313,690 research outputs found

    A Study of Elementary Teachers\u27 Data Driven Decision-Making Practices and School Performance

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    The notion of using data to inform educational decisions is not novel; in fact, teachers and school leaders have used data in various forms and for a variety of reasons for decades. However, challenges remain with the timely availability of data, accessibility to the data, and teachers’ understanding of how these data can be transformed into action that impacts instructional decisions. Without appropriate professional development, support, and leadership, teachers may struggle to use data to make sound decisions and take action in their classrooms. This quantitative correlation study examined elementary school teachers’ levels of readiness regarding data-driven decision-making (DDDM) practices and school performance in mathematics and ELA proficiency. The data were collected using the Statewide Data-Driven Readiness Study Teacher Survey authored by McLeod and Seashore (2006). Readiness levels were calculated from teacher responses in four areas: assessment, acting upon data, school support systems, and school culture. School proficiency levels were collected from the 2018–2019 New Jersey School Performance Report in ELA and mathematics. The results indicated that significant relationships existed between K–5 elementary teachers’ self-reported readiness on overall DDDM practices and high student achievement levels in ELA. No significant relationships were discovered between teachers’ DDDM readiness levels and mathematics achievement. This study adds to the existing body of research on DDDM practices and supports the foundational work of previous studies and theoretical frameworks on DDDM. Developing teachers’ capacity for DDDM is an essential part of effective practice. Improving data literacy must be a priority for school leaders to improve instructional practice and increase students’ learning outcomes

    Organizational change and change readiness : employees’ attitudes during times of proposed merger

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    The objective in this thesis is to investigate the effects of organizational change. This is done through the review of literature and empirical analysis. An important part of this process involves developing measurements of the main constructs of interest; job satisfaction, uncertainty, commitment and change readiness. The relationship between the main constructs and change readiness is then investigated with special emphasis on testing hypotheses introduced under the first of three propositions. Further analysis then investigates two more propositions, one testing the assimilation of attitudes of Executive Managers and employees’ to organizational change, and one testing the relationship between the rate of change and change readiness. The study is based on two types of primary data. One is a questionnaire survey administered among employees of three Icelandic governmental organizations, all considered applicable for a merger. Another type of data was gathered by conducting interviews with Executive Managers of all three organizations. Findings suggest that change readiness increases as measured levels of job satisfaction increases. Findings also suggest that change readiness increases as uncertainty decreases, but the relationship between change readiness and commitment is not determined by the findings. Two of the three organizations surveyed had significantly different levels of change readiness. Findings suggest that employees’ change readiness is reflected in the attitudes of Executive Managers. Findings also suggest that employees and Executive Managers in organizations facing discontinuous or radical change do not report lower levels of change readiness, than those facing incremental organizational change

    Educational Assortative Mating and Children’s School Readiness

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    One of the concerns behind parental educational sorting is its potential to widen disparities in the ability of families to invest in their children’s development. Using data from the Fragile Families and Children Wellbeing Study, this paper investigates the association between parental educational homogamy and children’s school readiness at age 5. Our analyses reveal a positive impact of homogamy across child outcomes, most notably on socio-emotional indicators of development. Enhanced levels of parental agreement about the organization of family life and symmetry in the allocation of time to child care emerge as the intervening mechanisms behind this association. Our findings lend support to theoretical claims about the relevance of within-family social capital in the creation of human capital.Human capital, social capital, fragile families, school readiness

    The investigation of attitude and readiness of information and communication technologies pre-service teachers toward web based learning

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    5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCEWOS: 000383740201030The present study aims to investigate attitudes and readiness of Information and Communication Technologies pre-service teachers toward web-based learning. In the study group of the research are 165 pre-service teachers. The study was conducted in the survey model. As data collection tools, 'Web-based Teaching Attitude Scale' and 'Readiness and Expectation Scale for e-Learning Process' were utilized. In analysis of the collected data, descriptive statistics, t-test, and ANOVA analysis were conducted. As a result of the research, it was found that attitude levels of pre-service teachers were lower than median; and their readiness levels were above the median. Moreover, in terms of gender, there was no significant difference between attitude and readiness scores. While there was no significant difference among attitude scores in terms of number of years in education, there was significant difference in readiness scores. (C) 2015 The Authors. Published by Elsevier Ltd

    University students’ levels of anxiety, readiness, and acceptance for e-learning during the COVID-19 pandemic

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    This article determined the levels of readiness and acceptance for e-learning of university students during the COVID-19. Participants were 2,035 university students who completed a restricted online survey. Data show that the students are generally ready for e-learning as they exhibit readiness in three of five areas of e-learning readiness (computer self-efficacy, self-directed learning, and learning motivations). However, the students have low mean score ratings for learner control and online communication self-efficacy. As regards their acceptance for e-learning, the data show that the students do not accept all constructs of acceptability such as performance expectancy, attitude, image, social influence, and compatibility. Moreover, results show that the level of online readiness of the students has a strong association with their level of engagement. Hence, the students' motivations for learning, computer/internet self-efficacy, learner control, self-directed learning, and online communication self-efficacy matter for the enhancement of their level of engagement. Further, the researchers learned that anxiety toward COVID-19 does not influence students' levels of e-learning readiness and acceptance; while, their level of readiness is strongly associated with their level of acceptanc

    Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic

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    The low levels of readiness for e-learning, followed by the low satisfaction levels experienced by university students during the COVID-19 pandemic, is a crucial yet confounding issue. Many reports relate the lack of technological competence and motivation to this problem. This study examined aspects of technological competence and motivation as antecedent factors that affect student user and e-learning readiness. In addition, the study also tested the determination of the role of e-learning readiness as a mediator of the indirect influence of technological competence and motivation on student satisfaction. The study involved 1228 university students from the province of Yogyakarta, Indonesia. Data collection was assisted by using a closed questionnaire with a five-point Likert scale tested for validity and reliability. Structural Equation Modeling was used to analyze the data through path analysis and bootstrap methods. This study showed that technological competence and motivation significantly affected e-learning readiness and user satisfaction. Furthermore, e-learning readiness was seen to act as a significant mediator in the indirect effect of technological competence and motivation on student satisfaction. Therefore, these results strengthen the theory that shaping student satisfaction in e-learning requires mature e-learning readiness. In forming this readiness, technological competence and balanced motivation are needed

    PROMOTION OF STUDENT SELF-DIRECTION IN COOPERATIVE LEARNING IN UNIVERSITY

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    This article presents results of implementation of principles of direction and liberalization in cooperative learning in teacher training. The purpose of the study was to work out and implement an educational model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-readiness tests (SDLRS/LPA), student self-assessment questionnaires, and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases

    The Readiness of Teaching English to Young Learners in Indonesia

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    This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels

    The Learner Readiness for Online Learning: Scale Development and University Students’ Perceptions

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    The purpose of this study was to determine university students’ readiness for online learning. Mainly due to the study a multidimensional instrument for university students’ readiness for online learning (ROLS) developed and validated. The study adopted qualitative research method based on quantitative data. The participants of the study comprised 297 university students who were selected using randomly sampling model. The data were collected via readiness for online learning scale (ROLS) and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the ROLS model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of online learning. Through confirmatory factor analysis, ROLS was validated in two dimensions: computer literacy (CL) and computer based selfconfidence (CSC). The results revealed that students’ levels of readiness were high in computer literacy and computer based self-confidence. In the study it was also found out that perception of students’ self-confidence while using computer caused significant statistical differences in two dimensions; the students who had higher level (very good, good) of selfconfident perception while using computer students exhibited significantly greater readiness in the dimensions of CL and CSC than those who had lower level of self-confident perception. There was no statistical difference in the two dimensions of ROLS in terms of gender, and the participant students at Faculties of Education had similar levels in all readiness dimensions than the other participants in other faculties
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