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Journal articles on the topic 'Readiness for school – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Mangwaya, Ezron, Sylvan Blignaut, and Shervani K. Pillay. "The readiness of schools in Zimbabwe for the implementation of early childhood education." South African Journal of Education 36, no. 1 (February 29, 2016): 1–8. http://dx.doi.org/10.15700/saje.v36n1a792.

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2

Nani, Gwendoline Vusumuzi, and Lwazi Sibanda. "Online Home Schooling: Are Parents Ready? Lessons from the Corona Virus Disease Induced Lock Down." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 140–51. http://dx.doi.org/10.47175/rielsj.v1i2.81.

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The outbreak of the corona virus disease (COVID-19) in China around December 2019 led to the premature closure of schools globally. This was done to ensure reduced transmission of the disease. Due to the indefinite level two lockdown in Zimbabwe, schools remain closed. This has led to online home schooling, where schools send work to parents who conduct and monitor the lessons on their behalf. This study sought to find out the experiences and readiness of parents in Bulawayo Metropolitan Province, Zimbabwe, who were expected to conduct lessons online. The study which is situated in the interpretive paradigm and qualitative approach collected data from ten purposively selected parents as key informants. Qualitative data was collected using emailed open-ended questionnaires in compliance with COVID-19 regulations. Results revealed that parents found it difficult to conduct online lessons due to costly data, lack of expert knowledge and teaching pedagogy, unclear instructions from teachers, unavailable or shared gadgets at home and poor internet connectivity. Schools were also said to be piling up work, disregarding parents’ other responsibilities. Conclusions drawn were that most of the parents were not ready for online home schooling although they perceived the exercise to be beneficial. Recommendations were that schools should conduct training sessions for staff and parents, have formal feedback sessions and exercise flexibility for execution and submission of work and continue online lessons post COVID-19. Further research could be conducted to find out learners’ perceptions of online home schooling.

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3

Musodza, Belinda R., Mamotena Mpeta, Tawanda Runhare, and Elphinah N. Cishe. "A Test of Significance of Process on Effectiveness of Teacher Evaluation in Kwekwe Schools of Zimbabwe." Journal of Educational and Social Research 10, no. 5 (September 23, 2020): 153. http://dx.doi.org/10.36941/jesr-2020-0096.

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Zimbabwe adopted Results Based Management (RBM) in order to evaluate the performance of its workers. For the process to be ‘significant’ and meet the basic attribute of utility, evaluation information should be focused towards predetermined uses. The objective of this study was to assess the significance of the teacher performance evaluation process and examine the relationship between the significance and the effectiveness of the evaluation system of Kwekwe district in Zimbabwe. The study was situated in the pragmatic worldview and underpinned by the Readiness Assessment, Design, Process, Significance (RADPS) conceptual framework. It adopted the convergent mixed method design and the concurrent sampling design. Simple random and purposive sampling techniques were used to select 292 teachers and 12 educators for the quantitative and qualitative research strands respectively. SPSS version 26 was used to analyse the quantitative data and qualitative data were analysed using Atlas ti. 8. Findings show that the evaluation process in the Kwekwe district has no meaningful consequences or implications on effectiveness of the evaluation system. RBM has failed to fulfil both the professional and accountability functions. The inferential statistics proved that the significance of an evaluation process is statistically significant in predicting and influencing the effectiveness of an evaluation system and in the case of Kwekwe district, the evaluation process negatively impacted on the effectiveness of evaluation of teachers. The study findings imply that an evaluation process should be carefully planned and implemented for professional and accountability functions of teachers to be effective.

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4

Williams, P. Gail, and Marc Alan Lerner. "School Readiness." Pediatrics 144, no. 2 (July 22, 2019): e20191766. http://dx.doi.org/10.1542/peds.2019-1766.

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5

Scharf, Rebecca J. "School Readiness." Pediatrics in Review 37, no. 11 (November 2016): 501–3. http://dx.doi.org/10.1542/pir.2016-0107.

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6

Lewit, Eugene M., and Linda Schuurmann Baker. "School Readiness." Future of Children 5, no. 2 (1995): 128. http://dx.doi.org/10.2307/1602361.

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7

Dworkin, Paul H. "School readiness." Current Opinion in Pediatrics 3, no. 5 (October 1991): 786–91. http://dx.doi.org/10.1097/00008480-199110000-00005.

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8

Moreno, Megan A. "School Readiness." JAMA Pediatrics 167, no. 8 (August 1, 2013): 784. http://dx.doi.org/10.1001/jamapediatrics.2013.2959.

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9

MAY, DEBORAH, DEBORAH KUNDERT, OLIVER NIKOLOFF, EDWARD WELCH, MARY GARRETT, and DONNA BRENT. "School Readiness." Journal of Early Intervention 18, no. 3 (July 1994): 290–301. http://dx.doi.org/10.1177/105381519401800304.

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10

High, P. C. "School Readiness." PEDIATRICS 121, no. 4 (April 1, 2008): e1008-e1015. http://dx.doi.org/10.1542/peds.2008-0079.

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11

Rahmawati, Anayanti. "CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL." Early Childhood Education and Development Journal 1, no. 1 (August 23, 2019): 20. http://dx.doi.org/10.20961/ecedj.v1i1.33250.

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School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.

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12

Mavhura, Emmanuel, Andrew Collins, and Pathias Paradzayi Bongo. "Flood vulnerability and relocation readiness in Zimbabwe." Disaster Prevention and Management: An International Journal 26, no. 1 (February 6, 2017): 41–54. http://dx.doi.org/10.1108/dpm-05-2016-0101.

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Purpose The purpose of this paper is to examine vulnerability conditions to flood disasters in Tokwe-Mukorsi community, Zimbabwe and identifies the barriers that constrained the community from relocating to safe sites. Design/methodology/approach Using a questionnaire survey, field observations and interviews, the paper examines the biophysical and social vulnerability of the Tokwe-Mukorsi community, Zimbabwe, as well as the barriers that prevented it from relocating to safe sites. A thematic analysis of the large volumes of qualitative data from interviews and walk-through analyses was conducted. Descriptive statistics were used in analysing quantitative data from questionnaires. Findings Results reveal that households living upstream and downstream of the dam were highly vulnerable to floods. Their biophysical vulnerability was partly induced by the construction of the dam whose basin encroached into the farming and settlement area. The extremely vulnerable group were households living below level of 660 m where five saddle dams had been constructed. The built environment of the community exhibited ignorance of standard building codes. The poor socio-economic conditions of the community and the incessant rains experienced over two weeks contributed to the flood disaster in early 2014. The Tokwe-Mukorsi community failed to relocate to safe places partly due to lack of compensation, absence of basic infrastructure and drought occurrence in relocation sites. Research limitations/implications The calculation of social vulnerability indices is beyond the scope of this study due to non-availability of quantitative data at community level. Originality/value This paper provides a comprehensive understanding of why some communities may fail to relocate despite being highly vulnerable to flood disasters.

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13

Pagani, Linda S., and Caroline Fitzpatrick. "Children’s School Readiness." Health Education & Behavior 41, no. 1 (February 27, 2013): 25–33. http://dx.doi.org/10.1177/1090198113478818.

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14

Sacks, A., and Beryl Watnick. "Family-School Partnership Increases School Readiness." Children & Schools 23, no. 3 (July 1, 2001): 188–92. http://dx.doi.org/10.1093/cs/23.3.188.

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15

Dworkin, P. H. "Pediatrician and School Readiness." Pediatrics in Review 11, no. 3 (September 1, 1989): 67–68. http://dx.doi.org/10.1542/pir.11-3-67.

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16

Vernon-Feagans, Lynne, and Clancy Blair. "Measurement of School Readiness." Early Education & Development 17, no. 1 (January 3, 2006): 1–5. http://dx.doi.org/10.1207/s15566935eed1701_1.

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17

Lamberty, Gontran, and Keith Crnic. "School Readiness Conference: Recommendations." Early Education & Development 5, no. 2 (April 1994): 165–76. http://dx.doi.org/10.1207/s15566935eed0502_7.

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18

Pekdogan, Serpil, and Esra Akgul. "Preschool Children’s School Readiness." International Education Studies 10, no. 1 (December 26, 2016): 144. http://dx.doi.org/10.5539/ies.v10n1p144.

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The purpose of this study is to examine preschool teachers’ perspectives about children’s school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of “School Readiness Form” developed by Boz (2004) and “School Readiness Checklist for 5-6 Age Children” developed by the researchers; from 204 preschool teachers. In the qualitative part of the research, open-ended questions were asked for preschool teacher to determine their opinions about children’s school readiness. While findings obtained from quantitative aspect revealed that there is a relationship between the skills that children must have and their school readiness; in the qualitative part of the research participants presented an opinion that academic, social communication skills, maturity, communication with parents and the developmental areas have an effect on children’s school readiness. In the study, qualitative and quantitative findings were coincided. Some recommendations are made in terms of findings.

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19

Kokkalia, Georgia, Athanasios S. Drigas, Alexandra Economou, and Petros Roussos. "School Readiness From Kindergarten to Primary School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i11.10090.

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The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of preschoolers. Additionally, it is thought worthwhile to say that the readiness tools that are presented are used with the traditional way while some of them with the support of new technology. Lastly, the theoretical base of the significant role that school readiness plays from kindergarten to first grade and its crucial role for the child’s academic development is discussed shortly.

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20

Jung, Youn Ah, and Soo Jung Kim. "School readiness profiles on school adjustment in elementary school." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 18 (September 30, 2019): 875–95. http://dx.doi.org/10.22251/jlcci.2019.19.18.875.

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21

Shaari, Mariam Felani, and Sabarinah Sh Ahmad. "Preschool Design and School Readiness." Asian Journal of Quality of Life 3, no. 10 (March 18, 2018): 109. http://dx.doi.org/10.21834/ajqol.v3i10.106.

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Preschool physical environments significantly affect children behavior and development. Efforts by the Malaysian Government to improve the quality of preschool education shows a lack of emphasis on the physical learning environment - despite overall improvements, school readiness remains moderate. In Malaysia, the impact of preschool physical learning environments on children’s school readiness is still unclear; thus, this paper aims to investigate, highlight and conclude a clear theoretical relationship between these two aspects through literature review. Findings are hoped to lay the groundworks for future research into this matter to improve preschool education in Malaysia.Keywords: Malaysian preschool education; Physical learning environment; Children school readiness; Children developmenteISSN 2398-4279 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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22

Gormley, William T., and Ted Gayer. "Promoting School Readiness in Oklahoma." Journal of Human Resources XL, no. 3 (2005): 533–58. http://dx.doi.org/10.3368/jhr.xl.3.533.

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23

Moylett, Helen. "The problem with school readiness." Early Years Educator 18, no. 9 (January 2, 2017): 6. http://dx.doi.org/10.12968/eyed.2017.18.9.6.

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24

Mashburn, Andrew J., and Robert C. Pianta. "Social Relationships and School Readiness." Early Education & Development 17, no. 1 (January 3, 2006): 151–76. http://dx.doi.org/10.1207/s15566935eed1701_7.

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25

Guarnera, Maria, Palmira Faraci, Elena Commodari, and Stefania Lucia Buccheri. "Mental Imagery and School Readiness." Psychological Reports 120, no. 6 (June 28, 2017): 1058–77. http://dx.doi.org/10.1177/0033294117717262.

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The aim of this study was to investigate the relationships between the skills that constitute school readiness, such as linguistic, phonological, logical-mathematical and psychomotor skills, and mental imagery processes in preschool children. The participants were 100 healthy children (50 boys and 50 girls) aged four to five. Two batteries of tests were used to assess school readiness and different aspects of the mental imagery processes. The mental imagery battery measured mental imagery generation, inspection, and rotation of images. The results showed a relationship between the generation and inspection processes and the level of skills that constitute school readiness. These findings emphasize the potential usefulness of screening all preschoolers and kindergarteners for imagery ability, with the aim of adopting effective measures to increase their mental imagery abilities.

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26

Lally, J. Ronald. "School Readiness Begins in Infancy." Phi Delta Kappan 92, no. 3 (November 2010): 17–21. http://dx.doi.org/10.1177/003172171009200305.

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27

Majzub, Rohaty Mohd, and Aminah Abdul Rashid. "School Readiness Among Preschool Children." Procedia - Social and Behavioral Sciences 46 (2012): 3524–29. http://dx.doi.org/10.1016/j.sbspro.2012.06.098.

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28

Eisenberg, Nancy, Carlos Valiente, and Natalie D. Eggum. "Self-Regulation and School Readiness." Early Education & Development 21, no. 5 (October 7, 2010): 681–98. http://dx.doi.org/10.1080/10409289.2010.497451.

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29

Simner, Marvin L. "Printing Performance School Readiness Test." Academic Therapy 25, no. 3 (January 1990): 371–75. http://dx.doi.org/10.1177/105345129002500311.

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30

Dickens, William T. "Behavioral Genetics and School Readiness." Future of Children 15, no. 1 (2005): 55–69. http://dx.doi.org/10.1353/foc.2005.0003.

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31

Kuftyak, E. V., L. M. Khanukhova, and E. V. Poimanova. "Bilingual Children and School-Readiness." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 455–62. http://dx.doi.org/10.21603/2078-8975-2020-22-2-455-462.

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The research featured the development of intellectual skills and voluntary sphere in the context of schoolreadiness in preschoolers at bilingual day care centers. The control group included Russian-speaking children from ordinary kindergartens. The authors believe bilingualism to be a means of cognitive and communicative development. Bilingual children require a special approach in school-readiness assessment. Two blocks of methods were used to measure the intellectual readiness and the development of voluntary sphere. The bilingual preschoolers demonstrated a higher level of voluntary attention in comparison with the control group. The bilingual children were much better at converting visual information than the children from the Russian-speaking group. The article also introduces some significant links between various aspects of preschoolers' mental development. The results of the diagnostic methods correlated with each other and made it possible to analyze the development of memory and voluntary attention in cognition tests.

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32

Slomski, Anita. "Home Visits Boost School Readiness." JAMA 320, no. 4 (July 24, 2018): 332. http://dx.doi.org/10.1001/jama.2018.10154.

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33

House, Richard. "Plus ça change: School readiness." Early Years Educator 13, no. 6 (October 2011): 6. http://dx.doi.org/10.12968/eyed.2011.13.6.6.

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34

Eisenhart, Margaret A., and M. Elizabeth Graue. "Socially constructed readiness for school." International Journal of Qualitative Studies in Education 3, no. 3 (July 1990): 253–63. http://dx.doi.org/10.1080/0951839900030304.

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35

Duncan, Greg J., Chantelle J. Dowsett, Amy Claessens, Katherine Magnuson, Aletha C. Huston, Pamela Klebanov, Linda S. Pagani, et al. "School readiness and later achievement." Developmental Psychology 43, no. 6 (November 2007): 1428–46. http://dx.doi.org/10.1037/0012-1649.43.6.1428.

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36

Suleiman, Iyad, Maha Arslan, Reda Alhajj, and Mick Ridley. "Prediction Model of School Readiness." Journal of Information & Knowledge Management 16, no. 03 (July 31, 2017): 1750023. http://dx.doi.org/10.1142/s021964921750023x.

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Studying the school readiness is an interesting domain that has attracted the attention of the public and private sectors in education. Researchers have developed some techniques for assessing the readiness of preschool kids to start school. Here we benefit from an integrated approach which combines Data Mining (DM) and social network analysis towards a robust solution. The main objective of this study is to explore the socio-demographic variables (age, gender, parents' education, parents' work status, and class and neighbourhood peers influence), achievement data (Arithmetic Readiness, Cognitive Development, Language Development, Phonological Awareness), and data that may impact school readiness. To achieve this, we propose to apply DM techniques to predict school readiness. Real data on 306 preschool children was used from four different elementary schools: (1) Life school for Creativity and Excellence a private school located in Ramah village, (2) Sisters of Saint Joseph missionary school located in Nazareth, (3) Franciscan missionary school located in Nazareth and (4) Al-Razi public school located in Nazareth, and white-box classification methods, such as induction rules were employed. Experiments attempt to improve their accuracy for predicting which children might fail or dropout by first, using all the available attributes; next, selecting the best attributes; and finally, rebalancing data and using cost sensitive classification. The outcomes have been compared and the models with the best results are shown.

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37

Henty, Neil. "School readiness: interventions in action." British Journal of Child Health 2, no. 1 (February 2, 2021): 45–48. http://dx.doi.org/10.12968/chhe.2021.2.1.45.

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The transition to school from the home or early years setting is a crucial time in a child's life. Public health nurses and early years professionals have a crucial role to play in ensuring that children are ready for school entry. In this second part of a two-part series, Neil Henty looks at local strategies and interventions implemented in practice to improve school readiness.

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38

Kay, Louise. "The complexities of school readiness." Early Years Educator 22, no. 12 (July 2, 2021): 34–36. http://dx.doi.org/10.12968/eyed.2021.22.12.34.

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In this second article of a three-part series, Professor Louise Kay unpicks the various transitions early years children experience and reports on the marginalisation and accountability which the school readiness agenda creates.

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39

Ben-Yochanan, Avraham, and Yaacov Katz. "Validation and Use of a School Readiness Battery in an Israeli Elementary School Integration Program." Perceptual and Motor Skills 64, no. 3_suppl (June 1987): 1083–87. http://dx.doi.org/10.2466/pms.1987.64.3c.1083.

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A School Readiness Test Battery comprising the Information and Similarities subtests of Wechsler's preschool scale, selected elements of the Gesell Reading Readiness Test and the Minkowich Test of Arithmetic Readiness was used to screen candidates of low socioeconomic status for entry into a first-grade integration program in an Israeli elementary school. The candidates were retested at the end of first grade on a battery of tests of reading and arithmetic skills and achievement. An analysis of intercorrelations among readiness and achievement measures indicates that, the Gesell and Minkowich readiness tests administered to kindergarten children lead to superior prediction of school readiness at first grade.

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40

Ben-Yochanan, Avraham, and Yaacov Katz. "Validation of a School Readiness Battery for a Referred Sample of Israeli Elementary School Students." Perceptual and Motor Skills 68, no. 2 (April 1989): 651–54. http://dx.doi.org/10.2466/pms.1989.68.2.651.

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A School Readiness Test Battery, comprising the Information and Similarities subtests of the Wechsler Preschool and Primary Scales of Intelligence, selected elements of the Gesell Reading Readiness Test, and the Minkowich Test of Arithmetic Readiness was used to screen a sample of referred candidates for entry into first grade of an Israeli elementary school. The candidates were retested at the end of first grade on a battery of tests of reading and arithmetic skills and achievement. An analysis of intercorrelations among readiness and achievement as well as multiple linear regression analysis indicated that, when a minibattery of the Gesell and Minkowich readiness tests was administered to a referred sample of 77 kindergarten children, superior prediction of school readiness at first grade was obtained.

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41

Mann, Trisha D., Alycia M. Hund, Matthew S. Hesson-McInnis, and Zachary J. Roman. "Pathways to School Readiness: Executive Functioning Predicts Academic and Social-Emotional Aspects of School Readiness." Mind, Brain, and Education 11, no. 1 (December 27, 2016): 21–31. http://dx.doi.org/10.1111/mbe.12134.

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42

Moyo, Zvisinei, and Juliet Perumal. "Disadvantaged School Contexts and Female School Leadership in Zimbabwe." International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 14, no. 1 (January 2, 2019): 83–105. http://dx.doi.org/10.1080/18186874.2019.1610900.

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43

Evans, Katherine. ""School Readiness": The Struggle for Complexity." LEARNing Landscapes 7, no. 1 (July 1, 2013): 171–86. http://dx.doi.org/10.36510/learnland.v7i1.636.

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This article highlights the challenge of engaging critically with dominant discourses of "readiness" in early childhood education. Drawing on the current context of early childhood education in England, this paper argues that dominant discourses of "readiness" are reliant on an underlying logic of mechanistic causality that acts to reduce complexity and marginalize difference and diversity. Calling for a radical reconceptualization of "readiness," experiences from practice are weaved throughout this critical discussion, highlighting the impact of dominant discourses of "readiness" in situated practice and the challenges that can be faced by engaging critically with this discourse.

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44

Casey, P. H., and L. D. Evans. "School Readiness: An Overview for Pediatricians." Pediatrics in Review 14, no. 1 (January 1, 1993): 4–10. http://dx.doi.org/10.1542/pir.14-1-4.

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45

Testova, Iryna, and Nadiia Bilousova. "Issue of child’s readiness for school." Research Notes, no. 1 (June 29, 2017): 47–49. http://dx.doi.org/10.31654/2663-4902-2017-pp-2-47-49.

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46

Vagapova, Alfiya R., and Elena S. Es’kina. "Adaptive Readiness of Secondary School Students." Ser. Educational Acmeology. Developmental Psychology 5, no. 4 (2016): 350–55. http://dx.doi.org/10.18500/2304-9790-2016-5-4-350-355.

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47

Brown, Paula. "Understanding children's views on school readiness." Early Years Educator 20, no. 12 (April 2, 2019): 18–20. http://dx.doi.org/10.12968/eyed.2019.20.12.18.

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48

Ladd, Gary W., Sarah L. Herald, and Karen P. Kochel. "School Readiness: Are There Social Prerequisites?" Early Education & Development 17, no. 1 (January 3, 2006): 115–50. http://dx.doi.org/10.1207/s15566935eed1701_6.

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49

Ketterlin-Geller, Leanne R., Diane B. Gifford, and Lindsey Perry. "Measuring Middle School Students’ Algebra Readiness." Assessment for Effective Intervention 41, no. 1 (May 22, 2015): 28–40. http://dx.doi.org/10.1177/1534508415586545.

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50

Dockett, Sue, and Bob Perry. "Readiness for school: A relational construct." Australasian Journal of Early Childhood 34, no. 1 (March 2009): 20–26. http://dx.doi.org/10.1177/183693910903400104.

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