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1.
The responses of 322 beginning first graders to the six subtests of the Metropolitan Readiness Test were factor analyzed. A single General Readiness factor appeared to best describe the instrument. Implications for use of the Metropolitan Readiness Test are briefly discussed. 相似文献
2.
Research Findings: Public policy has increasingly focused on expansion of preschool access for underserved students and systematic evaluation of preschool quality and students’ readiness for school. However, such evaluation is limited by a lack of thoroughly validated assessments for use with preschool populations. The present study examined the measurement and structural invariance of the Kindergarten Student Entrance Profile (KSEP) across kindergarten and prekindergarten groups to evaluate its potential use across developmental groups. Participants included 522 kindergarten and 548 prekindergarten students in central California. Invariance was tested by fitting a series of multiple-groups confirmatory factor analysis models with parameter constraints across groups. Results indicated that measurement and structural parameters of the KSEP were invariant across kindergarten and prekindergarten groups. Prekindergarten means on both Social–Emotional Readiness and Cognitive Readiness were significantly lower than kindergarten means. Practice or Policy: These results suggest that the KSEP may potentially be used with prekindergarten students to assess school readiness and inform intervention before kindergarten entry. 相似文献
3.
The factor composition of the Metropolitan Readiness Test was investigated, using 1st-grade subjects in a suburban school district. In this analysis, a total battery score was supported, as well as a second factor believed to represent a language dimension of the test. None of the MRT's other content areas (auditory, visual, or quantitative abilities) or a distinct prereading measure were identified for this sample. 相似文献
4.
Phillip C. Ferguson 《Psychology in the schools》1991,28(2):139-146
This study investigates the outcomes from a transitional first-grade school readiness program (SRP). SRP-placed and nonplaced SRP-recommended students advanced directly into first-grade samples were equated on sex, chronological age at entrance to kindergarten, Gesell School Readiness Test scores, and a developmental delay statistic. The role of teacher-rated student social, problematic, behavioral, motivation, success, self-esteem, classroom participation, and engagement domains, as well as selected demographic background variables, were examined along with standardized achievement outcomes. Referral and placement rate profiles support educational services of special education, remedial reading, Chapter 1, social skills, and counseling services across the two samples. Parent surveys examined the role of parental level of education, attitudes, and other contextual factors. Controlled analyses note nonsignificant academic outcome differences between SRP-placed and controlled nonplaced samples. Students recommended for SRP placement yet not placed did not exhibit significant second-grade differences compared with the year-older SRP-placed students across achievement, related services, parental factors, or teacher rating outcomes. 相似文献
5.
Peter A. Creed Wong Oi Yin 《International Journal for Educational and Vocational Guidance》2006,6(1):47-63
This study tested the applicability of the 34-item CDDQ (Gati &; Saka, 2001) for use with adolescents from the Peoples Republic of China. The study devised a Chinese version of the scale using translation and back-translation, administered it to a sample of 514 Chinese adolescents, tested the psychometric properties of the scale in terms of factor structure and reliability, and examined its validity by testing associations with demographic variables (age, gender, paid work experience, socioeconomic status, and academic achievement) and scales tapping career decision-making self-efficacy and barriers. Results identified two stable factors for the CDDQ, namely Lack of Information and Inconsistent Information, but failed to confirm the third CDDQ factor of Readiness to make a career decision. Factor structure and reliability for the two identified factors were sound, and these factors related in the expected directions to demographic variables and the other career scales. Implications for use of the CDDQ in China are highlighted, and recommendations are made for the revision of the Readiness dimension. 相似文献
6.
《ASHE Higher Education Report》2012,38(5):1-138
Executive Summary Foreword Acknowledgments The Case for a Comprehensive Model of College Readiness The Complexity of College Readiness Quasi-Ecological Approaches to College Readiness The Next Generation of College Readiness Research Method and Organization The Human Ecology Framework Principles of Development in Ecological Systems Environmental Contexts Environmental Interactions: A Fully Ecological Model Individual: The Attributes of College Readiness Resource Characteristics Force Characteristics Demand Characteristics The Individual in an Ecological Context Microsystem: The Direct Experience of Students Academic Preparation in Schools Out-of-School Microsystems Direct Experience in an Ecological Context Mesosystem: A Network of Overlapping Relationships Cultural Capital and the Mesosystem Social Capital and Mesosystem Connectors College and High School Integration Overlapping Relationships in the Ecological Context Exosystem: The Site of Systemic and Structural Changes Precollege Intervention Programs School Reform Role of States Role of Federal Government Role of Foundations and Nonprofit Organizations Systems and Structures in Ecological Context Macrosystem: The Arena of Culture and Ideology Foundational Beliefs Language, Subculture, and Theory Culture and Ideology in the Ecological Context Chronosystem: The Role of Time in College Readiness Cohort and Era Sequence and Timing Developmental Change The Role of Time in Ecological Context The Ecological View of College Readiness The Ecology of College Readiness Using an Ecological Approach in Research and Evaluation Implications for Policy Implications for Practice Moving Toward an Ecological Approach to College Readiness References Name Index Subject Index About the Authors 相似文献
7.
Learning preferences and readiness for online learning 总被引：1，自引：0，他引：1
Peter J. Smith 《教育心理学》2005,25(1):3-12
Using a sample of 314 Australian university students the Readiness for Online Learning questionnaire was tested for its technical characteristics of reliability and factorability, with results indicating the instrument has promise both for research and for practice. The factor analysis identified a factor associated with self‐management of learning, and one of comfort with e‐learning. These factors are interpreted and discussed within a framework of the broader literature on learning preferences associated with flexible delivery and resource‐based learning. 相似文献
8.
School readiness has been measured in many ways; chronological age, sex, and developmental age all have been used, with varying success, to predict young children's readiness for school. One hundred and fifty-two children were classified by birthdate and sex, and compared on their performances on the Gesell Screening Test, the Gesell School Readiness Test (GSRT), and the Stanford Achievement Test. The Gesell measures were sensitive to the different birthdate groups; however, these differences diminished as the children aged. There were no significant differences between birthdate groups on the Stanford Achievement Test. Females scored higher than males on the GSRT at the end of kindergarten, but no interactions between birthdate and sex were found. Implications of the varying ways to determine school readiness are discussed. 相似文献
9.
Raymond A. Dunleavy James L. Hansen Charles W. Szasz Lyle E. Baade 《Psychology in the schools》1981,18(1):35-38
The Koppitz Human Figure Drawing (HFD) Test was examined for use in early identification of academically not-ready kindergarten children. HFD developmental scores of a group of children who later “passed” the Metroplitan Readiness Test (stanine score ≥4), as required for admission to the first-grade classroom, were compared with the HFD scores of a group of children who later “failed” the Metropolitan Readiness Test (stanine score ≤3). Evaluation of the test data showed that the optimum HFD score cut-off point for prediction of nonreadiness was ≤3; 42% of the nonready and 90% of the ready children, as defined by the Metropolitan Readiness Test (MTR) score criterion, were correctly identified. An overall hit rate of 75% was obtained on the experimental population. The work indicates that HFD developmental scores are useful for early identification of the academically not-ready kindergarten child. 相似文献
10.
The Bracken School Readiness Assessment (BSRA) was administered to all kindergarten students enrolled in two rural elementary schools in the fall of 2004. Eight months later, the reading portion of the Metropolitan Readiness Tests, 6th Edition (MRT‐6) was administered. Teachers were asked to indicate whether they had concerns about each student's readiness for first grade and whether students had been retained or referred for other assessment(s) or services. The BSRA was found to be a good predictor of children's readiness ratings, as well as their retention or referral for services. It also predicted performance on the MRT‐6. This study partially validated the use of the BSRA as a screening measure to predict kindergarten performance and kindergarten teachers' ratings of first grade readiness. © 2009 Wiley Periodicals, Inc. 相似文献
11.
Henry Khiat 《Journal of Further & Higher Education》2017,41(1):44-59
The practice of self-directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments. This study set out to examine the self-directed learning characteristics present in the adult students’ study process at the case university. The relationship between the adult students’ perceived competence level in self-directed learning and their academic performance was also investigated. In this study, 1695 adult students in the case university participated in a survey that included both Likert-type and open-ended response items. Eleven indicators of self-directed learning were conceptualised and quantified. These indicators included: Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Exam Preparation, Note-taking Capability, Research Capability, Seminar Class Readiness, Technical Readiness, Online Class Readiness and Stress Management. The findings showed that the adult students’ perceived level of competence in the 11 self-directed learning indicators had a direct or an indirect effect on their academic performance. Based on the findings, the case university has conceptualised some new initiatives in the provision of support in terms of self-directed learning to help its adult students to do well in their studies. 相似文献
12.
A. D. Pellegrini 《Psychology in the schools》1980,17(4):530-535
The study examined the relationship between play and selected demographic variables (sex and SES) and kindergartners' achievement in prereading, language, and writing. Play was observed and ranked according to Smilansky's cognitive play categories. Prereading and language achievement were measured by the Metropolitan Reading Readiness Test; writing achievement was measured by students' word writing fluency. Sixty-five kindergartners (37 male, 28 female) were tested and observed in the classrooms over a four-week period. Multiple regression and ANOVA procedures were employed to determine the extent to which play, SES, and sex predicted student achievement. Play was a significant predictor of success on all three measures of achievement (p < .01). SES and sex appeared to have little influence on the prediction of achievement. There were significant main effects due to play for all achievement variables (p < .001). Post hoc analyses indicated that dramatic play had the most significant impact on play (p < .05). Pedagogical implications are made. 相似文献
13.
Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed. 相似文献
14.
The purpose of this study was to explore the relationship between symbolic representation in dramatic play and art and the cognitive and reading readiness levels of kindergarten children. Specifically, the study attempted to determine if there is a significant difference in the performance of kindergarten children on the conservation of number tasks (reflective of the level of operational thought and cognitive development), the Metropolitan Reading Readiness Test, and their involvement and/or level of symbolic re resentation in dramatic play and/or art. Results indicated that children at diffrent cognitive levels (a) performed significantly differently on the Metropolitan Reading Readiness Test, (b) spent significantly different amounts of time involved in dramatic play, and (c) expressed significantly different levels of symbolic representations in dramatic play. No differences were found to exist, however, in their symbolic representation in art. 相似文献
15.
Towards Identifying Factors Underlying Readiness for Online Learning: An Exploratory Study 总被引：1，自引：1，他引：1
To test the potential value of McVay's (2000) Readiness for Online Learning questionnaire for research and practice, the instrument was administered to 107 undergraduate university students drawn from a range of courses in the United States and Australia. The questionnaire was subjected to a reliability analysis and a factor analysis. The instrument fared well in the reliability analysis, and yielded a two-factor structure that was readily interpretable in a framework of existing theory and research. Factors identified were "Comfort with e-learning" and "Self-management of learning." It is suggested that the instrument is useful for both research and practice, but would be enhanced through further work on 5 of the 13 items. Additionally, further work is required to establish predictive validity. 相似文献
16.
Tsinajinie Garrison Kirboyun Sevgi Hong Sunggye 《Journal of Science Education and Technology》2021,30(1):74-86
A qualitative study was conducted to understand how middle and high school students with visual impairments (VI) engage in Science, Technology, Engineering and Mathematics (STEM). The Readiness Academy, a Project-Based Learning (PBL) intervention, was designed to provide a week-long, immersive, outdoor, and inquiry-based science education program to students with VI. We analyzed 187 photographs, camp associate intern notes, and researcher memos first using emotion coding, followed by process coding to structure initial codes and categories into seven research activities. We used axial coding as a secondary cycle coding method to determine four consistent themes across all research activities: apprenticeship, collaboration, accessibility, and independence. We found that the inclusion of purposeful accessibility, such as assistive technology and multisensory experiences, supported how students with VI engaged in STEM education. The findings reflect how students dynamically fulfilled roles as apprentices, collaborative members, and independent researchers within the program’s context of PBL and outdoor science education.
相似文献17.
Judi Lesiak 《Psychology in the schools》1977,14(1):4-10
Compares the effectiveness of the Gates-MacGinitie Readiness Skills Test (G-M) and Illinois Test of Psycholinguistic Abilities (ITPA) for predicting reading achievement in grade one and studies whether either test differentially predicts reading in an i. t. a. approach Gr a t. o. sight approach. Subjects in grade one were administered the G-M, a measure of intelligence, and the ITPA at the beginning of the school year and the Lee-Clark Reading Tests at the end of the year. Subjects were learning to read in two approaches to reading –i. t. a. and t. o. sight-oriented approach. Relationships between the G-M. IQ, ITPA, and reading were analyzed using Pearson-Product Moment Correlations, Partial Correlations with intelligence controlled, and Stepwise Regression Analyses. The G-M was found to be a better predictor of reading than the ITPA for both i. t. a. and t. o. groups. The relative importance of specific subtests was found to depend on the factors of reading groups and/or sex. Future research may find a combination of available reading readiness tests to be most predictive of reading. 相似文献
18.
De Almeida Maia Denise Pohl Steffi Okuda Paola Matiko Martins Liu Ting Puglisi Marina Leite Ploubidis George Eid Michael Cogo-Moreira Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239
Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important... 相似文献
19.
Robert C. Colligan 《Psychology in the schools》1976,13(3):304-308
Most screening techniques for school learning difficulty have utilized data obtained from the child during an examination session. However, the child's potential for school learning difficulty may be assessed more reliably by parent report. The Minnesota Child Development Inventory was used to obtain parent observations on 59 children before the start of the kindergarten year. At the end of the kindergarten year, measures of reading skill were obtained by two group tests (Lippincott Reading Readiness Test and Metropolitan Reading Readiness Test) and one test administered individually to each child (Wide Range Achievement Test). Results indicated that the parent report on a number of variables from the MCDI correlated highly with postkindergarten success in reading (multiple r = 0.79). Although follow-up in the primary grades will be needed to determine whether these relationships hold, the data are provocative in suggesting that greater attention should be given to parent reports in evaluating a child's school readiness. 相似文献
20.
Iaín Carson 《Sex education》2013,13(2):231-233
Rates of sexually transmitted infections and teenage pregnancy amongst the under-16s are causing increasing concern. There is limited evidence about the sexual behaviour and sex education preferences of this age group, especially of those from Black and minority ethnic groups. This study aimed to provide data on early heterosexual risk behaviour, and to examine preferences for the content and delivery of sex and relationships education (SRE), across ethnicity, gender and school year to inform priority setting and sex education strategies. A cross-sectional study of 3334 13–17-year-olds from 10 English urban and suburban secondary schools was conducted. Multivariate analysis was performed to examine the independent effect of demographic variables on sexual experience and preferences for sex education. A number of important differences in the sexual experience and condom use of males and females across the ethnic groups were identified. Differences in preferences for the content and delivery of sex education were also identified, particularly between male and female pupils. The findings indicate the potential for quite wide variation in sexual experience and preferences within school classrooms. The challenge for educators is therefore to develop SRE curricula that are inclusive within the constraints of school teaching. 相似文献