speaking children can be capitalized…
Prediction of School Readiness from Kindergarten Temperament Scores.

ERIC Educational Resources Information Center

Schoen, Michael J.; Nagle, Richard J.

1994-01-01

Investigated relationship between temperament and school readiness scores among 152 kindergarten children. All correlations between Temperament Assessment Battery for Children (TABC) scales and Metropolitan Readiness Test (MRT) scores were significant when effects of receptive vocabulary were removed. Results showed that, once TABC persistence…
Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children

PubMed Central

Ziv, Yair

2012-01-01

The links between social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness were obtained via child assessment (early literacy skills) and teacher report (approaches to learning). Findings provided support for our hypothesis that both social information processing and social competence are related to school readiness. Social competence also partially mediated the link between social information processing and school readiness thus supporting our hypothesis about an indirect path in which mental processes are translated into social skills and then translated into school readiness. PMID:23046690
Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure.

PubMed

Al Nozha, Omar Mansour; Fadel, Hani T

2017-01-01

Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. Cross-sectional survey. College of Nursing at Taibah University, Madinah, Saudi Arabia. The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. The DREEM inventory score. Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P < .001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P < .001) and NBP (P > .05). Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.
Review of the harvesting and extraction program within the National Alliance for Advanced Biofuels and Bioproducts

DOE PAGES

Marrone, Babetta L.; Lacey, Ronald E.; Anderson, Daniel B.; ...

2017-08-07

Energy-efficient and scalable harvesting and lipid extraction processes must be developed in order for the algal biofuels and bioproducts industry to thrive. The major challenge for harvesting is the handling of large volumes of cultivation water to concentrate low amounts of biomass. For lipid extraction, the major energy and cost drivers are associated with disrupting the algae cell wall and drying the biomass before solvent extraction of the lipids. Here we review the research and development conducted by the Harvesting and Extraction Team during the 3-year National Alliance for Advanced Biofuels and Bioproducts (NAABB) algal consortium project. The harvesting andmore » extraction team investigated five harvesting and three wet extraction technologies at lab bench scale for effectiveness, and conducted a techoeconomic study to evaluate their costs and energy efficiency compared to available baseline technologies. Based on this study, three harvesting technologies were selected for further study at larger scale. We evaluated the selected harvesting technologies: electrocoagulation, membrane filtration, and ultrasonic harvesting, in a field study at minimum scale of 100 L/h. None of the extraction technologies were determined to be ready for scale-up; therefore, an emerging extraction technology (wet solvent extraction) was selected from industry to provide scale-up data and capabilities to produce lipid and lipid-extracted materials for the NAABB program. One specialized extraction/adsorption technology was developed that showed promise for recovering high value co-products from lipid extracts. Overall, the NAABB Harvesting and Extraction Team improved the readiness level of several innovative, energy efficient technologies to integrate with algae production processes and captured valuable lessons learned about scale-up challenges.« less
Review of the harvesting and extraction program within the National Alliance for Advanced Biofuels and Bioproducts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Marrone, Babetta L.; Lacey, Ronald E.; Anderson, Daniel B.

Energy-efficient and scalable harvesting and lipid extraction processes must be developed in order for the algal biofuels and bioproducts industry to thrive. The major challenge for harvesting is the handling of large volumes of cultivation water to concentrate low amounts of biomass. For lipid extraction, the major energy and cost drivers are associated with disrupting the algae cell wall and drying the biomass before solvent extraction of the lipids. Here we review the research and development conducted by the Harvesting and Extraction Team during the 3-year National Alliance for Advanced Biofuels and Bioproducts (NAABB) algal consortium project. The harvesting andmore » extraction team investigated five harvesting and three wet extraction technologies at lab bench scale for effectiveness, and conducted a techoeconomic study to evaluate their costs and energy efficiency compared to available baseline technologies. Based on this study, three harvesting technologies were selected for further study at larger scale. We evaluated the selected harvesting technologies: electrocoagulation, membrane filtration, and ultrasonic harvesting, in a field study at minimum scale of 100 L/h. None of the extraction technologies were determined to be ready for scale-up; therefore, an emerging extraction technology (wet solvent extraction) was selected from industry to provide scale-up data and capabilities to produce lipid and lipid-extracted materials for the NAABB program. One specialized extraction/adsorption technology was developed that showed promise for recovering high value co-products from lipid extracts. Overall, the NAABB Harvesting and Extraction Team improved the readiness level of several innovative, energy efficient technologies to integrate with algae production processes and captured valuable lessons learned about scale-up challenges.« less
Putting the world as classroom: an application of the inequalities imagination model in nursing and health education.

PubMed

Racine, Louise; Proctor, Peggy; Jewell, Lisa M

2012-01-01

This article focuses on the description of an educational initiative, the Interdisciplinary Population Health Project (IPHP) conducted in the academic year of 2006-2007 with a group of nursing and health care students. Inspired by population health, community development, critical pedagogy, and the inequalities imagination model, students participated in diverse educational activities to become immersed in the everyday life of an underserved urban neighborhood. A sample of convenience composed of 158 students was recruited from 4 health disciplines in a Western Canadian university. Data were collected using a modified version of the Parsell and Bligh's Readiness of Health Care Students for Interprofessional Learning Scale. A one group pretest-posttest design was used to assess the outcomes of the IPHP. Paired t tests and one-way analyses of variance were used to compare the responses of students from different academic programs to determine if there were differences across disciplines. Findings suggest that students' readiness to work in interprofessional teams did not significantly change over the course of their participation in the IPHP. However, the inequalities imagination model may be useful to enhance the quality and the effectiveness of fieldwork learning activities as a means of educating culturally and socially conscious nurses and other health care professionals of the future.
Informing Early Childhood Policy: An Analysis of the Sensitivity of a School Readiness Risk Index to Changes in Indicator Selection

ERIC Educational Resources Information Center

Schumacher, Krista S.

2015-01-01

The importance of school readiness to both the future of an individual child and society as a whole has given rise to several state-specific indexes designed to measure county-level risk for starting school unprepared to learn. One such index is the Oklahoma School Readiness Risk Index (OK SRRI), comprised of indicators known to be associated with…
Guided Learning at Work.

ERIC Educational Resources Information Center

Billett, Stephen

2000-01-01

Guided learning (questioning, diagrams/analogies, modeling, coaching) was studied through critical incident interviews in five workplaces. Participation in everyday work activities was the most effective contributor to workplace learning. Organizational readiness and the efficacy of guided learning in resolving novel tasks were also important. (SK)
A Self-instructional Model to Teach Systems-based Practice and Practice-based Learning and Improvement

PubMed Central

Kimura, Joe; Ladden, MaryJoan D.; March, Elizabeth; Moore, Gordon T.

2008-01-01

Background When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. Objective To describe and evaluate a 4-week clinical elective (Achieving Competence Today—ACT) to teach residents SBP and PBLI. Design ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before–after cross-comparison of ACT residents and their peers. Participants Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. Results and Main Measurements All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program’s principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents’ gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls’ (−1.9, −8.0), but changes in attitudes were not significantly different. Faculty preceptors’ knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). Conclusions ACT increased residents’ knowledge and self-assessment of their own competency and raised faculty’s assessment of the importance of residents’ learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI. PMID:18612719
A self-instructional model to teach systems-based practice and practice-based learning and improvement.

PubMed

Peters, Antoinette S; Kimura, Joe; Ladden, Maryjoan D; March, Elizabeth; Moore, Gordon T

2008-07-01

When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. To describe and evaluate a 4-week clinical elective (Achieving Competence Today-ACT) to teach residents SBP and PBLI. ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before-after cross-comparison of ACT residents and their peers. Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. RESULTS AND MAIN MEASUREMENTS: All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program's principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents' gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls' (-1.9, -8.0), but changes in attitudes were not significantly different. Faculty preceptors' knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). ACT increased residents' knowledge and self-assessment of their own competency and raised faculty's assessment of the importance of residents' learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI.
[Self-directed learning and academic background of 2010 to 2014 cohorts of medical students].

PubMed

Pérez-Villalobos, Cristhian E; Fasce-Henry, Eduardo A; Ortega-Bastidas, Javiera A; Ortiz-Moreira, Liliana E; Bastías-Vega, Nancy; Bustamante-Durán, Carolina E; Ibáñez-Gracia, Pilar; Márquez-Urrizola, Carolina G; Delgado-Rivera, Macarena; Glaría-López, Rocío

2017-07-01

The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.
New Techniques for Deep Learning with Geospatial Data using TensorFlow, Earth Engine, and Google Cloud Platform

NASA Astrophysics Data System (ADS)

Hancher, M.

2017-12-01

Recent years have seen promising results from many research teams applying deep learning techniques to geospatial data processing. In that same timeframe, TensorFlow has emerged as the most popular framework for deep learning in general, and Google has assembled petabytes of Earth observation data from a wide variety of sources and made them available in analysis-ready form in the cloud through Google Earth Engine. Nevertheless, developing and applying deep learning to geospatial data at scale has been somewhat cumbersome to date. We present a new set of tools and techniques that simplify this process. Our approach combines the strengths of several underlying tools: TensorFlow for its expressive deep learning framework; Earth Engine for data management, preprocessing, postprocessing, and visualization; and other tools in Google Cloud Platform to train TensorFlow models at scale, perform additional custom parallel data processing, and drive the entire process from a single familiar Python development environment. These tools can be used to easily apply standard deep neural networks, convolutional neural networks, and other custom model architectures to a variety of geospatial data structures. We discuss our experiences applying these and related tools to a range of machine learning problems, including classic problems like cloud detection, building detection, land cover classification, as well as more novel problems like illegal fishing detection. Our improved tools will make it easier for geospatial data scientists to apply modern deep learning techniques to their own problems, and will also make it easier for machine learning researchers to advance the state of the art of those techniques.
Readiness to Change among a Group of Heavy-Drinking College Students: Correlates of Readiness and a Comparison of Measures

ERIC Educational Resources Information Center

Harris, T. Robert; Walters, Scott T.; Leahy, Matthew M.

2008-01-01

Objective: Although several multi-item scales assess readiness to change alcohol consumption, some researchers have proposed that a small number of single-item rulers may assess readiness nearly as well. Participants: In fall 2006 and spring 2007, the authors assessed 279 participants who reported at least 1 heavy drinking episode in the 2 weeks…
Severity of Acute Illness is Associated with Baseline Readiness to Change in Medical Intensive Care Unit Patients with Unhealthy Alcohol Use

PubMed Central

Clark, Brendan J.; Smart, Alexandra; House, Robert; Douglas, Ivor; Burnham, Ellen L.; Moss, Marc

2011-01-01

Introduction Unhealthy alcohol use predisposes to multiple conditions that frequently result in critical illness and is present in up to one-third of patients admitted to a medical intensive care unit (ICU). We sought to determine the baseline readiness to change in medical ICU patients with unhealthy alcohol use and hypothesized that the severity of acute illness would be independently associated with higher scores on readiness to change scales. We further sought to determine whether this effect is modified by the severity of unhealthy alcohol use. Materials and Methods We performed a cross-sectional observational study of current regular drinkers in three medical ICUs. The Alcohol Use Disorders Identification Test was used to differentiate low risk and unhealthy alcohol use and further categorize patients into risky alcohol use or an alcohol use disorder. The severity of a patient’s acute illness was assessed by calculating the Acute Physiology and Chronic Healthy Evaluation II score at the time of admission to the medical ICU. Readiness to change was assessed using standardized questionnaires. Results Of 101 medical ICU patients who were enrolled, 65 met the criteria for unhealthy alcohol use. The association between the severity of acute illness and readiness to change depended on the instrument used. A higher severity of illness measured by APACHEII score was an independent predictor of readiness to change as assessed by the Stages of Change Readiness and Treatment Eagerness Scale (Taking Action scale) (p< 0.01). When a visual analog scale was used to assess readiness to change, there was a significant association with severity of acute illness (p < 0.01) that was modified by the severity of unhealthy alcohol use (p = 0.04 for interaction term). Conclusion Medical ICU patients represent a population where brief interventions require further study. Studies of brief intervention should account for the severity of acute illness and the severity of unhealthy alcohol use as potential effect modifiers. PMID:21950704

Severity of acute illness is associated with baseline readiness to change in medical intensive care unit patients with unhealthy alcohol use.

PubMed

Clark, Brendan J; Smart, Alexandra; House, Robert; Douglas, Ivor; Burnham, Ellen L; Moss, Marc

2012-03-01

Unhealthy alcohol use predisposes to multiple conditions that frequently result in critical illness and is present in up to one-third of patients admitted to a medical intensive care unit (ICU). We sought to determine the baseline readiness to change in medical ICU patients with unhealthy alcohol use and hypothesized that the severity of acute illness would be independently associated with higher scores on readiness to change scales. We further sought to determine whether this effect is modified by the severity of unhealthy alcohol use. We performed a cross-sectional observational study of current regular drinkers in 3 medical ICUs. The Alcohol Use Disorders Identification Test was used to differentiate low-risk and unhealthy alcohol use and further categorize patients into risky alcohol use or an alcohol use disorder. The severity of a patient's acute illness was assessed by calculating the Acute Physiologic and Chronic Health Evaluation II (APACHE II) score at the time of admission to the medical ICU. Readiness to change was assessed using standardized questionnaires. Of 101 medical ICU patients who were enrolled, 65 met the criteria for unhealthy alcohol use. The association between the severity of acute illness and readiness to change depended on the instrument used. A higher severity of illness measured by APACHE II score was an independent predictor of readiness to change as assessed by the Stages of Change Readiness and Treatment Eagerness Scale (Taking Action scale; p < 0.01). When a visual analog scale was used to assess readiness to change, there was a significant association with severity of acute illness (p < 0.01) that was modified by the severity of unhealthy alcohol use (p = 0.04 for interaction term). Medical ICU patients represent a population where brief interventions require further study. Studies of brief intervention should account for the severity of acute illness and the severity of unhealthy alcohol use as potential effect modifiers. Copyright © 2011 by the Research Society on Alcoholism.
The educational environment and self-perceived clinical competence of senior medical students in a Malaysian medical school.

PubMed

Lai, N; Nalliah, S; Jutti, R C; Hla, Y; Lim, V K E

2009-08-01

The educational environment is widely considered to be a major factor affecting students' motivation and learning outcomes. Although students' perceptions of their educational environment are often reported, we are unaware of any published reports that relate this information to students' clinical competence, either self-perceived or objectively measured. We aimed to correlate students' perceptions of their learning environment and their self-perceived competence in clinical, practical and personal skills, using validated scales. Subjects included a cohort of 71 final-year medical students who were posted to a peripheral campus affiliated with a district hospital. Two questionnaires were administered concurrently: a modified DREEM (50 items) to assess the learning environment and an abbreviated IMU Student Competency Survey (29 items) to examine self-perceived competence across a wide range of skills and work-readiness. We correlated the major domains in both surveys using Spearman's Correlation. Fifty-nine students (83%) completed the questionnaires. Comparing correlations of the five major domains of the modified DREEM questionnaire ("Perception of learning", "Perception of teachers", "Academic self-perception", "Perception of atmosphere" and "Social self-perception") with all subscales in the abbreviated IMU Student Competency Survey (clinical, practical, personal skills and overall work-readiness), we found that academic self-perception domain had the strongest correlations (r:0.405 to 0.579, p:0.002 to < 0.001) and perception of teachers bears the weakest correlations (r:0.171 to 0.284, p:0.254 to 0.031). Self-perceived competence in practical skills in the IMU Student Competency Survey correlated the weakest with all domains of the modified DREEM (r:0.206 to 0.405, p:0.124 to 0.002). The overall weak-to-moderate correlations between perceptions of learning environment and self-perceived clinical competence suggest that other factors might interact with the learning environment to determine students' confidence and achievements.
New Developments in the Technology Readiness Assessment Process in US DOE-EM - 13247

DOE Office of Scientific and Technical Information (OSTI.GOV)

Krahn, Steven; Sutter, Herbert; Johnson, Hoyt

2013-07-01

A Technology Readiness Assessment (TRA) is a systematic, metric-based process and accompanying report that evaluates the maturity of the technologies used in systems; it is designed to measure technology maturity using the Technology Readiness Level (TRL) scale pioneered by the National Aeronautics and Space Administration (NASA) in the 1980's. More recently, DoD has adopted and provided systematic guidance for performing TRAs and determining TRLs. In 2007 the GAO recommended that the DOE adopt the NASA/DoD methodology for evaluating technology maturity. Earlier, in 2006-2007, DOE-EM had conducted pilot TRAs on a number of projects at Hanford and Savannah River. In Marchmore » 2008, DOE-EM issued a process guide, which established TRAs as an integral part of DOE-EM's Project Management Critical Decision Process. Since the development of its detailed TRA guidance in 2008, DOE-EM has continued to accumulate experience in the conduct of TRAs and the process for evaluating technology maturity. DOE has developed guidance on TRAs applicable department-wide. DOE-EM's experience with the TRA process, the evaluations that led to recently developed proposed revisions to the DOE-EM TRA/TMP Guide; the content of the proposed changes that incorporate the above lessons learned and insights are described. (authors)« less
Learning by Starch Potato Growers: Learning in Small Businesses with No Employees

ERIC Educational Resources Information Center

Faber, Niels R.; Maruster, Laura; Jorna, Rene J.; van Haren, Rob J. F.

2012-01-01

In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and…
Validation of patient and nurse short forms of the Readiness for Hospital Discharge Scale and their relationship to return to the hospital.

PubMed

Weiss, Marianne E; Costa, Linda L; Yakusheva, Olga; Bobay, Kathleen L

2014-02-01

To validate patient and nurse short forms for discharge readiness assessment and their associations with 30-day readmissions and emergency department (ED) visits. A total of 254 adult medical-surgical patients and their discharging nurses from an Eastern US tertiary hospital between May and November, 2011. Prospective longitudinal design, multinomial logistic regression analysis. Nurses and patients independently completed an eight-item Readiness for Hospital Discharge Scale on the day of discharge. Patient characteristics, readmissions, and ED visits were electronically abstracted. Nurse assessment of low discharge readiness was associated with a six- to nine-fold increase in readmission risk. Patient self-assessment was not associated with readmission; neither was associated with ED visits. Nurse discharge readiness assessment should be added to existing strategies for identifying readmission risk. © Health Research and Educational Trust.
Concurrent and Predictive Validity of the Phelps Kindergarten Readiness Scale-II

ERIC Educational Resources Information Center

Duncan, Jennifer; Rafter, Erin M.

2005-01-01

The purpose of this research was to establish the concurrent and predictive validity of the Phelps Kindergarten Readiness Scale, Second Edition (PKRS-II; L. Phelps, 2003). Seventy-four kindergarten students of diverse ethnic backgrounds enrolled in a northeastern suburban school participated in the study. The concurrent administration of the…
Exploring the Relationship between the Dimensions of Distributed Leadership in Arkansas Community Colleges

ERIC Educational Resources Information Center

Brown, Sara Ellen

2017-01-01

The purpose of this study was to conduct an exploratory factor analysis within the community college sector using the Distributed Leadership Scale. The instrument, which was designed from the original Distributed Leadership Readiness Scale(c) (CSDE, 2004), measured readiness and engagement in shared leadership practices within the community…
School Readiness of Moderately Preterm Children at Preschool Age

ERIC Educational Resources Information Center

Perricone, Giovanna; Morales, M. Regina; Anzalone, Germana

2013-01-01

The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and…
Theme: Parents and Reading.

ERIC Educational Resources Information Center

Jund, Suzanne, Ed.

1977-01-01

This journal issue concentrates on the theme "Parents and Reading." It presents articles on sharing books with young children, using public relations in a reading program, guiding preschool learning, assessing language readiness, working with reading problems, and teaching reading readiness in Wisconsin kindergartens. Resources and a review of…
Validation of the Readiness for Return-To-Work Scale in Outpatient Occupational Rehabilitation in Canada.

PubMed

Park, Joanne; Roberts, Mary Roduta; Esmail, Shaniff; Rayani, Fahreen; Norris, Colleen M; Gross, Douglas P

2018-06-01

Purpose To examine construct and concurrent validity of the Readiness for Return-To-Work (RRTW) Scale with injured workers participating in an outpatient occupational rehabilitation program. Methods Lost-time claimants (n = 389) with sub-acute or chronic musculoskeletal disorders completed the RRTW Scale on their first day of their occupational rehabilitation program. Statistical analysis included exploratory and confirmatory factor analyses of the readiness items, reliability analyses, and correlation with related scales and questionnaires. Results For claimants in the non-job attached/not working group (n = 165), three factors were found (1) Contemplation (2) Prepared for Action-Self-evaluative and (3) Prepared for Action-Behavioural. The precontemplation stage was not identified within this sample of injured workers. For claimants who were job attached/working group in some capacity (n = 224), two factors were identified (1) Uncertain Maintenance and (2) Proactive Maintenance. Expected relationships and statistically significant differences were found among the identified Return-To-Work (RTW) readiness factors and related constructs of pain, physical and mental health and RTW expectations. Conclusion Construct and concurrent validity of the RRTW Scale were supported in this study. The results of this study indicate the construct of readiness for RTW can vary by disability duration and occupational category. Physical health appears to be a significant barrier to RRTW for the job attached/working group while mental health significantly compromises RRTW with the non-job attached/not working group.
Learning Analytics: Readiness and Rewards

ERIC Educational Resources Information Center

Friesen, Norm

2013-01-01

This position paper introduces the relatively new field of learning analytics, first by considering the relevant meanings of both "learning" and "analytics," and then by looking at two main levels at which learning analytics can be or has been implemented in educational organizations. Although integrated turnkey systems or…
Interprofessional practice and learning in a youth mental health service: A case study using network analysis.

PubMed

Barnett, Tony; Hoang, Ha; Cross, Merylin; Bridgman, Heather

2015-01-01

Few studies have examined interprofessional practice (IPP) from a mental health service perspective. This study applied a mixed-method approach to examine the IPP and learning occurring in a youth mental health service in Tasmania, Australia. The aims of the study were to investigate the extent to which staff were networked, how collaboratively they practiced and supported student learning, and to elicit the organisation's strengths and opportunities regarding IPP and learning. Six data sets were collected: pre- and post-test readiness for interprofessional learning surveys, Social Network survey, organisational readiness for IPP and learning checklist, "talking wall" role clarification activity, and observations of participants working through a clinical case study. Participants (n = 19) were well-networked and demonstrated a patient-centred approach. Results confirmed participants' positive attitudes to IPP and learning and identified ways to strengthen the organisation's interprofessional capability. This mixed-method approach could assist others to investigate IPP and learning.
Practical experience from the Office of Adolescent Health's large scale implementation of an evidence-based Teen Pregnancy Prevention Program.

PubMed

Margolis, Amy Lynn; Roper, Allison Yvonne

2014-03-01

After 3 years of experience overseeing the implementation and evaluation of evidence-based teen pregnancy prevention programs in a diversity of populations and settings across the country, the Office of Adolescent Health (OAH) has learned numerous lessons through practical application and new experiences. These lessons and experiences are applicable to those working to implement evidence-based programs on a large scale. The lessons described in this paper focus on what it means for a program to be implementation ready, the role of the program developer in replicating evidence-based programs, the importance of a planning period to ensure quality implementation, the need to define and measure fidelity, and the conditions necessary to support rigorous grantee-level evaluation. Published by Elsevier Inc.
e-Health readiness assessment factors and measuring tools: A systematic review.

PubMed

Yusif, Salifu; Hafeez-Baig, Abdul; Soar, Jeffrey

2017-11-01

The evolving, adoption and high failure nature of health information technology (HIT)/IS/T systems requires effective readiness assessment to avert increasing failures while increasing system benefits. However, literature on HIT readiness assessment is myriad and fragmented. This review bares the contours of the available literature concluding in a set of manageable and usable recommendations for policymakers, researchers, individuals and organizations intending to assess readiness for any HIT implementation. Identify studies, analyze readiness factors and offer recommendations. Published articles 1995-2016 were searched using Medline/PubMed, Cinahl, Web of Science, PsychInfo, ProQuest. Studies were included if they were assessing IS/T/mHealth readiness in the context of HIT. Articles not written in English were excluded. Themes that emerged in the process of the data synthesis were thematically analysed and interpreted. Analyzed themes were found across 63 articles. In accordance with their prevalence of use, they included but not limited to "Technological readiness", 30 (46%); "Core/Need/Motivational readiness", 23 (37%); "Acceptance and use readiness", 19 (29%); "Organizational readiness", 20 (21%); "IT skills/Training/Learning readiness" (18%), "Engagement readiness", 16 (24%) and "Societal readiness" (14%). Despite their prevalence in use, "Technological readiness", "Motivational readiness" and "Engagement readiness" all had myriad and unreliable measuring tools. Core readiness had relatively reliable measuring tools, which repeatedly been used in various readiness assessment studies CONCLUSION: Thus, there is the need for reliable measuring tools for even the most commonly used readiness assessment factors/constructs: Core readiness, Engagement and buy-ins readiness, Technological readiness and IT Skills readiness as this could serve as an immediate step in conducting effective/reliable e-Health readiness assessment, which could lead to reduced HIT implementation failures. Copyright © 2017 Elsevier B.V. All rights reserved.
Professional Books.

ERIC Educational Resources Information Center

Gilstrap, Robert L.

1994-01-01

Reviews five books: "Garbage Pizza, Patchwork Quilts and Math Magic" (Ohanian), about elementary math instruction; "Ready for What?" (Graue), on school readiness; "The Braid of Literature: Children's Worlds of Reading" (Wolf and Heath); "The Best Years of Their Lives" (Zvirin), a book of resources for teenagers; and "Teaching and Learning in the…
Joint Theater Trauma System: Strategic Overview

DTIC Science & Technology

2011-01-01

Ready for CENTCOM SG) – Multiple amputation management • (Ready for SME vetting) JTTS Trauma Conference Lessons Learned • New therapies – Tranexamic ... acid (used by UK @ Bastion) • Consensus not enough good data to support ubiquitous use • Limited use in patients with hyperfibrinolysis? – Renal
GETTING READY: RESULTS OF A RANDOMIZED TRIAL OF A RELATIONSHIP-FOCUSED INTERVENTION ON THE PARENT-INFANT RELATIONSHIP IN RURAL EARLY HEAD START.

PubMed

Knoche, Lisa L; Sheridan, Susan M; Clarke, Brandy L; Edwards, Carolyn Pope; Marvin, Christine A; Cline, Keely D; Kupzyk, Kevin A

2012-09-01

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent-infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent-child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent-infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children's autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children's learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers.
GETTING READY: RESULTS OF A RANDOMIZED TRIAL OF A RELATIONSHIP-FOCUSED INTERVENTION ON THE PARENT–INFANT RELATIONSHIP IN RURAL EARLY HEAD START

PubMed Central

KNOCHE, LISA L.; SHERIDAN, SUSAN M.; CLARKE, BRANDY L.; EDWARDS, CAROLYN POPE; MARVIN, CHRISTINE A.; CLINE, KEELY D.; KUPZYK, KEVIN A.

2014-01-01

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children’s autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children’s learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers. PMID:24644374
Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

ERIC Educational Resources Information Center

Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

2014-01-01

The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…
Complete Learning Disabilities Handbook: Ready-To-Use Strategies & Activities for Teaching Students with Learning Disabilities. New Second Edition.

ERIC Educational Resources Information Center

Harwell, Joan M.

The 16 chapters of this comprehensive guide to teaching students with learning disabilities cover the following topics: (1) an overview of the field of learning disabilities (characteristics, causes, prevalence, prognosis, and resources); (2) research in the field of learning disabilities (how the brain works, how children learn); (3) relevant…

An Investigation of University Student Readiness Towards M-Learning Using Technology Acceptance Model

ERIC Educational Resources Information Center

Iqbal, Shakeel; Bhatti, Zeeshan Ahmed

2015-01-01

M-learning is learning delivered via mobile devices and mobile technology. The research indicates that this medium of learning has potential to enhance formal as well as informal learning. However, acceptance of m-learning greatly depends upon the personal attitude of students towards this medium; therefore this study focuses only on the…
Modeling Students' Readiness to Adopt Mobile Learning in Higher Education: An Empirical Study

ERIC Educational Resources Information Center

Al-Adwan, Ahmad Samed; Al-Madadha, Amr; Zvirzdinaite, Zahra

2018-01-01

Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while…
Ready-to-use foods for management of moderate acute malnutrition: Considerations for scaling up production and use in programs

USDA-ARS?s Scientific Manuscript database

Ready-to-use foods are one of the available strategies for the treatment of moderate acute malnutrition (MAM), but challenges remain in the use of these products in programs at scale. This paper focuses on two challenges: the need for cheaper formulations using locally available ingredients that are...
Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure.

PubMed

Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R

2014-03-24

The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment. The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity. 224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p < 0.001) and all items contributed to the overall validity of the DREEM. The overall DREEM score was 128.9/200, which is a positive result based on the developers' descriptors and comparable to other health science education programs. Four individual items of concern were identified by students. In this setting the DREEM was a reliable and valid tool to measure veterinary students' perceptions of their learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.
Predicting Early School Achievement with the EDI: A Longitudinal Population-Based Study

ERIC Educational Resources Information Center

Forget-Dubois, Nadine; Lemelin, Jean-Pascal; Boivin, Michel; Dionne, Ginette; Seguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

2007-01-01

School readiness tests are significant predictors of early school achievement. Measuring school readiness on a large scale would be necessary for the implementation of intervention programs at the community level. However, assessment of school readiness is costly and time consuming. This study assesses the predictive value of a school readiness…
Factors related to self-directed learning readiness of students in health professional programs: A scoping review.

PubMed

Slater, Craig E; Cusick, Anne

2017-05-01

Academic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students' readiness for self-directed learning. A five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted. The final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments. There is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines. Copyright © 2017 Elsevier Ltd. All rights reserved.
Students Training for Academic Readiness (STAR): Year Four Evaluation Report

ERIC Educational Resources Information Center

Rainey, Katharine; Maloney, Catherine; Sheehan, Daniel; Lopez, Omar

2011-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…
Students Training for Academic Readiness (STAR): Year Two Evaluation Report

ERIC Educational Resources Information Center

Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

2008-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…
Vocational Preparatory Instruction: Staff Self-Training Program. Workplace Readiness Module.

ERIC Educational Resources Information Center

Palladino, Dolores

Designed for learning managers in a vocational preparatory instruction (VPI) lab, this three-part Workplace Readiness module provides teaching strategies they can use with students to: identify vocational interest and aptitude in making career choices; demonstrate job acquisition and job retention skills; and apply Secretary's Commission on…
Conceptual Precalculus: Strengthening Students' Quantitative and Covariational Reasoning

ERIC Educational Resources Information Center

Madison, Bernard L.; Carlson, Marilyn; Oehrtman, Michael; Tallman, Michael

2015-01-01

Research over the past few decades points to ways precalculus and calculus courses can be strengthened to improve student learning in these courses. This research has informed the development of the Algebra and Precalculus Concept Readiness (APCR) and the Calculus Concept Readiness (CCR) assessments. In this article, the authors present three…
Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms

ERIC Educational Resources Information Center

Michaels, Sarah; Shouse, Andrew W.; Schweingruber, Heidi A.

2007-01-01

What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? "Ready, Set, Science!" guides the way with an…
Students Training for Academic Readiness (STAR): Year Four Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Texas Center for Educational Research, 2011

2011-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…
The Effect of Interactive CD-ROM/Digitized Audio Courseware on Reading among Low-Literate Adults.

ERIC Educational Resources Information Center

Gretes, John A.; Green, Michael

1994-01-01

Compares a multimedia adult literacy instructional course, Reading to Educate and Develop Yourself (READY), to traditional classroom instruction by studying effects of replacing conventional learning tools with computer-assisted instruction (CD-ROMs and audio software). Results reveal that READY surpassed traditional instruction for virtually…
Pupils' Readiness for Self-Regulated Learning in the Forethought Phase of Exploratory Production

ERIC Educational Resources Information Center

Metsärinne, Mika; Kallio, Manne; Virta, Kalle

2015-01-01

This article discusses pupils' readiness for self-regulation in Exploratory Production in Technology Education. In the forethought phase of Exploratory Production, pupils envision and regulate their technological production activities. Next, in the performance phase, the envisioned goals are tried and implemented through ideating, planning and…
Identifying Proactive Collaboration Strategies for Teacher Readiness for Marginalized Students

ERIC Educational Resources Information Center

Akin, Imani; Neumann, Crystal

2013-01-01

This research discusses the value of collaborating to develop strategies that enhance teacher readiness for the marginalized student and the use of qualitative data that can lead to student academic and social success. Education domains include the learning environment, technology, and building parent and community connections. This research…
Kindergarten Teachers' Perceptions of Kindergarten Readiness

ERIC Educational Resources Information Center

Cappelloni, Nancy L.

2010-01-01

Entering kindergarten ready to learn has become a growing concern in this country. The kindergarten year has important consequences for a child's acquisition of knowledge and skills that are powerful determinants for later school success. Kindergarten teachers report that more than half of children enter school with a number of problems and are…
Integrated Contextual Learning and Food Science Students' Perception of Work Readiness

ERIC Educational Resources Information Center

Coorey, Ranil; Firth, Ann

2013-01-01

The expectation that universities will produce graduates with high levels of work readiness is now a commonplace in government policies and statements from industry representatives. Meeting the demand requires that students gain industry related experience before graduation. Traditionally students have done so by undertaking extended work…
Get Set! E-Ready, ... E-Learn! The E-Readiness of Warehouse Workers

ERIC Educational Resources Information Center

Moolman, Hermanus B.; Blignaut, Seugnet

2008-01-01

Modern organizations use technology to expand across traditional business zones and boundaries to survive the global commercial village. While IT systems allow organizations to maintain a competitive edge, South African unskilled labour performing warehouse operations are frequently retrained to keep abreast with Information Technology.…
Professional Development. State Implementation of College- and Career-Readiness Standards

ERIC Educational Resources Information Center

Anderson, Kimberly; Mira, Mary Elizabeth

2015-01-01

The following profiles address how the state departments of education are helping educators prepare for and implement their states' new college- and career-readiness standards and aligned assessments, through professional learning. SREB researchers examined each state's major professional development efforts around its new standards in order to…
Consumers and Makers: Exploring Opposing Paradigms of Millennial College Readiness

ERIC Educational Resources Information Center

Jackson, Matthew

2017-01-01

The political and technological circumstances of the past two decades have culminated in opposing epistemic paradigms of college readiness, where millennial students' conceptual understanding of "learning" is both narrowed to meet the demands of school systems bound to accountability and amplified by a rapidly evolving digital world. The…

School Readiness and Rudolf Steiner's Theory of Learning.

ERIC Educational Resources Information Center

Ogletree, Earl J.; Ujlaki, Vilma

This paper presents Rudolf Steiner's maturational readiness theory of human physiopsychology and comments on education in the Waldorf Schools. Discussion asserts that Steiner's concept of human development is complex and that intensive study is required for even a superficial understanding of "the four members of man": the physical,…
Validating a Learning Progression in Mathematical Functions for College Readiness

ERIC Educational Resources Information Center

Wilmot, Diana Bernbaum; Schoenfeld, Alan; Wilson, Mark; Champney, Danielle; Zahner, William

2011-01-01

Current college admissions tests inadequately predict college success (Geiser & Studley, 2002) and provide insufficient information for students and teachers regarding college readiness at earlier stages of students' academic careers (Olson, 2006). This article reports on the creation and validation of a more informative test rooted in college…
R.U. Ready?: Peer Education and Bystander Intervention Sexual Assault Programming

ERIC Educational Resources Information Center

Schweer, Jen Luettel; Heather, Katie; Kay, Kathryn; Stewart, K. Leigh; Kovach, Laura

2012-01-01

R.U. Ready? at Georgetown University is an annual sexual assault awareness event that incorporates peer education and resources with opportunities for students, staff, and faculty to dialogue about providing bystander intervention throughout the campus community. Beyond dialogue, participants learn about student activism and the resources and…
Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

2008-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…
Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Maloney, Catherine; Caranikas-Walker, Fanny; Sheehan, Daniel

2007-01-01

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and…
Redefining College Readiness. Volume 5

ERIC Educational Resources Information Center

Conley, David T.

2011-01-01

The purpose of this paper is to provide an operational definition of college readiness that differs in scope from current representations of this concept. This paper suggests that, although much has been learned about this phenomenon, particularly during the past 20 years, few systematic attempts have been made to integrate the various aspects or…
A Comprehensive Approach of E-learning Design for Effective Learning Transfer

ERIC Educational Resources Information Center

Lim, Doo Hun

2012-01-01

Literature indicates that there is limited research on the national and organizational level decision processes to develop and deliver e-learning programs. In this paper, existing e-learning literature is analyzed in terms of national level factors (national culture, readiness for new technology, and infrastructure), organizational level factors…
Are You Ready for Mobile Learning?

ERIC Educational Resources Information Center

Corbeil, Joseph Rene; Valdes-Corbeil, Maria Elena

2007-01-01

Mobile learning is defined as the intersection of mobile computing (the application of small, portable, and wireless computing and communication devices) and e-learning (learning facilitated and supported through the use of information and communications technology). Consequently, it comes as no surprise that sooner or later people would begin to…
Mobile Learning: Readiness and Perceptions of Teachers of Open Universities of Commonwealth Asia

ERIC Educational Resources Information Center

Miglani, Anshu; Awadhiya, Ashish Kumar

2017-01-01

Integration of "Mobile Learning" (m-learning) in Open and Distance Learning (ODL) systems can play a crucial role in reducing the "Digital Divide" and strengthening "Democratization of Education" by providing quality educational opportunities and access to information quickly at affordable cost in Commonwealth Asian…
Analyzing Teacher Narratives in Early Childhood Garden-Based Education

ERIC Educational Resources Information Center

Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis

2018-01-01

Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants…
Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

ERIC Educational Resources Information Center

Elijido-Ten, Evangeline; Kloot, Louise

2015-01-01

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…
E-Learning--Engineering, On-Job Training and Interactive Teaching

ERIC Educational Resources Information Center

Silva, Anderson, Ed.; Pontes, Elvis, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

2012-01-01

Chapters in this book include: (1) Courseware Adaptation to Learning Styles and Knowledge Level (Boyan Bontchev and Dessislava Vassileva); (2) Assisted On-Job Training (Claudio Teixeira and Joaquim Sousa Pinto); (3) Self-Directed Learning Readiness Factors in Physicians for Implementing E-Learning in the Continuing Medical Education Programs…
A longitudinal study of health professional students' attitudes towards interprofessional education at an American university.

PubMed

Wong, Risa Liang; Fahs, Deborah Bain; Talwalkar, Jaideep S; Colson, Eve R; Desai, Mayur M; Kayingo, Gerald; Balanda, Matthew; Luczak, Anthony G; Rosenthal, Marjorie S

2016-01-01

Efforts to improve interprofessional education (IPE) are informed by attitudes of health professional students, yet there are limited US data on student characteristics and experiences associated with positive attitudes towards IPE. A cohort of US medical, nursing, and physician associate students was surveyed in their first and third years, using the Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale. Information was also collected on demographics and experiences during training. Health professional students differed in their attitudes towards IPE; characteristics associated with having more positive attitudes at both time points included being a nursing student, female, older, and having more previous healthcare experience. Students who participated in interprofessional extracurricular activities (particularly patient-based activities) during training reported more positive attitudes in the third year than those who did not participate in such activities. Based on these findings, schools may consider how student characteristics and participation in interprofessional extracurricular activities can affect attitudes regarding IPE. Building on the positive elements of this interprofessional extracurricular experience, schools may also want to consider service-learning models of IPE where students work together on shared goals.
Does medical training promote or deter self-directed learning? A longitudinal mixed-methods study.

PubMed

Premkumar, Kalyani; Pahwa, Punam; Banerjee, Ankona; Baptiste, Kellen; Bhatt, Hitesh; Lim, Hyun J

2013-11-01

The School of Medicine, University of Saskatchewan curriculum promotes self-direction as one of its learning philosophies. The authors sought to identify changes in self-directed learning (SDL) readiness during training. Guglielmino's SDL Readiness Scale (SDLRS) was administered to five student cohorts (N = 375) at admission and the end of every year of training, 2006 to 2010. Scores were analyzed using repeated-measurement analysis. A focus group and interviews captured students' and instructors' perceptions of self-direction. Overall, the mean SDLRS score was 230.6; men (n = 168) 229.5; women (n = 197) 232.3, higher than in the average adult population. However, the authors were able to follow only 275 students through later years of medical education. There were no significant effects of gender, years of premedical training, and Medical College Admission Test scores on SDLRS scores. Older students were more self-directed. There was a significant drop in scores at the end of year one for each of the cohorts (P < .001), and no significant change to these SDLRS scores as students progressed through medical school. Students and faculty defined SDL narrowly and had similar perceptions of curricular factors affecting SDL. The initial scores indicate high self-direction. The drop in scores one year after admission, and the lack of change with increased training, show that the current educational interventions may require reexamination and alteration to ones that promote SDL. Comparison with schools using a different curricular approach may bring to light the impact of curriculum on SDL.
The antecedents of e-learning outcome: an examination of system quality, technology readiness, and learning behavior.

PubMed

Ho, Li-An

2009-01-01

The rapid advancement of Internet and computer technology has not only influenced the way we live, but also the way we learn. Due to the implementation of e-learning in urban junior high schools in Taiwan, it has become essential to find out how external and internal factors affect junior high school students' online learning behavior, which consequently affects their learning outcome. The present study aims to propose a conceptual structural equation model to investigate the relationships among e-Learning system quality (eLSQ), technology readiness (TR), learning behavior (LB), and learning outcome (LO), and to demonstrate the direct and indirect effect of eLSQ and TR on LO from the perspectives of LB. Data collected from 10 urban junior high schools in Taiwan (N = 376) were analyzed using structural equation modeling. Results reveal that both eLSQ and TR have a direct and significant impact on LB. However, eLSQ and TR influence LO indirectly through LB. In addition, LB has a direct and positive significant influence on LO. Managerial implications are proposed and research limitations are discussed.
Interprofessional Education on Adverse Childhood Experiences for Associate Degree Nursing Students.

PubMed

Olsen, Jeanette M; Warring, Sarah L

2018-02-01

The health impact of adverse childhood experiences (ACEs) is significant. Nurses need knowledge and must work in multidisciplinary teams to address this problem. This study examined the effects of an interprofessional education (IPE) activity with nonhealth care students on associate degree nursing (ADN) students' ACEs knowledge and perspectives on IPE. The mixed-methods approach used a quasi-experimental pretest-posttest design with an intervention and control group and thematic analysis of focus group data. Readiness for Interprofessional Learning scale mean scores indicated positive baseline IPE perspectives. Scores changed minimally for most measures in both the intervention and control groups on posttest. However, four major relevant themes related to ACEs knowledge and two related to interprofessional learning were identified. IPE with nonhealth care students is an effective way to teach ADN students about ACEs and infuse interprofessional learning in a nonuniversity setting. However, outcomes are best captured with qualitative data. [J Nurs Educ. 2018;57(2):101-105.]. Copyright 2018, SLACK Incorporated.
Effects of student choice on engagement and understanding in a junior high science class

NASA Astrophysics Data System (ADS)

Foreback, Laura Elizabeth

The purpose of this study was to determine the effects of increasing individual student choice in assignments on student engagement and understanding of content. It was predicted that if students are empowered to choose learning activities based on individual readiness, learning style, and interests, they would be more engaged in the curriculum and consequently would develop deeper understanding of the material. During the 2009--2010 school year, I implemented differentiated instructional strategies that allowed for an increased degree of student choice in five sections of eighth grade science at DeWitt Junior High School. These strategies, including tiered lessons and student-led, project-based learning, were incorporated into the "Earth History and Geologic Time Scale" unit of instruction. The results of this study show that while offering students choices can be used as an effective motivational strategy, their academic performance was not increased compared to their performance during an instructional unit that did not offer choice.
Treatment of Nonresponse Items on Scale Validation: What "Don't Know" Responses Indicate about College Readiness

ERIC Educational Resources Information Center

Lombardi, Allison; Seburn, Mary; Conley, David

2011-01-01

In this study, Don't Know/Not Applicable (DK/NA) responses on a measure of academic behaviors associated with college readiness for high school students were treated with: (a) casewise deletion, (b) scale inclusion at the lowest level, and (c) imputation using E/M algorithm. Significant differences in mean responses according to treatment…
Personalizing Learning

ERIC Educational Resources Information Center

McNair, Ellen L.

2017-01-01

The creation and identification of high-yield practices for empowering students to think, wonder, and own their learning is a high priority for school librarians who value instructional leadership. Future-ready librarians are working to create flexible learning environments in which their students design solutions, consider possibilities, and…
Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

DTIC Science & Technology

2014-02-01

10 Cognitive Learning Strategies, Metacognitive Strategies, Scaffolding, and Cognitive Tutoring...culture, technology , and instructional practices. 11 7. Motivational and emotional influences on learning - What and how much is learned is...of learning and intangible skills. These resulting set of theories includes: 12 • Cognitive learning strategies, metacognitive strategies

SAT® Subject Area Readiness Indicators: Reading, Writing, and STEM

ERIC Educational Resources Information Center

Wyatt, Jeffrey N.; Remigio, Mylene; Camara, Wayne J.

2012-01-01

In 2011, the College Board developed the SAT College and Career Readiness Benchmark to assist educators and policymakers in their efforts to better evaluate the college readiness of their students. This benchmark was designed to identify the point on the SAT score scale that is indicative of students' having a high likelihood of success in…
PBS KIDS Transmedia Suites Gaming Study: A Report to the CPB-PBS "Ready to Learn Initiative"

ERIC Educational Resources Information Center

Pasnik, Shelley; Llorente, Carlin

2012-01-01

Educators are well aware that in order to positively impact children's learning, media and technology must be integrated into the teaching and learning activities of instructional environments. In order to be a powerful catalyst for learning, media and technology resources must complement the learning goals, the instructional practices, and the…
Readiness for Work, Readiness for Life.

ERIC Educational Resources Information Center

Bennett, William J.

1985-01-01

The author addresses the need for a balanced education. In addition to training students in specific fields, we must concern ourselves with inculcating virtue as well. As the liberal arts play an important part in the formation of character, students can learn from them to commit themselves to a certain task and ultimately to their professions.…
Ready, Steady, Go! Strategies to Improve Texans' Financial Readiness to Pay for College

ERIC Educational Resources Information Center

Helmcamp, Leslie

2011-01-01

Texas faces numerous challenges, but also abundant opportunities to build the middle class and increase prosperity. Unfortunately, too many Texans are sidelined, lacking access to opportunities to learn, earn, and save to secure a prosperous future for themselves and their families. A college education provides opportunities for Texans to obtain…
76 FR 53563 - Applications for New Awards; Race to the Top-Early Learning Challenge

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-26

... of early education interventions on cognitive and social development. Teachers College Record, 112(3... support they need to enter kindergarten ready to succeed. Just as career and college readiness were at the... and family supports are thus critical, and health and family engagement are key elements in high...
Professional Learning Policy Review: A Workbook for States and Districts

ERIC Educational Resources Information Center

Killion, Joellen

2013-01-01

Educators face significant changes today that affect their daily work lives. Chief among those changes is the national expectation that every student will graduate from high school, college and career ready. Common core state standards adopted in 46 states, as well as college- and career-ready standards established in other states, define what…
From Research to Practice: Strategies for Supporting School Readiness in Programs Serving Infants and Toddlers

ERIC Educational Resources Information Center

Powers, Stefanie

2012-01-01

Fostering healthy social and emotional development provides the foundation for school readiness in programs serving infants, toddlers, and their families. In this article, the author explores four key concepts that make the link between social and emotional development and early learning: 1) Cognitive and social-emotional development are…
Lifelong Learning Skills for College and Career Readiness: An Annotated Bibliography

ERIC Educational Resources Information Center

McGarrah, Michael W.

2014-01-01

The sources contained within this annotated bibliography can help inform state efforts to define the competencies that students need to be able to demonstrate, determine how schools and districts can ensure that students master these competencies, and measure school and student progress toward college and career readiness and success goals. This…
Developing food supplements for moderately malnourished children: Lessons learned from ready-to-use therapeutic foods

USDA-ARS?s Scientific Manuscript database

Ready-to-use therapeutic foods (RUTFs) are solid foods that were developed by changing the formulation of the existing liquid diet, F-100, recommended by the World Health Organization (WHO) for the rapid catch-up phase of the treatment of children suffering from severe acute malnutrition (SAM). The ...
Writing Readiness: Perspectives on Learning to Write.

ERIC Educational Resources Information Center

Stallard, Charles K.

Writing readiness is defined in this paper as the skills and understandings necessary for minimum success in completing a writing task. The skills discussed are divided into three areas of need: to give students a clear, operational concept of the function and structure of composition that includes the concepts of paragraphs, sentences,…
Child Physical Punishment, Parenting, and School Readiness

ERIC Educational Resources Information Center

Weegar, Kelly; Guérin-Marion, Camille; Fréchette, Sabrina; Romano, Elisa

2018-01-01

This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada-wide representative data, 5,513 children were followed over a 2-year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary…
Efficacy of the Getting Ready Intervention and the Role of Parental Depression

ERIC Educational Resources Information Center

Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Kupzyk, Kevin A.; Clarke, Brandy L.; Moorman Kim, Elizabeth

2014-01-01

Research Findings: This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready intervention) on directly observed learning-related social behaviors of children from low-income families in the context of parent-child interactions. The study explored the moderating effect of parental depression on…
The Association between Judy Center Services and Kindergarten Readiness

ERIC Educational Resources Information Center

Maryland State Department of Education, 2015

2015-01-01

Judith P. Hoyer Family Learning Centers, also known as Judy Centers, serve all children birth through kindergarten who live in designated Title I school zones. There are twenty-seven Judy Centers and three satellites throughout Maryland serving forty-four elementary school zones. The Kindergarten Readiness Assessment (KRA) is conducted in the…
A Snapshot of Online Learners: E-Readiness, E-Satisfaction and Expectations

ERIC Educational Resources Information Center

Ilgaz, Hale; Gülbahar, Yasemin

2015-01-01

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations…
Distance Education Readiness Assessments: An Overview and Application

ERIC Educational Resources Information Center

Gascoigne, Carolyn; Parnell, Juliette

2014-01-01

With the rise in online and hybrid courses at the post-secondary level, many institutions are offering various online learning readiness assessments to students who are considering these instructional formats. Following a discussion of the characteristics often attributed to successful online learners, as well as a review of a sample of the…
Assessing E-Readiness of the Copperbelt University, Zambia: Case Study

ERIC Educational Resources Information Center

Chipembele, Matuka; Bwalya, Kelvin Joseph

2016-01-01

Purpose: The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT [information and communications technology] in advancing its core mandate of teaching, learning and…
Cornerstones: Literacy Units Ready for Teachers, Students

ERIC Educational Resources Information Center

Blasko, Jennifer; Donahue, Sheila

2008-01-01

Every day, teachers face the time-consuming task of adapting materials from curricula that do not meet their students' needs or match their learning styles. This article discusses ready-made literacy units specifically designed for teachers of deaf and hard of hearing students. The units were part of the Cornerstones Project, an activity of the…
Learnings and Recommendations to Advance 4-H Science Readiness

ERIC Educational Resources Information Center

Schmitt-McQuitty, Lynn; Carlos, Ramona; Smith, Martin H.

2014-01-01

The case study investigation reported here assessed California 4-H professionals' understanding of the essential components of effective 4-H Science programming as established by the National 4-H Science Mission Mandate. Using the 4-H Science Checklist as the basis for defining 4-H Science Readiness, academic and program staff were surveyed and…
Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork.

PubMed

Hood, Kerry; Cant, Robyn; Baulch, Julie; Gilbee, Alana; Leech, Michelle; Anderson, Amanda; Davies, Kate

2014-03-01

How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/Collaboration, and were more positive about Professional Identity than medical students (p < .001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p < .001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p < .05). Overall, students' attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students' attitudes throughout the university degree. Copyright © 2013 Elsevier Ltd. All rights reserved.
Exploring the Combined Relationships of Student and Teacher Factors on Learning Approaches and Self-Directed Learning Readiness at a Malaysian University

ERIC Educational Resources Information Center

Kek, Megan; Huijser, Henk

2011-01-01

This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches…

Unpacking the Learning-Work Nexus: "Priming" as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula

ERIC Educational Resources Information Center

Smith, Calvin; Worsfold, Kate

2015-01-01

This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills--professional work-readiness, self-efficacy and team skills. Regression analyses emphasise the importance of the "authenticity" of WIL placements for the development of these generic outcomes. Other curricula factors…
Professional Learning Drives Common Core and Educator Evaluation, Knowledge Brief

ERIC Educational Resources Information Center

Killion, Joellen; Hirsh, Stephanie

2014-01-01

The ultimate key to successful integration and implementation of college- and career-ready standards and educator evaluation systems is the quality of the professional learning that educators engage in every day. Effective professional learning at the school level occurs among a team of teachers learning in a cycle of continuous improvement.…
Loading the E-Learning Shopping Cart: First Examine the Product and Service for Student Results.

ERIC Educational Resources Information Center

Killion, Joellen

2002-01-01

Teachers and administrators have opportunities, via e- learning, to participate in multiple professional and personal learning experience. This paper examines what to consider before investing in e-learning products or related services (e.g., research results, content quality, content flexibility, flexible time, learner readiness, follow-up…
Learning while Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to Learn

ERIC Educational Resources Information Center

Goldstein, Michael H.; Schwade, Jennifer; Briesch, Jacquelyn; Syal, Supriya

2010-01-01

Two studies illustrate the functional significance of a new category of prelinguistic vocalizing--object-directed vocalizations (ODVs)--and show that these sounds are connected to learning about words and objects. Experiment 1 tested 12-month-old infants' perceptual learning of objects that elicited ODVs. Fourteen infants' vocalizations were…
Promoting Readiness to Practice: Which Learning Activities Promote Competence and Professional Identity for Student Social Workers during Practice Learning?

ERIC Educational Resources Information Center

Roulston, Audrey; Cleak, Helen; Vreugdenhil, Anthea

2018-01-01

Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high-quality placements, but organizational cutbacks may affect supervision and restrict the development of competence and professional…
The Impact of Differentiation on Instructional Practices in the Elementary Classroom

ERIC Educational Resources Information Center

Thompson, Virginia

2009-01-01

Differentiation is an instructional approach that considers a student's learning readiness, learning style, and learning interest to meet academic needs. This curriculum innovation is grounded in the multiple intelligence theory of learning. It is also one method of meeting the expectations of the No Child Left Behind initiative. While the current…
The impact of substance abusers' readiness to change on psychological and behavioral functioning.

PubMed

Hile, M G; Adkins, R E

1998-01-01

Heather and Rollnick's (1993) Readiness to Change Questionnaire directly measures the first three stages of behavior change: precontemplative, contemplative, and action. As part of the St. Louis Target Cities project, an automated assessment procedure was developed to assess individuals seeking substance-abuse services on a variety of dimensions, including readiness to change. This paper describes relationships among the Readiness to Change scales, client self-reports, staff evaluations of psychological symptoms, and other intake assessment measures used in the St. Louis project.
Potty Training: Learning to Use the Toilet

MedlinePlus

... All Early Learning Child Care Early Literacy Early Math and Science Language and Communication Play School Readiness ... right now. She will return to her previous level of potty training once things have gotten back ...
Evaluation of a Modified Debate Exercise Adapted to the Pedagogy of Team-Based Learning

PubMed Central

Yang, Haoshu; Gupta, Vasudha

2018-01-01

Objective. To assess the impact of a debate exercise on self-reported evidence of student learning in literature evaluation, evidence-based decision making, and oral presentation. Methods. Third-year pharmacy students in a required infectious disease therapeutics course participated in a modified debate exercise that included a reading assignment and readiness assessment tests consistent with team-based learning (TBL) pedagogy. Peer and faculty assessment of student learning was accomplished with a standardized rubric. A pre- and post-debate survey was used to assess self-reported perceptions of abilities to perform skills outlined by the learning objectives. Results. The average individual readiness assessment score was 93.5% and all teams scored 100% on their team readiness assessments. Overall student performance on the debates was also high with an average score of 88.2% prior to extra credit points. Of the 95 students, 88 completed both pre- and post-surveys (93% participation rate). All learning objectives were associated with a statistically significant difference between pre- and post-debate surveys with the majority of students reporting an improvement in self-perceived abilities. Approximately two-thirds of students enjoyed the debates exercise and believed it improved their ability to make and defend clinical decisions. Conclusion. A debate format adapted to the pedagogy of TBL was well-received by students, documented high achievement in assessment of skills, and improved students’ self-reported perceptions of abilities to evaluate the literature, develop evidence-based clinical decisions, and deliver an effective oral presentation.
Preparedness and Emergency Response Learning Centers: supporting the workforce for national health security.

PubMed

Richmond, Alyson L; Sobelson, Robyn K; Cioffi, Joan P

2014-01-01

The importance of a competent and prepared national public health workforce, ready to respond to threats to the public's health, has been acknowledged in numerous publications since the 1980s. The Preparedness and Emergency Response Learning Centers (PERLCs) were funded by the Centers for Disease Control and Prevention in 2010 to continue to build upon a decade of focused activities in public health workforce preparedness development initiated under the Centers for Public Health Preparedness program (http://www.cdc.gov/phpr/cphp/). All 14 PERLCs were located within Council on Education for Public Health (CEPH) accredited schools of public health. These centers aimed to improve workforce readiness and competence through the development, delivery, and evaluation of targeted learning programs designed to meet specific requirements of state, local, and tribal partners. The PERLCs supported organizational and community readiness locally, regionally, or nationally through the provision of technical consultation and dissemination of specific, practical tools aligned with national preparedness competency frameworks and public health preparedness capabilities. Public health agencies strive to address growing public needs and a continuous stream of current and emerging public health threats. The PERLC network represented a flexible, scalable, and experienced national learning system linking academia with practice. This system improved national health security by enhancing individual, organizational, and community performance through the application of public health science and learning technologies to frontline practice.
The Predictive Nature of the Phelps Kindergarten Readiness Scale Perceptual Score and Reading Achievement: A Mixed-Methods Study

ERIC Educational Resources Information Center

Bond, Sarah

2017-01-01

The purpose of this mixed-methods study was to identify and describe what correlations, if any, exist between the composite Phelps Kindergarten Readiness Scale (PKRS) score, the visual-perceptual subtest of the PKRS, and reading achievement by the end of grade one. The quantitative data used in this study were the PKRS scores from 421 students…
The assessment of the readiness of five countries to implement child maltreatment prevention programs on a large scale.

PubMed

Mikton, Christopher; Power, Mick; Raleva, Marija; Makoae, Mokhantso; Al Eissa, Majid; Cheah, Irene; Cardia, Nancy; Choo, Claire; Almuneef, Maha

2013-12-01

This study aimed to systematically assess the readiness of five countries - Brazil, the Former Yugoslav Republic of Macedonia, Malaysia, Saudi Arabia, and South Africa - to implement evidence-based child maltreatment prevention programs on a large scale. To this end, it applied a recently developed method called Readiness Assessment for the Prevention of Child Maltreatment based on two parallel 100-item instruments. The first measures the knowledge, attitudes, and beliefs concerning child maltreatment prevention of key informants; the second, completed by child maltreatment prevention experts using all available data in the country, produces a more objective assessment readiness. The instruments cover all of the main aspects of readiness including, for instance, availability of scientific data on the problem, legislation and policies, will to address the problem, and material resources. Key informant scores ranged from 31.2 (Brazil) to 45.8/100 (the Former Yugoslav Republic of Macedonia) and expert scores, from 35.2 (Brazil) to 56/100 (Malaysia). Major gaps identified in almost all countries included a lack of professionals with the skills, knowledge, and expertise to implement evidence-based child maltreatment programs and of institutions to train them; inadequate funding, infrastructure, and equipment; extreme rarity of outcome evaluations of prevention programs; and lack of national prevalence surveys of child maltreatment. In sum, the five countries are in a low to moderate state of readiness to implement evidence-based child maltreatment prevention programs on a large scale. Such an assessment of readiness - the first of its kind - allows gaps to be identified and then addressed to increase the likelihood of program success. Copyright © 2013 Elsevier Ltd. All rights reserved.
Investigating the Link between Self Directed Learning Readiness and Project-Based Learning Outcomes: The Case of International Masters Students in an Engineering Management Course

ERIC Educational Resources Information Center

Stewart, Rodney A.

2007-01-01

Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning…
Linking Developmental Working Memory and Early Academic Skills

ERIC Educational Resources Information Center

Decker, Janice E.

2011-01-01

Brain-based initiatives and school readiness mandates in education have prompted researchers to examine the biological mechanisms associated with learning in the hope that understanding empirical evidence can maximize learning potential. Current research has examined working memory skills in relationship to early learning. The function of working…
Learning Activities Utilized and Readiness for the Student Teaching Internship

ERIC Educational Resources Information Center

Stripling, Christopher T.; Thoron, Andrew C.; Estepp, Christopher M.

2014-01-01

Agricultural education has traditionally provided rich learning experiences for secondary school students; however, less attention has been paid to the learning experiences preservice agricultural education teachers utilize and provide secondary school students during the student teaching internship. This study sought to describe the learning…
Improving College and Career Readiness through Challenge-Based Learning

ERIC Educational Resources Information Center

Shuptrine, Carl

2013-01-01

High school students in an Advanced Video class addressed the challenge of increasing community awareness. Students followed a challenge-based learning model developing guiding questions and activities to determine solutions for implementation. Literature supported the use of project-based learning that fostered partnerships outside of the…
Establishing Time for Professional Learning

ERIC Educational Resources Information Center

Journal of Staff Development, 2013

2013-01-01

Time for collaborative learning is an essential resource for educators working to implement college- and career-ready standards. The pages in this article include tools from the workbook "Establishing Time for Professional Learning." The tools support a complete process to help educators effectively find and use time. The following…
The Pediatrician's Role in Optimizing School Readiness.

PubMed

2016-09-01

School readiness includes not only the early academic skills of children but also their physical health, language skills, social and emotional development, motivation to learn, creativity, and general knowledge. Families and communities play a critical role in ensuring children's growth in all of these areas and thus their readiness for school. Schools must be prepared to teach all children when they reach the age of school entry, regardless of their degree of readiness. Research on early brain development emphasizes the effects of early experiences, relationships, and emotions on creating and reinforcing the neural connections that are the basis for learning. Pediatricians, by the nature of their relationships with families and children, may significantly influence school readiness. Pediatricians have a primary role in ensuring children's physical health through the provision of preventive care, treatment of illness, screening for sensory deficits, and monitoring nutrition and growth. They can promote and monitor the social-emotional development of children by providing anticipatory guidance on development and behavior, by encouraging positive parenting practices, by modeling reciprocal and respectful communication with adults and children, by identifying and addressing psychosocial risk factors, and by providing community-based resources and referrals when warranted. Cognitive and language skills are fostered through timely identification of developmental problems and appropriate referrals for services, including early intervention and special education services; guidance regarding safe and stimulating early education and child care programs; and promotion of early literacy by encouraging language-rich activities such as reading together, telling stories, and playing games. Pediatricians are also well positioned to advocate not only for children's access to health care but also for high-quality early childhood education and evidence-based family supports such as home visits, which help provide a foundation for optimal learning. Copyright © 2016 by the American Academy of Pediatrics.
Incorporating a Weight Management Skills Workshop in Pharmacy Curricula in Australia.

PubMed

Um, Irene S; Krass, Ines; Armour, Carol; Gill, Timothy; Chaar, Betty B

2016-05-25

Objective. To develop, implement, and evaluate a competency-based weight management skills workshop for undergraduate pharmacy students in an Australian university. Design. A 3-hour workshop titled "Weight Management in Pharmacy" was implemented with a cohort of fourth-year undergraduate pharmacy students (n=180). Learning activities used included case-based learning, hands-on experience, role-play, and group discussion. Assessment. A 22-item attitudinal survey instrument and the validated Obesity Risk Knowledge (ORK-10) scale were administered at baseline and postworkshop to evaluate the impact of this educational workshop. There was significant improvement in the students' ORK scores and students' perceived level of self-confidence in performing weight management skills. Conclusion. An educational workshop designed to enhance professional competencies in weight management ensured graduates were "service-ready" and had the appropriate knowledge, skills, and attributes to deliver patient-centered pharmacy-based weight management services.
Building Bridges: A Comprehensive System for Healthy Development and School Readiness

ERIC Educational Resources Information Center

Halfon, Neal; Uyeda, Kimberly; Inkelas, Moira; Rice, Thomas

2004-01-01

This policy brief describes the State Early Childhood Comprehensive Systems (SECCS) Initiative, a policy designed to improve early childhood programs to ensure that all children arrive at school healthy and ready to learn. The SECCS is intended to help states build a bridge from birth to school and addresses how states will support children and…

The School Entry Gap: Socioeconomic, Family, and Health Factors Associated with Children's School Readiness to Learn

ERIC Educational Resources Information Center

Janus, Magdalena; Duku, Eric

2007-01-01

Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness…
What Can States Learn about College and Career Readiness Accountability Measures from Alternative Education? Ask the CCRS Center

ERIC Educational Resources Information Center

Deeds, Carinne; Malter, Zachary

2016-01-01

This "Ask the CCRS Center Brief" provides an overview of the accountability measures used by states and districts to assess the college and career readiness of students who are educated in alternative programs and schools (defined hereafter as "alternative settings"). Alternative settings are designed to serve at-risk students…
Professionals Ready for Educational Partnerships (PREP): The Development, Implementation, and Evaluation of a Multimedia Distance Education Course on Collaboration.

ERIC Educational Resources Information Center

Welch, Marshall

Professionals Ready for Educational Partnerships (PREP) is a multimedia telecourse developed at the University of Utah to help preservice teachers, graduate students in education, and practicing teachers to understand collaboration. Using an ecological perspective, participants learn how to forge partnerships in the school, home, and community.…
Examination of University Students' Level of Satisfaction and Readiness for E-Courses and the Relationship between Them

ERIC Educational Resources Information Center

Topal, Arzu Deveci

2016-01-01

The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the…
Primary Mental Abilities and Metropolitan Readiness Tests as Predictors of Achievement in the First Primary Year.

ERIC Educational Resources Information Center

University City School District, MO.

The prediction of achievement provides teachers with necessary information to help children attain optimal achievement. If some skill prerequistites to learning which are not fully developed can be identified and strengthened, higher levels of achievement may result. The Metropolitan Readiness Tests (MRT) are routinely given to all University City…
Reading Tips for Parents = Consejos practicos de lectura para los padres.

ERIC Educational Resources Information Center

Partnership for Family Involvement in Education (ED), Washington, DC.

Noting that all parents want the best school experience for their children, this booklet, presented in both English and Spanish, offers parents specific strategies to provide their children a good foundation for beginning reading. The guide first answers the question, "How Can I Help My Child Be Ready To Read and Ready To Learn?" with emergent…
Reading Tips for Parents = Consejos practicos de lectura para los padres.

ERIC Educational Resources Information Center

Partnership for Family Involvement in Education (ED), Washington, DC.

All parents want the best school experience for their children. This booklet, presented in both English and Spanish, offers parents specific strategies to provide their children a good foundation for beginning reading. The guide first answers the question, "How Can I Help My Child Be Ready To Read and Ready To Learn?" with emergent literacy…
Reading Tips for Parents = Consejos practicos de lectura para los padre.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

This booklet for parents, in both English and Spanish, offers suggestions for helping their young children develop and improve their reading skills. The booklet first presents tips for helping infants or preschoolers be ready to read and ready to learn. Suggestions include talking to the infant or toddler, reading aloud starting at 6 months,…
Healthy & Ready to Learn: Examining the Efficacy of an Early Approach to Obesity Prevention and School Readiness

ERIC Educational Resources Information Center

Winter, Suzanne M.; Sass, Daniel A.

2011-01-01

The collision of the childhood obesity epidemic with pressure to achieve high academic standards is of serious concern in the United States. Growing numbers of low-income, minority children face double jeopardy as alarming obesity rates further widen existing achievement gaps. Health and education disparities persist when children enter…
Preschool and School Readiness: Experiences of Children with Non-English Speaking Parents

ERIC Educational Resources Information Center

Cannon, Jill S.; Jacknowitz, Alison; Karoly, Lynn A.

2012-01-01

Many children begin school unprepared to meet its academic requirements. If this school readiness gap is not addressed, it can be a precursor to continuing low achievement. One promising approach to this problem is to provide high-quality early learning opportunities to low-income children. Many publicly funded early care and education programs in…
Game-Like Tablet Assessment of Approaches to Learning: Assessing Mastery Motivation and Executive Functions

ERIC Educational Resources Information Center

Józsa, Krisztián; Barrett, Karen Caplovitz; Morgan, George A.

2017-01-01

Introduction: School readiness predicts both school and life success, so measuring it effectively is extremely important. Current school readiness tests focus on pre-academic skills; however, mastery motivation (MM: persistent, focus on trying to do a task) and executive functions (EF: planful self-control) are also crucial. Method: The purpose of…
Ready to Succeed: Changing Systems to Give California's Foster Children the Opportunities They Deserve to be Ready for and Succeed in School. Recommendations to Improve School Readiness, School Success, and Data Sharing from The California Education Collaborative for Children in Foster Care. Summary Report

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning, 2008

2008-01-01

In 2005, the Stuart Foundation funded two of its grantees--the Center for the Future of Teaching and Learning and Mental Health Advocacy Services, Inc.--to both model and achieve greater collaboration between the public education and child welfare sectors. The two organizations share a philosophical commitment to narrowing the profound gaps…
A Higher Education Case: Millennial Experience toward Learning in a Virtual World Designed as an Authentic Learning Environment

ERIC Educational Resources Information Center

Franetovic, Marija

2012-01-01

Current educational initiatives encourage the use of authentic learning environments to realistically prepare students for jobs in a constantly changing world. Many students of the Millennial generation may be social media savvy. However, what can be said about learning conditions and student readiness for active, reflective and collaborative…
Preschool Peer Interactions and Readiness To Learn: Relationships between Classroom Peer Play and Learning Behaviors and Conduct.

ERIC Educational Resources Information Center

Coolahan, Kathleen; Fantuzzo, John; Mendez, Julia; McDermott, Paul

2000-01-01

Examines whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of…
Investments in Professional Learning Must Change: The Goals Are Ambitious, the Stakes Are High--And Resources Are the Key

ERIC Educational Resources Information Center

Killion, Joellen; Hirsh, Stephanie

2013-01-01

Adapted from the brief "Meet the Promise of Content Standards: Investing in Professional Learning," this article draws on the work of Learning Forward's initiative, Transforming Professional Learning to Prepare College- and Career-Ready Students: Implementing the Common Core. This multidimensional initiative is focused on developing…
The Importance of Time Management Skills for the Child or Adolescent with Learning Disabilities.

ERIC Educational Resources Information Center

Pisarchick, Sally E.

This document discusses the importance of time management for learning-disabled students and techniques to enhance the teaching of time management skills. Teaching effective time management calls for consideration of the student's readiness to learn new material, effective transitions between activities, clear prioritization of educational…
Critical Learning Periods and Programs of Early Intervention.

ERIC Educational Resources Information Center

Magill, Richard A.

In an effort to clarify understanding of the concept of critical learning periods, this paper discusses problems that people concerned with the motor development of children have had determining relationships between critical periods and learning, and a "readiness model" is offered as a solution that could enhance understanding of critical…
Expanding CTE Opportunities through Blended Learning

ERIC Educational Resources Information Center

McKinstry, Elizabeth

2012-01-01

The global economy, 21st century skills, knowledge society, college and career readiness, digital and project-based learning are all common terms to educators who are expanding their learning environments beyond the classroom to meet the needs of all students. It is common knowledge that the rapid technological advances of this century have…
Differentiating Instruction in Physical Education: Personalization of Learning

ERIC Educational Resources Information Center

Colquitt, Gavin; Pritchard, Tony; Johnson, Christine; McCollum, Starla

2017-01-01

Differentiated instruction (DI) is a complex conceptual model and philosophy that is implemented in many traditional classroom settings. The primary focus of DI is to personalize the learning process by taking into account individual differences among students' varied levels of readiness, interest and learning profile. Varied assessments are used…
Making Learning Happen: Strategies for an Interactive Classroom.

ERIC Educational Resources Information Center

Golub, Jeffrey N.

This is a book about "conscious learning," the kind of learning that enables students to assess the current level and quality of their language performance and then work to improve that performance deliberately, enthusiastically, and with commitment. The book takes complex, sophisticated understandings and reworks them into ready-to-use…

School Libraries and Student Learning: A Guide for School Leaders

ERIC Educational Resources Information Center

Morris, Rebecca J.

2015-01-01

Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…
Readiness for change and job satisfaction in a case of lean management application - a comparative study.

PubMed

Lipińska-Grobelny, Agnieszka; Papieska, Ewelina

2012-09-01

This current study investigates the effect of lean management system on work attitudes of workers of two manufacturing companies. "Lean management" is a concept of work processes and human relations that determines company's productivity and profitability. Workers of two enterprises, the first one with lean production and the second one with old mass production, were compared for their readiness for change and job satisfaction (both emotional and cognitive aspect). The sample of 102 employees completed a battery of instruments such as: the Job Description Inventory by Neuberger and Allerbeck, the Job Affect Scale by Burke et al. and the Change-Readiness Scale by Kriegel and Brandt. Individuals from the lean manufacturing company were characterized by higher level of readiness for change, positive affect at work, and cognitive job satisfaction. In this approach the introduction of lean production positively affected company's human resource attitudes.
A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness

NASA Astrophysics Data System (ADS)

Suyanto, Slamet

2017-08-01

Indonesian government assigned a new curriculum in 2013, namely Curriculum of 2013 (C13). Recently, the implementation of the C13 has come up with a big controversy because it was setting back to the previous curriculum of KTSP (Scholl-based Curriculum) for majority of schools. Were the schools not ready to implement the curriculum of 2013? This research was a survey research to give evidence on the school readiness in implementing the new curriculum and to find the problems of the curriculum implementation. The samples of the research were 33 junior high schools from seven regencies in Indonesia. The respondents were 33 school principals and vice principals for curriculum affair, 200 teachers, and 200 students. The data were collected by using questionnaires, interview, and obsevation checklists. The data were taken during monitoring and evaluation programs facilitated by the Indonesian Directorate of Junior High School Development Management. The results indicates that (1) the readiness of the schools was 9 schools (27.27%) were ready, 17 schools (51.52%) were less ready, and 7 schools (21.21%) were not ready to implement the new curriculum; (2) the readiness of the schools was affected by the poor of the books' availability, only 23% of schools had complete student books, the number trained teachers, only 33% of teacher got training, the ICT access, only 17% of school have a good ICT access for all students, and teachers' understanding on the learning and assessment process, only 37% of teacher had good understanding on the new curriculum. The teacher had difficulties on (1) developing a lesson plan (16%), (2) using scientific approach (31,5%), (3) implementing authentic assessment (43,5%). Students mostly (78,5%) said that learning with the new curriculum is more difficult than it was before. Therefore, specific training on the new curriculum implementation is still needed.
Teachers Acceptance of Mobile Learning for Teaching and Learning in Islamic Education: A Preliminary Study

ERIC Educational Resources Information Center

Nawi, Aliff; Hamzah, Mohd Isa; Rahim, Arif Abdul

2015-01-01

This study was conducted to investigate the perceptions of the religious teachers' readiness to use mobile phones as m-learning. The focus of the study is to examine some aspects namely; (1) types of handset used; (2) the use of mobile applications, (3) mobile learning activities, and; (4) the acceptance of mobile phones in teaching and learning.…
Correlational Analysis of Adult Students' Self-Directed Learning Readiness, Affective Learning Outcomes, Prior Electronic Learning Experience, and Age in Hybrid and Online Course-Delivery Formats

ERIC Educational Resources Information Center

Nikitenko, Gleb

2009-01-01

The self-directed learning (SDL) in all of its characteristics measured in students and in various learning contexts continues to have a very important role in educational research and requires new explorations. Contemporary research indicates that there is a direct positive relationship between the level of student self-directed learning…
Satellite Imagery Analysis for Automated Global Food Security Forecasting

NASA Astrophysics Data System (ADS)

Moody, D.; Brumby, S. P.; Chartrand, R.; Keisler, R.; Mathis, M.; Beneke, C. M.; Nicholaeff, D.; Skillman, S.; Warren, M. S.; Poehnelt, J.

2017-12-01

The recent computing performance revolution has driven improvements in sensor, communication, and storage technology. Multi-decadal remote sensing datasets at the petabyte scale are now available in commercial clouds, with new satellite constellations generating petabytes/year of daily high-resolution global coverage imagery. Cloud computing and storage, combined with recent advances in machine learning, are enabling understanding of the world at a scale and at a level of detail never before feasible. We present results from an ongoing effort to develop satellite imagery analysis tools that aggregate temporal, spatial, and spectral information and that can scale with the high-rate and dimensionality of imagery being collected. We focus on the problem of monitoring food crop productivity across the Middle East and North Africa, and show how an analysis-ready, multi-sensor data platform enables quick prototyping of satellite imagery analysis algorithms, from land use/land cover classification and natural resource mapping, to yearly and monthly vegetative health change trends at the structural field level.
Ready for the OR? – Clinical anatomy and basic surgical skills for students in their preclinical education

PubMed Central

Böckers, Anja; Lippold, Dominique; Fassnacht, Ulrich; Schelzig, Hubert; Böckers, Tobias M.

2011-01-01

Medical students’ first experience in the operating theatre often takes place during their electives and is therefore separated from the university’s medical curriculum. In the winter term 2009/10, the Institute of Anatomy and Cell Biology at the University of Ulm implemented an elective called “Ready for the OR” for 2nd year medical students participating in the dissection course. We attempted to improve learning motivation and examination results by transferring anatomical knowledge into a surgical setting and teaching basic surgical skills in preparation of the students’ first participation in the OR. Out of 69 online applicants, 50 students were randomly assigned to the Intervention Group (FOP) or the Control Group. In 5 teaching session students learned skills like scrubbing, stitching or the identification of frequently used surgical instruments. Furthermore, students visited five surgical interventions which were demonstrated by surgical colleagues on donated bodies that have been embalmed using the Thiel technique. The teaching sessions took place in the institute’s newly built “Theatrum Anatomicum” for an ideal simulation of a surgical setting. The learning outcomes were verified by OSPE. In a pilot study, an intervention group and a control group were compared concerning their examination results in the dissection course and their learning motivation through standardized SELLMO-test for students. Participants gained OSPE results between 60.5 and 92% of the maximum score. “Ready for the OR” was successfully implemented and judged an excellent add-on to anatomy teaching by the participants. However, we could not prove a significant difference in learning motivation or examination results. Future studies should focus on the learning orientation, the course’s long-term learning effects and the participants’ behavior in a real surgery setting. PMID:21866247
Preschool Partnerships: School and Public Library Cooperation To Facilitate School Readiness.

ERIC Educational Resources Information Center

Immroth, Barbara; Ash-Geisler, Viki

The U.S. National Education Goals were enacted into federal law in 1994 as the "Goals 2000: Educate America Act." The Graduate School of Library and Information Science at the University of Texas at Austin is addressing the first of these goals, which states that by the year 2000 all children will enter school ready to learn. This paper…
Preschool Center Quality and School Readiness: Quality Main Effects and Variation by Demographic and Child Characteristics

ERIC Educational Resources Information Center

Dang, Tran T.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee

2011-01-01

The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's cognitive and achievement skills higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school readiness…
The Pedagogical Readiness of Instructors towards Achieving Integration of ICT's in TVET Institutions in Kenya

ERIC Educational Resources Information Center

Maina, Tirus Muya; Ogalo, James; Mwai, Naomi

2016-01-01

This paper points to the necessity to conduct research on the pedagogical readiness of instructors towards achieving integration of ICT's in Technical and Vocational Education and Training (TVET) institutions in Kenya. Research on the integration of ICTs in teaching and learning in TVET institution in Kenya have been done to improve the learning…
"Every Child Ready": Exposure to a Comprehensive Instructional Model Improves Students' Growth Trajectories in Multiple Early Learning Domains

ERIC Educational Resources Information Center

Carlson, Abby G.; Curby, Timothy W.; Brown, Chavaughn A.; Truong, Felicia R.

2017-01-01

The current study investigates the impact of Every Child Ready (ECR), a comprehensive instructional model that includes: "What to teach, how to teach and how to know instruction is effective." The ECR instructional model is designed to provide high quality instruction to children via a play-based, thematic curriculum. Participants…
A School-University Math and Science P-16 Partnership: Lessons Learned in Promoting College and Career Readiness

ERIC Educational Resources Information Center

Alford, Betty; Rudolph, Amanda; Beal, Heather Olson; Hill, Brenda

2014-01-01

Increasing rigor in secondary school classrooms for college and career readiness is a priority throughout the nation with the adoption of more challenging standards for student performance and is an important role for school leaders in creating conditions in schools to meet this challenge (Young, 2012). P-16 partnerships can assist by aligning the…
Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?

ERIC Educational Resources Information Center

Li-Grining, Christine; Haas, Kelly

2010-01-01

The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three…
Correlates of Critical Thinking and College and Career Readiness for Students with and without Disabilities

ERIC Educational Resources Information Center

Lombardi, Allison R.; Kowitt, Jennifer S.; Staples, Frank E.

2015-01-01

Considered a non-academic factor that is not necessarily measured by academic indicators of college and career readiness (e.g., grade point average, college admissions exams scores), critical thinking is an important aspect of 21st century learning and thus should be embedded into secondary school instruction and assessment. In this study,…
Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children

ERIC Educational Resources Information Center

Cavadel, Elizabeth Woodburn; Frye, Douglas A.

2017-01-01

The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy…
Determining a Difference in Self-Directed Learning Readiness Using the Survey of Adult Learning Traits

ERIC Educational Resources Information Center

Ezell, Diana

2013-01-01

The purpose of this study was to measure the self-directed learning of educators and explore the differences between and among the variables of age, level of education, position, school district ratings, levels of poverty and affluence, and gender. The Survey of Adult Learning Traits (SALT) authored by Hogg was used as the instrument to measure…
Developing a Blended Learning-Based Method for Problem-Solving in Capability Learning

ERIC Educational Resources Information Center

Dwiyogo, Wasis D.

2018-01-01

The main objectives of the study were to develop and investigate the implementation of blended learning based method for problem-solving. Three experts were involved in the study and all three had stated that the model was ready to be applied in the classroom. The implementation of the blended learning-based design for problem-solving was…
A comparison of two scales for assessing health professional students’ attitude toward interprofessional learning

PubMed Central

Lie, Désirée Annabel; Fung, Cha Chi; Trial, Janet; Lohenry, Kevin

2013-01-01

Rationale The validated 19-item Readiness for Interprofessional Learning Scale (RIPLS) is often used for assessing attitudes toward interprofessional education (IPE). The 12-item Interdisciplinary Education Perception Scale (IEPS), also used for this purpose, has not been validated among the professions of medicine, pharmacy, and physician assistants (PAs). The discriminatory ability of the two scales has not been directly compared. Comparison of the two will aid educators in selecting the optimal scale. Objective To compare psychometric properties of the RIPLS and IEPS and to examine the ability of each scale to discriminate mean scores among student subgroups (gender, profession, seniority, and prior IPE exposure). Method We conducted a cross-sectional (Qualtrics©) survey (RIPLS and IEPS) of junior and senior students in medicine (n=360), pharmacy (n=360), and the PA profession (n=106). Descriptive statistics were used to report aggregate mean scores of subgroups. The internal consistency of each scale was assessed using Cronbach's α. Concurrent validity was measured by Pearson's correlation coefficients. Independent-sample t-tests and analysis of variances (ANOVAs) were performed to assess the discriminatory ability of each scale. Cohen's d effect sizes were calculated for all significant pair-wise comparisons. Results Response rate was 82%. Cronbach's α was 0.85 (RIPLS) and 0.91 (IEPS). The RIPLS discriminated scores by gender among junior students only, and scores by IPE exposure among all students. The IEPS distinguished score differences for the three professions among junior students and by prior IPE exposure for all three professions. Neither scale detected differences in mean scores by profession among all students or by level of training among the three professions. Conclusions Neither the RIPLS nor the IEPS has greater discriminatory ability for detecting attitude differences among the student subgroups. Reason for differences may be explained by slightly different scale constructs. The RIPLS is designed to assess students’ own attitude toward interprofessional learning, while the IEPS discerns perceived attitudes about team collaboration for students’ own professions and may be more appropriate for more advanced students. PMID:24300749
Concurrent validation of CHIRP, a new instrument for measuring healthcare student attitudes towards interdisciplinary teamwork.

PubMed

Hollar, David; Hobgood, Cherri; Foster, Beverly; Aleman, Marco; Sawning, Susan

2012-01-01

Positive attitudes towards teamwork among health care professionals are critical to patient safety. The purpose of this study is to describe the development and concurrent validation of a new instrument to measure attitudes towards healthcare teamwork that is generalizable across various populations of healthcare students. The Collaborative Healthcare Interdisciplinary Planning (CHIRP) scale was validated against the Readiness for Inter-Professional Learning Scale (RIPLS). Analyses included student (n = 266) demographics, ANOVA, internal consistency, factor analysis, and Rasch analysis. The two instruments correlated at r = .582. The CHIRP showed a multifactorial structure having excellent internal consistency (alpha = .850), with 25 of the 36 scale items loading onto a single Teamwork Attitudes factor. The RIPLS likewise had strong internal consistency (alpha = .796) and a three-factor structure, supporting previous studies of the instrument. However, Rasch analyses showed 14 (38.9%) of the 36 CHIRP items, but only four (21.1%) of the 19 RIPLS items remaining within the satisfactory standardized OUTFIT zone of 2.0 standard deviation units. We propose the 14 fitting items as a new, validated teamwork attitudes scale.
Cracking the Code of Electronic Games: Some Lessons for Educators

ERIC Educational Resources Information Center

Alexander, Gadi; Eaton, Isabelle; Egan, Kieran

2010-01-01

Background/Context: Students' ready engagement in electronic games and the relative ease with which they sometimes learn complex rules have intrigued some educators and learning researchers. There has been growing interest in studying electronic gaming with the aim of trying to work out how learning principles that are evident in games can be…

Alberta Learning: Early Development Instrument Pilot Project Evaluation.

ERIC Educational Resources Information Center

Meaney, Wanda; Harris-Lorenze, Elayne

The Early Development Instrument (EDI) was designed by McMaster University to measure the outcomes of childrens early years as they influence their readiness to learn at school. The EDI was piloted in several Canadian cities in recent years through two national initiatives. Building on these initiatives, Alberta Learning piloted the EDI as a…
e-Learning Risks: Why Universities Should NOT Go It Alone

ERIC Educational Resources Information Center

Matthews, Tim; Pickar, Gloria; Schneid, Tom

2007-01-01

With $1M, faculty support, and their reputation at risk, Eastern Kentucky University (EKU) sought a distance learning partner to assess the MS in Loss Prevention & Safety opportunity, and then market the program to qualified students ready to learn. This compelling case study demonstrates how marketplace demand and competitive advantage can…
Assessing Students' Reflective Responses to Chemistry-related Learning Tasks

ERIC Educational Resources Information Center

Tan, Kok Siang; Goh, Ngoh Khang

2008-01-01

Key to renewed concern on the affective domain of education (Fensham, 2007) and on school graduates' readiness for a world of work (DEST, 2008; WDA, 2006) is the student's inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education (Dewey, 1933; Ellis, 2001). Since the…
Equitable Access by Design. A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways

ERIC Educational Resources Information Center

de Velasco, Jorge Ruiz; Newman, Elizabeth; Borsato, Graciela

2016-01-01

This report proposes a conceptual framework for defining and implementing a system of integrated student supports that provides equitable access to college and career readiness via Linked Learning pathways in high schools. The framework emphasizes the central commitment of the Linked Learning approach to challenge prevailing norms of…
The Effect of SDLR and Self-efficacy in Preschool Teachers by Using WS Learning

ERIC Educational Resources Information Center

Kao, C-P.

2016-01-01

This study examined whether self-directed learning readiness (SDLR) moderates the association between Internet self-efficacy and approaches to learning by web searching (ALWS). A total of 329 valid questionnaires were used for the correlation and path analysis. The results revealed that preschool teachers' SDLR significantly moderated the…
Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

ERIC Educational Resources Information Center

Glowa, Liz; Goodell, Jim

2016-01-01

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of…
From Pedagogically Relevant Corpora to Authentic Language Learning Contents

ERIC Educational Resources Information Center

Braun, Sabine

2005-01-01

The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this…
Teaching with the Brain in Mind.

ERIC Educational Resources Information Center

Jensen, Eric

This book reviews recent research and theory on the brain and balances this information with tips and techniques for using the information in classrooms. Brain-compatible learning is explored in the following chapters: (1) "The New Winds of Change"; (2) "The Learning Brain"; (3) "Getting Students Ready To Learn"; (4) "Enriched Environments and the…
Assessment and Program Accountability in Early Childhood Education: Lessons Learned in Ohio

ERIC Educational Resources Information Center

Boat, Mary; Zorn, Debbie; Austin, James T.

2005-01-01

Ensuring that children, especially those from disadvantaged backgrounds, start school ready to learn is an important goal. This paper presents lessons learned from the state of Ohio's multi-year program to develop a standards-based assessment system for programs delivering state-funded early childhood education (ECE) through programs receiving…
Graduate Students' Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

ERIC Educational Resources Information Center

Fox, Heather L.; Cayari, Christopher

2016-01-01

Group work projects are common components of graduate course curricula. Instructors often try to mitigate the benefits of group work projects for students while avoiding negative effects. Informal learning and participatory culture practices like video logs can enhance learning environments. Video logs that promote both informal learning and…
Methods and Frequency of Sharing of Learning Resources by Medical Students

ERIC Educational Resources Information Center

Judd, Terry; Elliott, Kristine

2017-01-01

University students have ready access to quality learning resources through learning management systems (LMS), online library collections and generic search tools. However, anecdotal evidence suggests they sometimes turn to peer-based sharing rather than sourcing resources directly. We know little about this practice--how common it is, what sort…
Enhancing Industry Engagement with Work-Integrated Learning: Capacity Building for Industry Partners

ERIC Educational Resources Information Center

Ferns, Sonia; Russell, Leonie; Kay, Judie

2016-01-01

Work-integrated learning (WIL) enables the embedding of relevant real-world learning into curriculum resulting in students that are better prepared to enter the workforce and meet demands of employers seeking work-ready graduates. Research confirms students who undertake WIL as part of their degree consistently achieve better employment outcomes.…
SaludABLEOmaha: improving readiness to address obesity through healthy lifestyle in a Midwestern Latino community, 2011-2013.

PubMed

Frerichs, Leah; Brittin, Jeri; Robbins, Regina; Steenson, Sharalyn; Stewart, Catherine; Fisher, Christopher; Huang, Terry T-K

2015-02-12

A community's readiness for change is a precursor to the effective application of evidence-based practices for health promotion. Research is lacking regarding potential strategies to improve readiness to address obesity-related health issues in underserved communities. This case study describes SaludABLEOmaha, an initiative to increase readiness of residents in a Midwestern Latino community to address obesity and adopt healthy lifestyles. SaludABLEOmaha emphasized 2 core approaches, youth activism and collaboration among public and private institutions, which we applied to planning and implementing tactics in support of 3 interconnected strategies: 1) social marketing and social media, 2) service learning in schools (ie, curricula that integrate hands-on community service with instruction and reflection), and 3) community and business engagement. Following the Community Readiness Model protocol (http://triethniccenter.colostate.edu/communityReadiness.htm), structured interviews were conducted with community leaders and analyzed before and 2.5 years after launch of the program. The community increased in readiness from stage 3 of the Community Readiness Model, "vague awareness," at baseline to stage 5, "preparation," at follow-up. SaludABLEOmaha improved community readiness (eg, community knowledge, community climate), which probably contributed to the observed increase in readiness to address obesity through healthy lifestyle. Community mobilization approaches such as youth activism integrated with social marketing and social media tactics can improve community responsiveness to obesity prevention and diminish health disparities.
Influence of pharmacy students on the attitudes of medical students following an interprofessional course.

PubMed

Dabaghzadeh, Fatemeh; Zihayat, Bahare; Sarafzadeh, Farhad

2017-01-01

Clinical interprofessional education (IPE) can promote mutual understanding of other health professions and respectful behaviors among health-care professionals. The aims of this study were to evaluate the effects of IPE on the attitudes of medical and pharmacy students in an inpatient hospital setting and, in particular, the influence of pharmacy students on the attitudes of medical students. The 6th year doctor of pharmacy students and medical students were enrolled in a prospective cohort study. They were paired and each pair was responsible for three beds and all the patients occupying these mentioned beds over the 2-week course. The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was used to assess the students' attitudes before and after the course. The attitudes of the medical students changed positively after the IPE course based on RIPLS teamwork and collaboration and professional identity subscales. Changes in the attitudes of the pharmacy students were not statistically significant based on the mentioned scale and subscales. IPE could improve the attitudes of the medical students regarding interprofessional teamwork, communication, and sharing learning experience. Based on the current investigation, IPE did not have an effect on pharmacy students.
Evaluation in Human Resource Development.

ERIC Educational Resources Information Center

1999

These four papers are from a symposium on evaluation in human resource development (HRD). "Assessing Organizational Readiness for Learning through Evaluative Inquiry" (Hallie Preskill, Rosalie T. Torres) reviews how evaluative inquiry can facilitate organizational learning; argues HRD evaluation should be reconceptualized as a process…
Bike Riding and the Art of Learning

ERIC Educational Resources Information Center

Kraft, Robert G.

1978-01-01

Suggestions for becoming an effective teacher and motivating students to think creatively are proposed based on the author's personal experience and theories of Rogers, Dewey, Piaget, and Maslow. Maslow's hierarchy of human needs is adapted to stages of learning readiness. (LBH)
The Impact of Social Support and Attachment Style on Quality of Life and Readiness to Change in a Sample of Individuals Receiving Medication-Assisted Treatment for Opioid Dependence.

PubMed

Cavaiola, Alan A; Fulmer, Barbara A; Stout, David

2015-01-01

A basic principle within the addictions treatment field is that social support is a vital ingredient in the recovery process. This study examines the nature of social support in a sample of opioid-dependent men and women who are currently being treated in a medication-assisted treatment program (methadone). This research examines the types of social support behaviors that the opioid-dependent individuals consider helpful and explores whether attachment style (i.e., secure, ambivalent, or anxious attachment) was a determining factor in whether social support was perceived as helpful. The dependent variables included readiness to change addictive behaviors and abstinence from other mood-altering drugs. Participants (N = 159) completed a demographic questionnaire, the Significant Others Scale, the Experiences in Close Relationships Scale, the Multidimensional Scale of Perceived Social Support Assessment, the Readiness to Change Scale, and an Attachment Style Questionnaire. The demographic questionnaire included subjective ratings of self-improvement. Social support predicted perceived improvement in all of the areas examined (e.g., health, family/social relationships) and abstinence; however, attachment style did not predict improvement or with readiness to change. Social support is an important factor in one's recovery from substance use disorders. Yet attachment style (i.e., anxious, avoidant, or secure) did not predict abstinence or overall improvement in functioning.
The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

PubMed Central

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918
Cases on Challenges Facing E-Learning and National Development: Institutional Studies and Practices. e-Learning Practices. Volume II

ERIC Educational Resources Information Center

Demiray, Ugur, Ed.

2010-01-01

E-Learning offers many opportunities for individuals and institutions all over the world. Individuals can access to education they need almost anytime and anywhere they are ready to. Institutions are able to provide more cost-effective training to their employees. E-learning context is very important. It is common to find educators who perceive…
Cases on Challenges Facing E-Learning and National Development: Institutional Studies and Practices. e-Learning Practices. Volume I

ERIC Educational Resources Information Center

Demiray, Ugur, Ed.

2010-01-01

E-Learning offers many opportunities for individuals and institutions all over the world. Individuals can access to education they need almost anytime and anywhere they are ready to. Institutions are able to provide more cost-effective training to their employees. E-learning context is very important. It is common to find educators who perceive…

The Efficacy of Consulting Practicum in Enhancing Students' Readiness for Professional Career in Management Information Systems: An Empirical Analysis

ERIC Educational Resources Information Center

Akpan, Ikpe Justice

2016-01-01

Consulting practicum (CP) is a form of experiential learning technique to prepare students for professional careers. While CP has become a popular way to help students acquire the essential practical skills and experience to enhance career readiness and ensure a smooth transition from college to employment, there is a lack of empirical studies…
Readiness of Year 1 Students to Learn Science Process Skills in English: A Malaysian Experience

ERIC Educational Resources Information Center

Sulaiman, Tajularipin; Hassan, Aminuddin; Baki, Roselan

2009-01-01

The Malaysian Ministry of Education has implemented the use of English as the medium of instruction at primary school level beginning 2003. These students are the main group of people affected by this change in policy. Besides, the implementation of the approach also raises the readiness of students in the rural areas. Therefore, the aims of the…
Educational Success Prediction Instrument 2nd Version: A Foreign Language Perspective on Readiness to Take a Beginner High School Foreign Language Online Course

ERIC Educational Resources Information Center

Sparks, Lynne Marie

2017-01-01

Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study…
Deepening What It Means to Read (and Write) Like a Historian: Progressions of Instruction across a School Year in an 11th Grade U.S. History Class

ERIC Educational Resources Information Center

Shanahan, Cynthia; Bolz, Michael J.; Cribb, Gayle; Goldman, Susan R.; Heppeler, Johanna; Manderino, Michael

2016-01-01

This article presents six goals for history literacy instruction created by Project Reading, Evidence, and Argumentation in Disciplinary Instruction (READI), an Institute of Education Sciences (IES) reading comprehension project. It describes how one Project READI high school teacher used the six learning goals to create instruction designed to…
Achieving Kindergarten Readiness for All Our Children: A Funder's Guide to Early Childhood Development from Birth to Five

ERIC Educational Resources Information Center

Pritzker, J. B.; Bradach, Jeffrey L.; Kaufmann, Katherine

2015-01-01

When every child has the opportunity to meet his or her full potential, families, communities, and the nation's economic future strengthens. Remarkably, one in four American children come from low-income families and enter kindergarten not ready to learn and, as a result, fall behind from the very start. The nation pays a heavy price through…
Really Writing! Ready-To-Use Writing Process Activities for the Elementary Grades. 2nd Edition

ERIC Educational Resources Information Center

Sunflower, Cherlyn

2005-01-01

The second edition of "Really Writing!" provides 40 real-life writing activities designed to capture the attention of young authors (grades 2 through 6) who are just learning the composing process. This book is also a resource for teaching advanced writers who are ready to experiment with a variety of writing and speaking genres. Each of the…
In Their Own Words: Using Self-Assessments of College Readiness to Develop Strategies for Self-Regulated Learning

ERIC Educational Resources Information Center

Verrell, Paul A.; McCabe, Norah R.

2015-01-01

The pathway to success in college can be bumpy. To smooth it we first investigated self-assessment of college readiness by undergraduates in terms of skills and habits required for college success. In a survey of almost 700 students, one of every two reported that their college work was more challenging than expected. Although 70% reported that…
French translation and validation of the Readiness for Interprofessional Learning Scale (RIPLS) in a Canadian undergraduate healthcare student context.

PubMed

Cloutier, Jacinthe; Lafrance, Josée; Michallet, Bernard; Marcoux, Lyson; Cloutier, France

2015-03-01

The Canadian Interprofessional Health Collaborative recommends that future professionals be prepared for collaborative practice. To do so, it is necessary for them to learn about the principles of interprofessional collaboration. Therefore, to ascertain if students are predisposed, their attitude toward interprofessional learning must be assessed. In the French Canadian context such a measuring tool has not been published yet. The purpose of this study is to translate in French an adapted version of the RIPLS questionnaire and to validate it for use with undergraduate students from seven various health and social care programmes in a Canadian university. According to Vallerand's methodology, a method for translating measuring instruments: (i) the forward-backward translation indicated that six items of the experimental French version of the RIPLS needed to be more specific; (ii) the experimental French version of the RIPLS seemed clear according to the pre-test assessing items clarity; (iii) evaluation of the content validity indicated that the experimental French version of the RIPLS presents good content validity and (iv) a very good internal consistency was obtained (α = 0.90; n = 141). Results indicate that the psychometric properties of the RIPLS in French are comparable to the English version, although a different factorial structure was found. The relevance of three of the 19 items on the RIPLS scale is questionable, resulting in a revised 16-item scale. Future research aimed at validating the translated French version of the RIPLS could also be conducted in another francophone cultural context.
The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.
Incorporating Team-Based Learning Into a Physician Assistant Clinical Pharmacology Course.

PubMed

Nguyen, Timothy; Wong, Elaine; Pham, Antony

2016-03-01

To obtain student perceptions of team-based learning and compare the effectiveness of team-based learning and traditional lecture formats in a clinical pharmacology course for physician assistant (PA) students. Clinical pharmacology is a course offered to PA students in their first year of training at LIU Brooklyn, Brooklyn, NY. In spring 2014, half of the course was offered in a traditional lecture format and the remaining half was offered in a team-based learning format. The team-based learning format had 3 components: (1) prereading assignments, (2) individual readiness assessment tests, and (3) team readiness assessment tests. So that student perceptions of the integration of team-based learning activities into the course could be evaluated, presurveys and postsurveys were administered. The effectiveness of team-based learning was evaluated by comparing overall student performance with student performance in the preceding year. Thirty-three students were enrolled in the course and completed the presurveys and postsurveys. The survey results are presented in Table 1. Comparison of student performance on examinations with performance from the previous year showed similar outcomes. Incorporating a team-based learning pedagogical approach in the PA pharmacology course yielded similar examination results to those of traditional lecture formats. Presurvey and postsurvey questionnaires yielded various student perceptions of team-based learning.
Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development.

PubMed

Morse, Anthony F; Cangelosi, Angelo

2017-02-01

Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between stages. We argue that by taking an embodied view, the interaction between learning mechanisms, the resulting behavior of the agent, and the opportunities for learning that the environment provides can account for the stage-wise development of cognitive abilities. We summarize work relevant to this hypothesis and suggest two simple mechanisms that account for some developmental transitions: neural readiness focuses on changes in the neural substrate resulting from ongoing learning, and perceptual readiness focuses on the perceptual requirements for learning new tasks. Previous work has demonstrated these mechanisms in replications of a wide variety of infant language experiments, spanning multiple developmental stages. Here we piece this work together as a single model of ongoing learning with no parameter changes at all. The model, an instance of the Epigenetic Robotics Architecture (Morse et al 2010) embodied on the iCub humanoid robot, exhibits ongoing multi-stage development while learning pre-linguistic and then basic language skills. Copyright © 2016 Cognitive Science Society, Inc.
Quality Physical Education. NASPE Resource Brief

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2013

2013-01-01

A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in the nation's youth. This brief provides a list…
Learning How To Learn: An Affective Curriculum for Students at Risk of Dropping Out of School.

ERIC Educational Resources Information Center

Turner, Thom

Environmental Readiness Learning (ERL) is the affective curriculum component developed by the Bedford Stuyvesant Street Academy (New York) to improve the behavior, academic achievement, and self-esteem of urban high school students with histories of prior school failure. The program design reflects the school's philosophy that educational success…
The Impacts of Personal Qualities on Online Learning Readiness at Curtin Sarawak Malaysia (CSM)

ERIC Educational Resources Information Center

Lau, Chun Yun; Shaikh, Junaid M.

2012-01-01

Nowadays many educational institutions have embraced online education to cater for flexible and student-centered learning. Through online education, students have an opportunity to gain education at their own convenience, in terms of time and place. However, it is argued that students are less satisfied with online learning than with traditional…
Attitudes to the Application of a Web-Based Learning System in a Microbiology Course

ERIC Educational Resources Information Center

Masiello, I.; Ramberg, R.; Lonka, K.

2005-01-01

Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university's staff to understand the readiness and attitudes of students to the use of information technology, their…
Work Integrated Learning for Engineering Qualifications: A Spanner in the Works?

ERIC Educational Resources Information Center

Mutereko, Sybert; Wedekind, Volker

2016-01-01

Work-integrated learning (WIL) has been identified as a way of equipping graduates with attributes that make them work-ready. Many higher education institutions (HEIs) require their students to go through a compulsory work place learning form (WPL) of WIL. The complications of WPL can affect HEIs' student throughput. To address this challenge, a…
Determining Distance Education Students' Readiness for Mobile Learning at University of Ghana Using the Theory of Planned Behavior

ERIC Educational Resources Information Center

Tagoe, Michael Ayitey; Abakah, Ellen

2014-01-01

The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. This study investigated University of Ghana Distance Education students' perceptions toward mobile learning. The paper using the theory of planned behaviour (TPB) explained how students' beliefs influenced students' intention to adopt…
The Effect of Linked Learning Certified Pathways on Selected Student Outcomes

ERIC Educational Resources Information Center

Fitzgerald, Robert; Ottem, Randolph; Hufford, Justine

2016-01-01

This report examines outcomes for grade-12 students in academic years (AY) 2010-11, 2011-12, and 2012-13 who were enrolled in a Linked Learning certified pathway (LLCP) in California. Outcomes include student engagement in learning, measured by high school attendance and discipline events, as well as college readiness and postsecondary enrollment.…
Self-Directed Learning Readiness, Internet Self-Efficacy and Preferences towards Constructivist Internet-Based Learning Environments among Higher-Aged Adults

ERIC Educational Resources Information Center

Chu, R. J-C.; Tsai, C-C.

2009-01-01

This article examines several research questions to establish a theory model for explaining factors that influence adult learners' preferences for constructivist Internet-based learning environments (CILE). Data were gathered from 541 individual participants enrolled in adult education institutes in Taiwan for structural equation modelling (SEM)…
Pedagogic Practice Integrating Primary Science and Elearning: The Need for Relevance, Recognition, Resource, Reflection, Readiness and Risk

ERIC Educational Resources Information Center

Rodrigues, Susan

2006-01-01

This article describes a well-funded and well-equipped model of teacher professional development that encouraged the promotion of information-rich learning environments for learning science. A community of practice using face-to-face and electronic communication encouraged learning, and generated and ensured pedagogical change and innovation. The…

Maximize a Team-Based Learning Gallery Walk Experience: Herding Cats Is Easier than You Think

ERIC Educational Resources Information Center

Rodenbaugh, David W.

2015-01-01

Team-based learning (TBL) is an instructional strategy that promotes small group learning and peer instruction in a large class environment. TBL is structured to include the following steps: 1) student preparation, e.g., reading/reviewing course lectures, and 2) readiness assurance testing. Preparation and foundational knowledge is assessed on an…
Using School-Community Parternships To Bolster Student Learning. Policy Brief.

ERIC Educational Resources Information Center

Lee-Bayha, June; Harrison, Tenley

If schools are to respond successfully to increased accountability requirements, they must find ways to address non-cognitive factors that can impede student learning. Findings from a study of school districts along the U.S.-Mexico border show educators grappling with the impact of poverty and poor health on students' readiness to learn. These…
Creating an Academy of Learning: Authentic Assessment, Peer Review, and the College and Work Readiness Assessment

ERIC Educational Resources Information Center

Austin, John

2010-01-01

Most agree that schools have a special obligation to study the effectiveness of their educational programs and seek ways to improve student learning. Derek Bok, the former president of Harvard University, has persuasively argued that schools must envision themselves as "learning organizations." Like hospitals and businesses, Bok writes,…
Medical students' perception of the learning environment at King Saud University Medical College, Saudi Arabia, using DREEM Inventory.

PubMed

Soliman, Mona M; Sattar, Kamran; Alnassar, Sami; Alsaif, Faisal; Alswat, Khalid; Alghonaim, Mohamed; Alhaizan, Maysoon; Al-Furaih, Nawaf

2017-01-01

The students' perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum. The objective of the present study was to determine the perception of the second batch (reformed curriculum) of medical graduates about the educational environment at the College of Medicine, KSU, using the Dundee Ready Education Environment Measure (DREEM) scale. The fifth year medical students were asked to evaluate the educational program after graduation in May 2014. The questionnaire was distributed to the graduate students electronically. The DREEM questionnaire consisted of 50 items based on Likert's scale; and five domains, namely, students' perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. Data were analyzed using SPSS. A total of 62 students participated in the study. The score for students' perception of learning among medical students ranged from 2.93 to 3.64 (overall mean score: 40.17). The score for students' perception of teachers ranged from 2.85 to 4.01 (overall mean score: 33.35). The score for students' academic self-perceptions ranged from 3.15 to 4.06 (overall mean score: 28.4). The score for students' perception of atmosphere ranged from 2.27 to 3.91 (overall mean score: 41.32). The score for students' social self-perceptions ranged from 2.85 to 4.33 (overall mean score: 24.33). The general perceptions of the students in all five sub-scales were positive. The overall student's perception about the educational environment was satisfactory. This study was important to evaluate the students' perception of the learning environment among medical graduates of the reformed curriculum and provided guidance on areas of improvement in the curriculum.
SaludABLEOmaha: Improving Readiness to Address Obesity Through Healthy Lifestyle in a Midwestern Latino Community, 2011–2013

PubMed Central

Frerichs, Leah; Brittin, Jeri; Robbins, Regina; Steenson, Sharalyn; Stewart, Catherine; Fisher, Christopher

2015-01-01

Background A community’s readiness for change is a precursor to the effective application of evidence-based practices for health promotion. Research is lacking regarding potential strategies to improve readiness to address obesity-related health issues in underserved communities. Community Context This case study describes SaludABLEOmaha, an initiative to increase readiness of residents in a Midwestern Latino community to address obesity and adopt healthy lifestyles. Methods SaludABLEOmaha emphasized 2 core approaches, youth activism and collaboration among public and private institutions, which we applied to planning and implementing tactics in support of 3 interconnected strategies: 1) social marketing and social media, 2) service learning in schools (ie, curricula that integrate hands-on community service with instruction and reflection), and 3) community and business engagement. Following the Community Readiness Model protocol (http://triethniccenter.colostate.edu/communityReadiness.htm), structured interviews were conducted with community leaders and analyzed before and 2.5 years after launch of the program. Outcome The community increased in readiness from stage 3 of the Community Readiness Model, “vague awareness,” at baseline to stage 5, “preparation,” at follow-up. Interpretation SaludABLEOmaha improved community readiness (eg, community knowledge, community climate), which probably contributed to the observed increase in readiness to address obesity through healthy lifestyle. Community mobilization approaches such as youth activism integrated with social marketing and social media tactics can improve community responsiveness to obesity prevention and diminish health disparities. PMID:25674679
The Teachable Moment and the Handicapped Infant.

ERIC Educational Resources Information Center

Langley, M. Beth

The report examines, from a cognitive developmental view, research on the teachable moment or critical learning period in handicapped infants. The author explains that developmental gaps are produced by a mismatch between the infant's readiness and opportunity to learn. Characteristics and educational implications of specific handicapping…
Missouri Program Highlights How Standards Make a Difference

ERIC Educational Resources Information Center

Killion, Joellen

2017-01-01

Professional development designed to integrate key features of research-based professional learning has positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Key features of research-based professional learning include intensive…
Toddler Working Memory Skills Predict Kindergarten School Readiness

ERIC Educational Resources Information Center

Fitzpatrick, Caroline; Pagani, Linda S.

2012-01-01

Converging findings in psychology, neuroscience, education, and economics suggests that child persistence in learning represents an important determinant of academic success during the school years. Nevertheless, the developmental origins of productive learning behaviors are not well understood. Some findings suggest that executive function skills…
An active learning complementary and alternative medicine session in a self-care therapeutics class.

PubMed

Mattison, Melissa J; Nemec, Eric C

2014-09-15

To provide an interactive, non-supplement based complementary and alternative medicine (CAM) session in a self-care therapeutics class and to evaluate the effect of the session on pharmacy students' perceptions and knowledge of CAM. Second professional year pharmacy students enrolled in a required 3-credit course titled Self-Care Therapeutics participated in an active learning session on CAM. Students physically engaged in 5 separate active learning CAM sessions including massage therapy, Tai Chi, yoga, progressive muscle relaxation, and Reiki. Students were assessed on both knowledge and perception of CAM. Concept mastery was assessed using a written examination and individual readiness assurance tests (iRAT) and team readiness assurance tests (tRAT). Perception of CAM was measured using both a presession and a postsession survey. Participating in an intensive, active learning CAM session provided an opportunity to increase students' knowledge of CAM and an effective strategy for providing the learner with the experience to better envision incorporation into patient therapies.
Implementation of project based learning on the Prakerin subject of vocational high school students of the building engineering to enhance employment skill readiness of graduates in the construction services field

NASA Astrophysics Data System (ADS)

Sugandi, Machmud

2017-09-01

Implementation of the Prakerin subject in the field of Building Engineering study program in vocational high school (VHS) are facing many issues associated to non-compliance unit of work in the industry and the expected competencies in learning at school. Project Based Learning (PBL) is an appropriate model learning used for Prakerin subject to increase student competence as the extension of the Prakerin implementation in the construction industry services. Assignments based on the selected project during their practical industry work were given to be completed by student. VHS students in particular field of Building Engineering study program who has been completed Prakerin subject will have a better job readiness, and therefore they will have an understanding on the knowledge, skills, and attitudes and good vision on the construction project in accordance with their experience during Prakerin work in the industry.
StormReady in a Box: Enhancing NOAA's Presence in Schools

NASA Astrophysics Data System (ADS)

Grondin, N. S.; Franks, C.

2015-12-01

The National Weather Service StormReady Supporter program exists to give schools, companies, TV stations, and other facilities the opportunity to earn recognition for their weather preparedness and awareness. Requirements to earn StormReady Supporter status include having a facility warning point, use of NOAA Weather Radios, and weather hazard Emergency Operation Plans. Despite the increasing importance of weather preparedness in schools, only 1.2% of Minnesota schools are deemed StormReady by the National Weather Service. It was determined that the major impedance for schools becoming StormReady Supporters is the lack of time for administrators to engage in anything "extra" beyond their listed duties. As part of a 2015 Hollings Scholar project, the StormReady in a Box concept was developed to remedy this, by empowering teachers and students to take charge and complete the StormReady Supporter application for their school. StormReady in a Box is a project developed for Junior High School students to learn about weather preparedness and to help their school acquire StormReady status. The project was designed to be relevant to the Minnesota State Education Standards in Science, be simple for teachers to do with their students, and most importantly, to be enjoyable for Junior High School age students to do. The project was also designed to enhance critical thinking skills and logical reasoning abilities, as they relate to the StormReady Supporter application. This presentation will present the overall rationale for the undertaking of this project, the creation of, and the logical next steps for the StormReady in a Box project.
Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes. RAND Summer Learning Series

ERIC Educational Resources Information Center

McCombs, Jennifer Sloan; Pane, John F.; Augustine, Catherine H.; Schwartz, Heather L.; Martorell, Paco; Zakaras, Laura

2014-01-01

Prior research has determined that low-income students lose more ground over the summer than their higher-income peers. Prior research has also shown that some summer learning programs can stem this loss, but we do not know whether large, district-run, voluntary programs can improve students' outcomes. To fill this gap, The Wallace Foundation…
State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues. Updated

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

Over the next few years, states will be transitioning to new, high-quality assessments aligned to the Common Core State Standards (CCSS) or other state college- and career-ready (CCR) standards. States are committed to making this transition in a manner that is determined and thoughtful--to help transform teaching and learning, advance CCR…
The Shortage of Dentists: A Risk to National Security?

DTIC Science & Technology

2008-03-19

care crisis and its effect on the dental readiness of the United States military are outlined in this paper. Specific areas considered are oral...potential national dental care crisis and its effect on the dental readiness of the United States military. Consideration will be given to oral...practice in the community of their choosing while earning a respectable salary is attractive. When combined with the opportunity to learn the
Measuring organisational readiness for patient engagement (MORE): an international online Delphi consensus study.

PubMed

Oostendorp, Linda J M; Durand, Marie-Anne; Lloyd, Amy; Elwyn, Glyn

2015-02-14

Widespread implementation of patient engagement by organisations and clinical teams is not a reality yet. The aim of this study is to develop a measure of organisational readiness for patient engagement designed to monitor and facilitate a healthcare organisation's willingness and ability to effectively implement patient engagement in healthcare. The development of the MORE (Measuring Organisational Readiness for patient Engagement) scale was guided by Weiner's theory of organisational readiness for change. Weiner postulates that an organisation's readiness is determined by both the willingness and ability to implement the change (i.e. in this context: patient engagement). A first version of the scale was developed based on a literature search and evaluation of pre-existing tools. We invited multi-disciplinary stakeholders to participate in a two-round online Delphi survey. Respondents were asked to rate the importance of each proposed item, and to comment on the proposed domains and items. Second round participants received feedback from the first round and were asked to re-rate the importance of the revised, new and unchanged items, and to provide comments. The first version of the scale contained 51 items divided into three domains: (1) Respondents' characteristics; (2) the organisation's willingness to implement patient engagement; and (3) the organisation's ability to implement patient engagement. 131 respondents from 16 countries (health care managers, policy makers, clinicians, patients and patient representatives, researchers, and other stakeholders) completed the first survey, and 72 of them also completed the second survey. During the Delphi process, 34 items were reworded, 8 new items were added, 5 items were removed, and 18 were combined. The scale's instructions were revised. The final version of MORE totalled 38 items; 5 on stakeholders, 13 on an organisation's willingness to implement, and 20 on an organisation's ability to implement patient engagement in healthcare. The Delphi technique was successfully used to refine the scale's instructions, domains and items, using input from a broad range of international stakeholders, hoping that MORE can be applied in a variety of healthcare contexts worldwide. Further assessment is needed to determine the psychometric properties of the scale.
Lab-On-a-Chip Application Development (LOCAD): Bridging Technology Readiness for Exploration

NASA Technical Reports Server (NTRS)

Spearing, Scott F.; Jenkins, Andy

2004-01-01

At Marshall Space Flight Center we have established a capability to investigate the use of microfluidics for space flight. The Lab-On-a-Chip Application Development (LOCAD) team has created a program for advancing Technology Readiness Levels (TRL) of 1 and 2 to TRL 6 and 7, quickly and economically for Lab-On-a-Chip (LOC) applications. Scientists and engineers can utilize LOCAD'S process to efficiently learn about microfluidics and determine if microfluidics is applicable to their needs. Once the applicability has been determined, LOCAD can then perform tests to develop the new fluidic protocols which are different from macro-scale chemical reaction protocols. With this information new micro-fluidic devices can be created and tested. Currently, LOCAD is focused on using microfluidics for both Environmental Monitoring & Control, and Medical Systems. Eventually, handheld portable units utilizing LOC technology will perform rapid tests to determine water quality, and microbial contamination levels. Since LOC technology is drastically reduced in physical size, it thereby reduces power, weight, volume, and sample requirements, a big advantage considering the resource constraints associated with spaceflight. Another one of LOCAD's current activities is the development of a microfluidic system to aid in the search for life on Mars.
E2E: A Summary of the e2e Learning Framework.

ERIC Educational Resources Information Center

Learning and Skills Development Agency, London (England).

This publication is a summary of the E2E (Entry to Employment) Learning Framework that provides guidance on program implementation. (E2E is a new learning program for young people not yet ready or able to enter Modern Apprenticeship programs, a Level 2 program, or employment directly.) Section 2 highlights core values to which all involved should…
Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District

ERIC Educational Resources Information Center

Fairfield, Robin

2011-01-01

Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few…
Start Early to Build a Healthy Future: The Research Linking Early Learning and Health. Summary

ERIC Educational Resources Information Center

Fisher, Brooke; Hanson, Ann; Raden, Tony

2014-01-01

Every child deserves a fair chance. A chance to learn, grow, explore possibilities, persevere and achieve his or her potential. The Ounce of Prevention Fund believes that no child's potential should be limited by poor health. Good health in early childhood is an essential component of school readiness. The benefits of health and learning are…
A Roadmap to Cope with Common Problems in E-Learning Research Designs

ERIC Educational Resources Information Center

Sarsa, Javier; Escudero, Tomás

2016-01-01

E-learning research is plenty of difficulties, as also research in education is. Usually, the high number of features involved in e-learning processes complicates and masks the identification and isolation of the factors which cause the expected benefits, when they exist. At the same time, a bunch of threats are ready to weaken the validity of the…

Does Learning in Clinical Context in Anatomical Sciences Improve Examination Results, Learning Motivation, or Learning Orientation?

ERIC Educational Resources Information Center

Böckers, Anja; Mayer, Christian; Böckers, Tobias Maria

2014-01-01

The preclinical compulsory elective course "Ready for the Operating Room (OR)!?" [in German]: "Fit für den OP (FOP)"] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical…
Integrated, Project-Based Learning and Knowledge Retention: A Mixed Methods Study Comparing High School Students in Two Geometry Courses

ERIC Educational Resources Information Center

Canuteson, Ashley Dyanne

2017-01-01

The developing synergy of legislation and research throughout recent history points to the current momentum behind college and career readiness for every student. Researchers have found that embedding academic content into career education improves student learning. Integrated learning can vary in approach and style and can be adjusted to fit into…
A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change throughout the Preschool Year

ERIC Educational Resources Information Center

Dominguez, Ximena; Vitiello, Virginia E.; Maier, Michelle F.; Greenfield, Daryl B.

2010-01-01

The studies presented in this article longitudinally examined preschool children's learning behavior, which has received increased attention in recent years because of its positive influence on school readiness. The first study used a statewide database (N = 23,434) to examine whether and how learning behavior changed over time. The second study…
A Primer on Adventure Education in the Camp Setting.

ERIC Educational Resources Information Center

Nei, Eric

2003-01-01

Basic concepts of experiential learning theory are presented to assist camp directors in choosing knowledgeable staff and developing successful adventure programs. These concepts include assessment of learner (camper) readiness, activity sequencing, learning cycle, comfort zone, activity framing, task goals versus process goals, and five stages of…
Three Steps Lead to Differentiation

ERIC Educational Resources Information Center

Bowgren, Linda; Sever, Kathryn

2010-01-01

Much has been written about the value, need, and complexity of differentiating learning within every classroom based on student readiness, motivation and interest, apparent skills, learning preferences or styles, and identified cognitive needs. Teachers are encouraged to look at differentiation for students not as a formula for teaching, but…
Healthy Children Ready to Learn

ERIC Educational Resources Information Center

Ellerbee, William J.; Bramson-Paul, Phyllis; Marcellino, Sara

2006-01-01

Education leaders throughout California are playing a key role in creating healthy school environments for the 6 million students in the state's public schools. Recognizing the strong connection between health and learning, they have made significant changes to the nutrition environment in their schools. This article looks at how these…
Building Effective Community-University Partnerships: Are Universities Truly Ready?

ERIC Educational Resources Information Center

Curwood, Susan Eckerle; Munger, Felix; Mitchell, Terry; Mackeigan, Mary; Farrar, Ashley

2011-01-01

Community service learning and community-based research necessitate the development of strong community-university partnerships. In this paper, students, faculty, and a community partner critically reflect upon the process of establishing a long-term community-university partnership through the integration of a community service learning component…
Designing Ready to Deliver Units of Learning: A Case Study

ERIC Educational Resources Information Center

Maina, Marcello

2009-01-01

The field of instructional design and technology has always evolved and grown, translating new knowledge in the learning and cognitive sciences into instructional principles, increasingly incorporating technological innovations into the design of educational solutions, and adapting to social changes (Reiser, 2007; Tennyson, 2005). The "learning…
A Guide to the Kentucky System of Interventions

ERIC Educational Resources Information Center

Kentucky Department of Education, 2012

2012-01-01

The Kentucky System of Interventions (KSI) framework emphasizes optimizing instruction through targeted accelerated learning, development of teacher expertise and responsiveness to the needs of all learners. This approach to Response to Intervention (RtI) provides the structures needed for closing achievement gaps, ensuring readiness to learn and…
Perception toward Organizational Learning Culture in Small-Size Business Enterprises

ERIC Educational Resources Information Center

Graham, Carroll M.; Nafukho, Fredrick M.

2007-01-01

This study sought to determine the relationship between four independent variables educational level, longevity, gender, type of enterprise, and the dependent variable respondents' perception of culture toward organizational learning readiness. An exploratory correlational research design was employed to survey 498 employees in seven small…
Online training course on critical appraisal for nurses: adaptation and assessment.

PubMed

Reviriego, Eva; Cidoncha, María Angeles; Asua, José; Gagnon, Marie Pierre; Mateos, Maider; Gárate, Lucía; de Lorenzo, Elena; González, Rosa María

2014-07-05

Research is an essential activity for improving quality and efficiency in healthcare. The objective of this study was to train nurses from the public Basque Health Service (Osakidetza) in critical appraisal, promoting continuous training and the use of research in clinical practice. This was a prospective pre-post test study. The InfoCritique course on critical appraisal was translated and adapted. A sample of 50 nurses and 3 tutors was recruited. Educational strategies and assessment instruments were established for the course. A course website was created that contained contact details of the teaching team and coordinator, as well as a course handbook and videos introducing the course. Assessment comprised the administration of questionnaires before and after the course, in order to explore the main intervention outcomes: knowledge acquired and self-learning readiness. Satisfaction was also measured at the end of the course. Of the 50 health professionals recruited, 3 did not complete the course for personal or work-related reasons. The mean score on the pre-course knowledge questionnaire was 70.5 out of 100, with a standard deviation of 11.96. In general, participants' performance on the knowledge questionnaire improved after the course, as reflected in the notable increase of the mean score, to 86.6, with a standard deviation of 10.00. Further, analyses confirmed statistically significant differences between pre- and post-course results (p < 0.001). With regard to self-learning readiness, after the course, participants reported a greater readiness and ability for self-directed learning. Lastly, in terms of level of satisfaction with the course, the mean score was 7 out of 10. Participants significantly improved their knowledge score and self-directed learning readiness after the educational intervention, and they were overall satisfied with the course. For the health system and nursing professionals, this type of course has the potential to provide methodological tools for research, promote a research culture, and encourage critical thinking for evidence-based decision making.
Comparison of the Readiness for Interprofessional Learning and the rate of contact among students from nine different healthcare courses.

PubMed

de Oliveira, Vítor Falcão; Bittencourt, Mariana Fonseca; Navarro Pinto, Ícaro França; Lucchetti, Alessandra Lamas Granero; da Silva Ezequiel, Oscarina; Lucchetti, Giancarlo

2018-04-01

Despite the growth in the interprofessional literature, there are still few studies that have evaluated the differences among courses and periods in relation to Readiness for Interprofessional Learning. Likewise, the relationship between the influences of contact among students from different professions is still controversial. To evaluate whether greater contact among students from diverse health courses could be associated with improved Readiness for Interprofessional Learning (RIPLS) at the undergraduate level and to compare the RIPLS among healthcare courses, analyzing differences among courses and periods of their academic training. Cross-sectional study. A Brazilian public university. Students enrolled in the first and final periods of nine healthcare courses. The rates of contact between students and the Readiness for Interprofessional Learning were assessed. A comparison between students from these nine healthcare courses was carried out. A total of 545 (73.45%) students answered the questionnaire. The highest RIPLS scores were from Nursing (42.39), Dentistry (41.33) and Pharmacy students (40.72) and the lowest scores were from Physical Education (38.02), Medicine (38.17) and Psychology (38.66) students. The highest rates of contact between students (RC) were from Physical Education, Nutrition and Psychology students and the lowest RC were from Pharmacy, Social service and Dentistry. There was a significant effect of "healthcare course" on RIPLS. Comparing RIPLS and RC between the first and final years we found that, considering all courses, there was an increase in the RC, whereas a decrease in RIPLS scores. No correlation was found between RIPLS and RC in general. The current study found that RIPLS scores are very different between healthcare students. Although we found a significant increase in the RC, there was a decrease in the RIPLS scores. These findings lead to a greater understanding of the difficulties facing and potential for interprofessional education. Copyright © 2018 Elsevier Ltd. All rights reserved.
Leadership and Organizational Learning: Accounting for Variances in Small-Size Business Enterprises

ERIC Educational Resources Information Center

Graham, Carroll M.; Nafukho, Fredrick M.

2007-01-01

This study's primary purpose was to determine the relationship between leadership and the dependent variable organizational learning readiness at three locations of a small-size business enterprise in the Mid-Western United States. Surveys were acquired within an exploratory correlational research design and the results indicated leadership…
Plastics in Our Environment: A Jigsaw Learning Activity

ERIC Educational Resources Information Center

Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

2009-01-01

In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…
Headstart for Every Child.

ERIC Educational Resources Information Center

Butler, Annie L.

An early learning kit provides a booklet of ten articles on educational head starts for children along with an activity packet for classroom use. The articles deal with: the crucial early school years; emotional preparation of the child; broadening a child's background; selecting toys and games; reading readiness; mathematical skills; learning to…
A Preschool Program for Preventing Learning Difficulties in Arithmetic.

ERIC Educational Resources Information Center

Dunlap, William P.

Described are many concrete readiness activities within ten broad categories that are designed to provide children with a solid foundation for mathematics and that help prevent learning difficulties in mathematics. Preschool mathematical experiences form the foundation for all studies in mathematics. Without a sufficient number of appropriate…
Educational Policy in Scotland: Inclusion and the Control Society

ERIC Educational Resources Information Center

Watson, Cate

2010-01-01

This paper sets out to examine educational policy and practice in Scotland, showing how the "comprehensive and coherent programme to promote social inclusion"--inculcating "readiness to learn", ensuring that education equips the young for adult life, creating a demand for lifelong learning, above all through the presumption of…
Key Elements of a Successful Drive toward Marketing Strategy Making

ERIC Educational Resources Information Center

Cann, Cynthia W.; George, Marie A.

2003-01-01

A conceptual model is presented that depicts the relationship between an internal marketing function and an organization's readiness to learn. Learning and marketing orientations are identified as components to marketing strategy making. Key organizational functions, including communication and decision-making, are utilized in a framework for…
Rainbows of Intelligence. Exploring How Students Learn.

ERIC Educational Resources Information Center

Teele, Sue

This book offers practical applications for exploring multiple intelligences in the classroom to help each student express his or her own personal learning rainbow. Special features of the book include seven complete lesson plans ready to be adapted to any grade level; objectives, activities, and applications that meet U.S. and California…
Getting Students Ready to Write: An Experiment in Online Teaching and Learning

ERIC Educational Resources Information Center

Poniatowski, Kelly

2012-01-01

A required writing mechanics course for mass communication students was moved online. A case study experiment manipulating the course design was conducted to determine effects on student engagement, learning, and satisfaction. Online designs with greater interactivity capabilities are positively associated with all three outcomes. These desirable…

Realizing the Promises of Mobile Learning

ERIC Educational Resources Information Center

Wagner, Ellen D.

2008-01-01

This article considers the current status of mobile learning and discusses a number of trends that are driving toward enterprise mobility, a state of technological readiness where users have full access to resources regardless of physical location. Enterprise mobility is discussed as one of several key considerations at the core of a successful…
Enhancing Racial Self-Understanding through Structured Learning and Reflective Experiences

ERIC Educational Resources Information Center

Quaye, Stephen John; Baxter Magolda, Marcia B.

2007-01-01

Intercultural maturity and the learning partnerships model are offered as frameworks for understanding the intersection of students' developmental levels and readiness for cross-racial interactions, and for assisting educators in promoting racial self-understanding. A case study is used to illustrate the usefulness of the model in supporting…
Condition of Education in the Commonwealth: 2016 Data Report

ERIC Educational Resources Information Center

Rennie Center for Education Research & Policy, 2016

2016-01-01

The "2016 Data Report" identifies and measures state-level indicators linked to outcomes to inform decision-making among Massachusetts education leaders. These indicators focus on critical stages in learning and development from school readiness and early learning to the emergence of a strong and productive workforce. Important…
Leadership Mentoring and Situated Learning: Catalysts for Principalship Readiness and Lifelong Mentoring

ERIC Educational Resources Information Center

Browne-Ferrigno, Tricia; Muth, Rodney

2006-01-01

Leadership mentoring and situated learning are important components in the effective preparation of candidates for school principalships. This study examined this assertion through responses to reflective writing prompts and to interview questions by students enrolled in three different closed cohorts in the same university-based preparation…
Flexible Learning at the Crossroads: Are Our Teachers Ready?

ERIC Educational Resources Information Center

Wills, Sandra

A study reflected on managing technological change in teaching and learning, with particular emphasis on staff development. It drew on two national reports in Australia. One report team interviewed senior management in 50 percent of Australian universities. The other reviewed 104 nationally funded information technology (IT) based teaching…
Teacher Perception on Differentiated Instruction and its Influence on Instructional Practice

ERIC Educational Resources Information Center

Burkett, Jacquelyn Ann

2013-01-01

Differentiated Instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in the socio-cultural, multiple intelligence and learning style theories. In addition, differentiation is a research based method for meeting the…
Defining Integrated Student Supports for Linked Learning Pathways. Knowledge Brief

ERIC Educational Resources Information Center

John W. Gardner Center for Youth and Their Communities, 2016

2016-01-01

This document outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to "services" or "programs" but extend to enabling resources and social conditions, including, for example,…
Exploring an Alternative Model of Human Reproductive Capability: A Creative Learning Activity

ERIC Educational Resources Information Center

Cherif, Abour H.; Jedlicka, Dianne M.

2012-01-01

Biological and social evolutionary processes, along with social and cultural developments, have allowed humans to separate procreation from pleasurable/recreational sexual activity. As a class learning project, an alternative, hypothetical reproductive scenario is presented: "What if humans were biologically ready to conceive only during one…
Kindergarten Stations for Interest and Skill Learning.

ERIC Educational Resources Information Center

1972

An instructional plan for kindergarten involving learning or interest centers is presented. The plan involves the development of stations for individual interest and skill development, including testing of readiness tasks. The teacher must plan the activities for each station. In classsrooms with only one teacher, only one station should be set up…
Are Academics Ready for Smart Learning?

ERIC Educational Resources Information Center

Raghunath, Riyukta; Anker, Connie; Nortcliffe, Anne

2018-01-01

Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD)…
Rethinking Postsecondary Remediation: Exploring an Experiential Learning Approach to College Writing

ERIC Educational Resources Information Center

Relles, Stefani R.

2016-01-01

This article contributes to the national discourse on college readiness and postsecondary remediation reform. It discusses an experiential learning model of writing remediation as an alternative to traditional basic skills instruction. Such a model may be practical to support the degree completion rates of underprepared writers whose…
Tips from Teachers: Ideas that Work.

ERIC Educational Resources Information Center

Henick, Louise; And Others

1994-01-01

Five articles describe effective ideas and techniques suggested by correctional educators. In "Warming Up: Mental Exercises for Successful Learning" (Louise Henick), warm-up exercises to help students get ready to learn are discussed, such as daily journals, word of the day, and quote of the day. "Keeping Students Posted" (Richard Johnson) shows…
An Evaluation Report: i3 Development Grant Dev07--Sammamish High School. "Re-Imagining Career and College Readiness: STEM, Rigor, and Equity in a Comprehensive High School"

ERIC Educational Resources Information Center

Knuth, Randy; Sutton, Paul S.; Levias, Sheldon; Kuo, Annie Camey; Callison, Matthew

2016-01-01

The purpose of this study is to describe and examine the structures and policies a public, comprehensive high school put in place to implement problem-based learning (PBL) across content areas. Starting in 2010, the school implemented PBL in the hopes of increasing students' career and college readiness skills. The research took place at a…
College Readiness of Urban High School Students in the United States: The Role of Technology in Preparing All Students for College

ERIC Educational Resources Information Center

O'Kane, Eileen Vollert

2010-01-01

As we enter deeper into the 21st Century, there is a more urgent need to transform our educational system in the United States to better prepare our youth for the careers and technology of the future. This study examines how improving technology education at the high school level can improve the learning and college readiness of urban youth. It…
Achieving School Readiness: A 5-Year Action Agenda for Maryland. Presented to the Subcabinet for Children, Youth and Families by the Leadership in Action Program.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

As a result of lengthy deliberations and review of evidence-based proven practices by the Leadership in Action Program in Maryland, this action agenda details 6 goals, 25 strategies, and 106 action steps determined as most critical to ensuring that all of Maryland's children will enter school ready to learn. The action agenda was submitted to the…
Psychometric evaluation of the Work Readiness Questionnaire in schizophrenia.

PubMed

Potkin, Steven G; Bugarski-Kirola, Dragana; Edgar, Chris J; Soliman, Sherif; Le Scouiller, Stephanie; Kunovac, Jelena; Miguel Velasco, Eugenio; Garibaldi, George M

2016-04-01

Unemployment can negatively impact quality of life among patients with schizophrenia. Employment status depends on ability, opportunity, education, and cultural influences. A clinician-rated scale of work readiness, independent of current work status, can be a valuable assessment tool. A series of studies were conducted to create and validate a Work Readiness Questionnaire (WoRQ) for clinicians to assess patient ability to engage in socially useful activity, independent of work availability. Content validity, test-retest and inter-rater reliability, and construct validity were evaluated in three separate studies. Content validity was supported. Cronbach's α was 0.91, in the excellent range. Clinicians endorsed WoRQ concepts, including treatment adherence, physical appearance, social competence, and symptom control. The final readiness decision showed good test-retest reliability and moderate inter-rater reliability. Work readiness was associated with higher function and lower levels of negative symptoms. Low positive and high negative predictive values confirmed the concept validity. The WoRQ has suitable psychometric properties for use in a clinical trial for patients with a broad range of symptom severity. The scale may be applicable to assess therapeutic interventions. It is not intended to assess eligibility for supported work interventions. The WoRQ is suitable for use in schizophrenia clinical trials to assess patient work functional potential.
A medical school's organizational readiness for curriculum change (MORC): development and validation of a questionnaire.

PubMed

Jippes, Mariëlle; Driessen, Erik W; Broers, Nick J; Majoor, Gerard D; Gijselaers, Wim H; van der Vleuten, Cees P M

2013-09-01

Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's organizational readiness for curriculum change (MORC). In 2012, a panel of medical education experts judged and adapted a preliminary MORC questionnaire through a modified Delphi procedure. The authors administered the resulting questionnaire to medical school faculty involved in curriculum change and tested the psychometric properties using exploratory and confirmatory factor analysis, and generalizability analysis. The mean relevance score of the Delphi panel (n = 19) reached 4.2 on a five-point Likert-type scale (1 = not relevant and 5 = highly relevant) in the second round, meeting predefined criteria for completing the Delphi procedure. Faculty (n = 991) from 131 medical schools in 56 countries completed MORC. Exploratory factor analysis yielded three underlying factors-motivation, capability, and external pressure-in 12 subscales with 53 items. The scale structure suggested by exploratory factor analysis was confirmed by confirmatory factor analysis. Cronbach alpha ranged from 0.67 to 0.92 for the subscales. Generalizability analysis showed that the MORC results of 5 to 16 faculty members can reliably evaluate a school's organizational readiness for change. MORC is a valid, reliable questionnaire for measuring organizational readiness for curriculum change in medical schools. It can identify which elements in a change process require special attention so as to increase the chance of successful implementation.
A novel critical skills curriculum for surgical interns incorporating simulation training improves readiness for acute inpatient care.

PubMed

Antonoff, Mara B; Shelstad, Ryan C; Schmitz, Connie; Chipman, Jeffrey; D'Cunha, Jonathan

2009-01-01

Surgical interns encounter complex, acute care situations often managed with limited supervision. Furthermore, medical school training does not adequately prepare students for special surgical considerations. Using simulation training, we implemented a course aimed at improving surgical intern readiness for responding to unique, life-threatening issues encountered in daily surgical care. Twenty University of Minnesota surgical interns participated in the 3-week course. The first session consisted of interactive didactics and simulation covering hypoxia, shock, and metabolic disturbances; the second session addressed cardiopulmonary emergencies, including ventricular assist device and pacemaker use. Electronic simulation scenarios comprised the third session, allowing learners to demonstrate learned/practiced skills. The outcomes were assessed objectively (pretest and posttest) and subjectively (standardized feedback evaluations). Fifteen learners completed the pretest and posttest. The mean absolute score increase was 14% with average relative score improvement of 43%. Twenty learners completed feedback evaluations using a standard 5-point Likert scale. Respondents scored the first 2 sessions on topic importance (5 = very important), giving the first session 4.90 (+/- 0.31) and the second session 4.45 (+/- 0.89). Respondents ranked their confidence in executing practiced skills on actual patients (5 = very confident) as 4.24 (+/- 0.71). There was uniform support for the value of the electronic simulation scenarios as enhanced learning tools. We developed a course for surgical interns incorporating didactics and simulation. Learners demonstrated objective improvement in testing and reported that the course topics were highly important. After course completion, learners provided feedback indicating a high level of confidence in executing practiced skills, suggesting improved preparation for acute surgical care.
Is your company ready for one-to-one marketing?

PubMed

Peppers, D; Rogers, M; Dorf, B

1999-01-01

One-to-one marketing, also known as relationship marketing, promises to increase the value of your customer base by establishing a learning relationship with each customer. The customer tells you of some need, and you customize your product or service to meet it. Every interaction and modification improves your ability to fit your product to the particular customer. Eventually, even if a competitor offers the same type of service, your customer won't be able to enjoy the same level of convenience without taking the time to teach your competitor the lessons your company has already learned. Although the theory behind one-to-one marketing is simple, implementation is complex. Too many companies have jumped on the one-to-one band-wagon without proper preparation--mistakenly understanding it as an excuse to badger customers with excessive telemarketing and direct mail campaigns. The authors offer practical advice for implementing a one-to-one marketing program correctly. They describe four key steps: identifying your customers, differentiating among them, interacting with them, and customizing your product or service to meet each customer's needs. And they provide activities and exercises, to be administered to employees and customers, that will help you identify your company's readiness to launch a one-to-one initiative. Although some managers dismiss the possibility of one-to-one marketing as an unattainable goal, even a modest program can produce substantial benefits. This tool kit will help you determine what type of program your company can implement now, what you need to do to position your company for a large-scale initiative, and how to set priorities.
Versatile, High Quality and Scalable Continuous Flow Production of Metal-Organic Frameworks

PubMed Central

Rubio-Martinez, Marta; Batten, Michael P.; Polyzos, Anastasios; Carey, Keri-Constanti; Mardel, James I.; Lim, Kok-Seng; Hill, Matthew R.

2014-01-01

Further deployment of Metal-Organic Frameworks in applied settings requires their ready preparation at scale. Expansion of typical batch processes can lead to unsuccessful or low quality synthesis for some systems. Here we report how continuous flow chemistry can be adapted as a versatile route to a range of MOFs, by emulating conditions of lab-scale batch synthesis. This delivers ready synthesis of three different MOFs, with surface areas that closely match theoretical maxima, with production rates of 60 g/h at extremely high space-time yields. PMID:24962145

Some links on this page may take you to non-federal websites. Their policies may differ from this site.