Predicting school readiness program implementation in community-based childcare centers

Hunter, Leah J.; Bayly, Benjamin L.; Bierman, Karen L.; Welsh, Janet A.; Gest, Julia M.

doi:10.3389/fpsyg.2022.1023505

Cited by 3 publications

(2 citation statements)

References 60 publications

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“…Readiness relates to effort, willingness, and capacity to learn new skills or behaviours (Dalton & Gottlieb, 2003;Loock et al, 2022). Readiness is the stage to make some changes and the willingness to act better, which is indicated by real action (Hunter et al, 2022;Padmadewi et al, 2020). The training that teachers attended was stated to be able to increase their readiness in literacy learning because of an actual change in their ability from not being able to make technology-based media in literacy learning to being competent and able to do it.…”

Section: Discussionmentioning

confidence: 99%

Elementary School Teachers’ Readiness in Teaching Technology-based Literacy

Padmadewi,

Artini,

Ratminingsih

et al. 2023

International j.of Elementary Education

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The Independent Curriculum requires teachers to have the ability to use technology in the learning process and improve students' literacy skills. However, there are still many teachers who experience difficulties in using technology and increasing student literacy. For this reason, this study aims to identify the effect of multimodal training on increasing teacher readiness to implement technology-based literacy learning. This research is a mixed-method study with a concurrent triangulation design involving 24 English teachers. Methods of data collection through questionnaires, interviews and observation. Data were analyzed quantitatively and qualitatively. This study found that teacher readiness in implementing technology-based literacy learning increased significantly after multimodal training. These results are supported by qualitative data showing that teachers feel better prepared to teach literacy in English. This study also found that teachers positively perceive multimodal training. It can be concluded that multimodal training positively affects teacher readiness in implementing technology-based English literacy learning. Thus, implementing multimodal training can be used as a solution to solve teacher problems in conducting the teaching and learning process using technology and increasing student literacy.

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Section: Discussionmentioning

confidence: 99%

Elementary School Teachers’ Readiness in Teaching Technology-based Literacy

Padmadewi,

Artini,

Ratminingsih

et al. 2023

International j.of Elementary Education

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“…Socioemotional learning is receiving increasing attention regarding socioemotional skills, such as emotional intelligence, self-regulation and empathy, as influential factors in academic engagement. Research is also exploring how teaching these skills can enhance students' participation and their overall well-being (Choles et al, 2022;Hunter et al, 2022;Morcom, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Engagement: A Bibliometric Analysis in Scientific Production

Flores,

Ramos,

Mendoza

et al. 2023

J. Professional Business Review

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Purpose: To conduct a bibliometric analysis of the existing literature on academic engagement in order to quantify academic output, identify influential authors and journals, and assess the temporal evolution of research, providing a comprehensive bibliometric perspective with guidance for future studies in the academic field. Theoretical framework: Through a systematic search in academic databases, relevant studies about student commitment and motivation in educational contexts were identified. Design/methodology/approach: The methodology has a descriptive and exploratory approach, 816 articles were reviewed. By analyzing bibliometric indicators, it was revealed a constant growth in research in this field over the last decades, proving a growing interest in understanding and enhancing student participation in their learning process. Findings: The study identified an evolution on research themes, going from individual factors such as motivation to broader contextual issues, such as the impact of technology on the engagement and educational quality. The influence of key authors and institutions in shaping the field was highlighted, as well as a multidisciplinary approach encompassing psychology, education, medicine, and educational technology. Research, Practical & Social implications: This bibliometric study offers a panoramic and updated vision of academic engagement research. Originality/value: Its findings offer a solid foundation to future investigations and enrich the comprehension of how student participation and motivation contributes to a more meaningful learning and the improvement of educational systems.

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Evidence-Based Program Implementation Variability in New Contexts: The Head Start REDI Program

Welsh,

Chilenski,

Daniels

et al. 2024

Early Childhood Educ J

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This study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum involved 5 subcomponents targeting children’s literacy skills and social-emotional development. Teachers were provided with inperson and on-line training and in-person implementation support from a REDI coach. Implementation fidelity included ratings of of curriculum dosage and child engagement, as well as coach ratings of teaching quality using a modified version of the Classroom Assessment Scoring Scale (CLASS). Teachers indicated which adaptations they made to the curriculum and the reasons for these adaptations. Teachers also completed qualitative, post-implementation interviews to obtain their impressions of REDI and the need for planned modifications in their context. Analyses included measures of implementation fidelity and qualitative evaluation of adaptations. Results indicated that teachers found the REDI program both feasible and helpful for their students. Suggestions for planned adaptations included more STEM activities and the freedom to choose the dialogic reading books. Many spontaneous adaptations were noted. Teachers indicated that pragmatic issues, such as lack of time, were the main reasons for adapting the program, and deletions and substitutions of curricular activities were the most common types of changes. Implementation of program subcomponents improved gradually over the course of the school year. Some subcomponents were more likely to be adapted than others.

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Predicting school readiness program implementation in community-based childcare centers

Cited by 3 publications

References 60 publications

Elementary School Teachers’ Readiness in Teaching Technology-based Literacy

Elementary School Teachers’ Readiness in Teaching Technology-based Literacy

Academic Engagement: A Bibliometric Analysis in Scientific Production

Evidence-Based Program Implementation Variability in New Contexts: The Head Start REDI Program

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