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Journal articles on the topic 'Readiness programs'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Donnermeyer, Joseph F., Barbara A. Plested, Ruth W. Edwards, Gene Oetting, and Lawrence Littlethunder. "COMMUNITY READINESS AND PREVENTION PROGRAMS." Community Development Society. Journal 28, no. 1 (March 1997): 65–83. http://dx.doi.org/10.1080/15575339709489795.

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2

Carver, Nancy K. "Reading Readiness: Aspects Overlooked in Structured Readiness Programs and Workbooks." Childhood Education 62, no. 4 (March 1986): 256–59. http://dx.doi.org/10.1080/00094056.1986.10520247.

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3

Buckley, Pamela R., Abigail A. Fagan, Fred C. Pampel, and Karl G. Hill. "Making Evidence-Based Interventions Relevant for Users: A Comparison of Requirements for Dissemination Readiness Across Program Registries." Evaluation Review 44, no. 1 (February 2020): 51–83. http://dx.doi.org/10.1177/0193841x20933776.

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This study compares prevention program registries in current use on their level of support for users seeking to implement evidence-based programs. Despite the importance of registries as intermediaries between researchers and the public, and although previous studies have examined how registries define their standards for methodological soundness and evidence of efficacy, little research has focused on the degree to which registries consider programs’ dissemination readiness. The result is that registry users are uncertain whether listed programs and their necessary support materials are even available for implementation. This study evaluates 11 publicly and privately funded prevention registries that review the evidence base of programs seeking to improve child health and prosocial outcomes on the degree to which they use dissemination readiness as an evidentiary criterion for rating programs, and the extent and type of information they provide about dissemination readiness to support real-world implementation. The results show wide variability, with few having standards about dissemination readiness or making evidence-based information about interventions easily accessible to users. Findings indicate the need for registries to (1) do more to assess dissemination readiness before including programs on their website and (2) offer more complete information on dissemination readiness and implementation support to users.

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Snyder-Halpern, Rita. "Measuring Organizational Readiness for Nursing Research Programs." Western Journal of Nursing Research 20, no. 2 (April 1998): 223–37. http://dx.doi.org/10.1177/019394599802000207.

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5

Gee, Kevin A., Carolynne Beno, Lauren Lindstrom, John Lind, Cindy Post, and Kara Hirano. "Enhancing College and Career Readiness Programs for Underserved Adolescents." Journal of Youth Development 15, no. 6 (December 15, 2020): 222–51. http://dx.doi.org/10.5195/jyd.2020.832.

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Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career and college readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as findings from a set of stakeholders (student, parent and educator) focus groups. We offer our ideas for incorporating these insights alongside stakeholder input into the development and design of college and career readiness activities and programming.

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Hannon, Peggy A., Christian D. Helfrich, K. Gary Chan, Claire L. Allen, Kristen Hammerback, Marlana J. Kohn, Amanda T. Parrish, Bryan J. Weiner, and Jeffrey R. Harris. "Development and Pilot Test of the Workplace Readiness Questionnaire, a Theory-Based Instrument to Measure Small Workplaces’ Readiness to Implement Wellness Programs." American Journal of Health Promotion 31, no. 1 (November 17, 2016): 67–75. http://dx.doi.org/10.4278/ajhp.141204-quan-604.

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Purpose. To develop a theory-based questionnaire to assess readiness for change in small workplaces adopting wellness programs. Design. In developing our scale, we first tested items via “think-aloud” interviews. We tested the revised items in a cross-sectional quantitative telephone survey. Setting. The study setting comprised small workplaces (20–250 employees) in low-wage industries. Subjects. Decision-makers representing small workplaces in King County, Washington (think-aloud interviews, n = 9), and the United States (telephone survey, n = 201) served as study subjects. Measures. We generated items for each construct in Weiner’s theory of organizational readiness for change. We also measured workplace characteristics and current implementation of workplace wellness programs. Analysis. We assessed reliability by coefficient alpha for each of the readiness questionnaire subscales. We tested the association of all subscales with employers’ current implementation of wellness policies, programs, and communications, and conducted a path analysis to test the associations in the theory of organizational readiness to change. Results. Each of the readiness subscales exhibited acceptable internal reliability (coefficient alpha range, .75–.88) and was positively associated with wellness program implementation ( p < .05). The path analysis was consistent with the theory of organizational readiness to change, except change efficacy did not predict change-related effort. Conclusion. We developed a new questionnaire to assess small workplaces’ readiness to adopt and implement evidence-based wellness programs. Our findings also provide empirical validation of Weiner’s theory of readiness for change.

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Liu, Minhui, Xi Zhang, Jinnan Xiao, Feng Ge, Siyuan Tang, and Basia Belza. "Community readiness assessment for disseminating evidence-based physical activity programs to older adults in Changsha, China: a case for Enhance®Fitness." Global Health Promotion 27, no. 1 (October 15, 2018): 59–67. http://dx.doi.org/10.1177/1757975918785144.

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Physical activity (PA) has declined in China due to urbanization in the past two decades. Evidence-based programs are good approaches to promote PA, but are limited in China. Adopting existing programs can be a viable option. Prior to that, readiness assessment is needed. This study aimed to assess community readiness levels for disseminating evidence-based PA programs to older adults in Changsha, China. In-person interviews were conducted with 33 participants of five districts in Changsha to assess the community readiness level in five dimensions: community knowledge of efforts, community climate, community knowledge about the issue, leadership and resources. Data was transcribed, reviewed and compared with an anchored rating scale to provide a stage of readiness score ranging from 1 (no awareness) to 9 (high level of community ownership). Participants included 14 community staff, 13 older adults, four community leaders and three health professionals. The top three barriers to disseminating PA programs were lack of appropriate locations, funding and instructors. The top three resources were availability of indoor space, chairs and loudspeakers. Community leadership was the highest-rated readiness dimension (3.3 out of 9) followed by community climate (3.2), community knowledge of efforts (3.1) and resources (2.8); knowledge about the issue scored the lowest (2.7). The overall community stage readiness score of Changsha was 3.0 out of 9. The stage of readiness for communities in Changsha, China is ‘vague awareness’. Developing strategies to improve community readiness levels may increase evidence-based PA program dissemination in Changsha, China.

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8

Juhdi, Nurita, Farah Yazit, Wan Jamaliah Wan Jusoh, and Norizah Supar. "MANAGEMENT DEVELOPMENT PROGRAMS AND THE READINESS FOR CHANGES:." International Journal of Accounting and Business Management 4, no. 2 (April 30, 2015): 376–84. http://dx.doi.org/10.24924/ijabm/2015.04/v3.iss1/376.384.

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9

McEntire, Nancy, and Bernard Cesarone. "ECAP Report: School Readiness and Pre-Kindergarten Programs." Childhood Education 84, no. 5 (August 2008): 333–34. http://dx.doi.org/10.1080/00094056.2008.10523038.

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10

Kakefuda, Itsumi, Lorann Stallones, and Julie Gibbs. "Readiness for Community-based Bicycle Helmet Use Programs." Journal of Health Psychology 13, no. 5 (July 2008): 639–43. http://dx.doi.org/10.1177/1359105308090935.

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11

Bresler, Amanda. "Improving defense innovation programs to enhance force readiness." Journal of Defense Analytics and Logistics 2, no. 2 (November 30, 2018): 110–24. http://dx.doi.org/10.1108/jdal-06-2018-0010.

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Purpose The purpose of this study is to evaluate Department of Defense (DoD)-backed innovation programs as a means of enhancing the adoption of new technology throughout the armed forces. Design/methodology/approach The distribution of 1.29 million defense contract awards over seven years was analyzed across a data set of more than 8,000 DoD-backed innovation program award recipients. Surveys and interviews of key stakeholder groups were conducted to contextualize the quantitative results and garner additional insights. Findings Nearly half of DoD innovation program participants achieve no meaningful growth in direct defense business after program completion, and most small, innovative companies that win follow-on defense contracts solely support their initial sponsor branch. Causes for these program failures include the fact that programs do not market participants’ capabilities to the defense community and do not track participant companies after program completion. Practical implications Because the DoD does not market the capabilities of its innovation program participants internally, prospective DoD customers conduct redundant market research or fail to modernize. Program participants become increasingly unwilling to invest in the DoD market long term after the programs fail to deliver their expected benefits. Originality/value Limited scholarship evaluates the efficacy of DoD-backed innovation programs as a means of enhancing force readiness. This research not only uses a vast data set to demonstrate the failures of these programs but also presents concrete recommendations for improving them – including establishing an “Innovators Database” to track program participants and an incentive to encourage contracting entities and contractors to engage with them.

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12

Phillips, Janice, Charles J. Branch, and Tina Simpson. "Assessing Readiness for Community-Driven Youth Prevention Programs." Journal of Adolescent Health 58, no. 2 (February 2016): S89—S90. http://dx.doi.org/10.1016/j.jadohealth.2015.10.191.

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Cresci, B., and C. M. Rotella. "Motivational readiness to change in lifestyle modification programs." Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity 14, no. 2-3 (June 2009): e158-e162. http://dx.doi.org/10.1007/bf03327816.

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Alghamdi, Ibrahim A., Robert Goodwin, and Giselle Rampersad. "Evaluation of Organizational E-Government Readiness in the Public Sector." International Journal of E-Services and Mobile Applications 5, no. 2 (April 2013): 1–21. http://dx.doi.org/10.4018/jesma.2013040101.

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The purpose of this paper is to provide an integrated framework to evaluate organizational e-government readiness for government organizations. This framework is necessary as current ones ignore challenges that arise due to organizational transformation issues stemming from diffusion of Information and Communication Technologies (ICTs). This study adopts an e-government framework to highlight the main internal factors involved in the assessment of e-government organizational readiness and to examine how these factors lead to successful, organizational e-government readiness. The proposed framework integrates seven dimensions for evaluating organizational e-government readiness including e-government strategy, user access, e-government programs, portal architecture, business processes, ICT infrastructure, and human resources. This paper offers valuable insights to ICT managers for effectively assessing the e-government readiness of organizations to facilitate the success of e-government programs in the public sector.

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Akimova, O. B., and V. A. Zavyalova. "PROFESSIONAL READINESS OF THE TEACHERS TO CREATE ELECTRONIC EDUCATIONAL CONTENT (BY THE EXAMPLE OF PROFESSIONAL DEVELOPMENT PROGRAMS)." Современная высшая школа инновационный аспект, no. 3 (2020): 71–80. http://dx.doi.org/10.7442/2071-9620-2020-12-3-71-80.

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The possibility of implementing additional professional programs using e-learning and distance learning technologies is discussed. The condition for the effectiveness of this activity is the professional readiness of the teacher to create electronic educational content. The scientific literature on the problems of teachers' readiness has been analyzed. Components have been identified and criteria for professional readiness have been defined. The purpose of the work was to identify the readiness of teachers to create electronic educational content. On the basis of theoretical and empirical methods the conclusions were made that a condition of qualitative organization of the teacher's own activity on creation of electronic educational content is a set of all components of professional readiness. Thus, the task of effective implementation of additional professional programs with the use of e-learning and distance educational technologies is solved.

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Mokher, Christine G., James E. Rosenbaum, Alexis Gable, Caitlin Ahearn, and Louis Jacobson. "Ready for what? Confusion around college and career readiness." Phi Delta Kappan 100, no. 4 (November 26, 2018): 40–43. http://dx.doi.org/10.1177/0031721718815672.

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Florida’s College and Career Readiness Initiative (FCCRI) required schools to administer a community college placement test to 11th-grade students and enroll students who did not pass in a college readiness course. Christine Mokher, James Rosenbaum, Alexis Gable, Caitlin Ahearn, and Louis Jacobson surveyed teachers of the course and found that, from their perspective, the initiative overemphasized preparation for college degree programs and provided few options for lower-performing students. The use of the college placement test effectively conflated college and career readiness, leaving work-bound students unmotivated and discouraged. The authors recommend broadening the definition of readiness to include both college and careers and to raise the profile of certificate programs that could lead to well-paid careers without requiring a placement test.

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17

Robertson, Michelle M., Diana Tubbs, Robert A. Henning, Suzanne Nobrega, Alec Calvo, and Lauren A. Murphy. "Assessment of organizational readiness for participatory occupational safety, health and well-being programs." Work 69, no. 4 (August 27, 2021): 1317–42. http://dx.doi.org/10.3233/wor-213552.

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BACKGROUND: Organizational readiness for change measures were reviewed to develop an assessment tool for guiding implementation of an occupational safety and health program based on Total Worker Health (TWH) principles. Considerable conceptual ambiguity in the theoretical and empirical peer-reviewed literature was revealed. OBJECTIVE: Develop and validate an assessment tool that organizations can use to prepare for implementation of a participatory TWH program. METHODS: Inclusion criteria identified 29 relevant publications. Analysis revealed eight key organizational characteristics and predictors of successful organizational change. A conceptual framework was created that subject matter experts used to generate prospective survey items. Items were revised after pretesting with 10 cognitive interviews with upper-level management and pilot-tested in five healthcare organizations. Reliability of the domain subscales were tested based on Cronbach’s α. RESULTS: The Organizational Readiness Tool (ORT) showed adequate psychometric properties and specificity in these eight domains: 1) Current safety/health/well-being programs; 2) Current organizational approaches to safety/health/well-being; 3) Resources available for safety/health/well-being; 4) Resources and readiness for change initiatives to improve safety/health/well-being; 5) Resources and readiness for use of teams in programmatic initiatives; 6) Teamwork; 7) Resources and readiness for employee participation; and 8) Management communication about safety/health/well-being. Acceptable ranges of internal consistency statistics for the domain subscales were observed. CONCLUSIONS: A conceptual model of organizational readiness for change guided development of the Organizational Readiness Tool (ORT), a survey instrument designed to provide actionable guidance for implementing a participatory TWH program. Initial internal consistency was demonstrated following administration at multiple organizations prior to implementation of a participatory Total Worker Health® program.

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Washington, T. R., T. S. Hilliard, C. A. Mingo, R. K. Hall, M. L. Smith, and J. I. Lea. "ORGANIZATIONAL READINESS TO IMPLEMENT HEALTH PROMOTION PROGRAMS IN HEALTHCARE." Innovation in Aging 2, suppl_1 (November 1, 2018): 400. http://dx.doi.org/10.1093/geroni/igy023.1493.

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19

Pival, Paul R., Jennifer V. Lock, and Maureen Hunter. "Assessing Research Readiness of Graduate Students in Distance Programs." Public Services Quarterly 3, no. 3-4 (March 30, 2008): 1–18. http://dx.doi.org/10.1080/15228950802110403.

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Kallison, James M., and David L. Stader. "Effectiveness of Summer Bridge Programs in Enhancing College Readiness." Community College Journal of Research and Practice 36, no. 5 (February 29, 2012): 340–57. http://dx.doi.org/10.1080/10668920802708595.

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Gormley Jr., W. T., D. Phillips, and T. Gayer. "THE EARLY YEARS: Preschool Programs Can Boost School Readiness." Science 320, no. 5884 (June 27, 2008): 1723–24. http://dx.doi.org/10.1126/science.1156019.

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22

Farrow, Kendra, and Nancy Parkin-Bashizi. "Job-Readiness Programs Are Foundational to Successful Employment Outcomes." Journal of Visual Impairment & Blindness 113, no. 6 (November 2019): 551–56. http://dx.doi.org/10.1177/0145482x19889193.

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23

Pearce, Karen K., and Michael A. Boyes. "Determining Readiness for Therapeutic Adventure Programs: The Transtheoretical Model." Journal of Outdoor and Environmental Education 7, no. 1 (October 2002): 36–44. http://dx.doi.org/10.1007/bf03400767.

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Mann, N. Clay, Ellen MacKenzie, and Cheryl Anderson. "Public Health Preparedness for Mass-Casualty Events: A 2002 State-by-State Assessment." Prehospital and Disaster Medicine 19, no. 3 (September 2004): 245–55. http://dx.doi.org/10.1017/s1049023x00001849.

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AbstractIntroduction:The ongoing threat of a terrorist attack places public agencies under increasing pressure to ensure readiness in the event of a disaster. Yet, little published information exists regarding the current state of readiness, which would allow local and regional organizations to develop disaster preparedness plans that would function seamlessly across service areas. The objective of this study is to characterize state-level disaster readiness soon after September 2001 and correlate readiness with existing programs providing an organized response to medical emergencies.Methods:During the first quarter of 2002, a cross-sectional survey assessing five components of disaster readiness was administered in all 50 states. The five components of disaster readiness included: (1) statewide disaster planning; (2) coordination; (3) training; (4) resource capacity; and (5) preparedness for biological/chemical terrorism.Results:Most states reported the presence of a statewide disaster plan (94%), but few are tested by activation, (48%) and still fewer contain a bioterrorism component (38%). All states have designated disaster operations centers (100%), but few states have an operating communications system linking health and medical resources (36%). Approximately half of states offer disaster training to medical professionals; about 10% of states require the training. Between 22–48% of states have various contingency plans to treat victims when service capacity is exceeded. Biochemical protective equipment for health professionals is lacking in all but one state, and only 10% of states indicate that all hospitals have decontamination capabilities. States with a functioning statewide trauma system were significantly more likely to possess key attributes of a functioning disaster readiness plan.Conclusion:These findings suggest that disaster plans are prevalent among states. However, key programs and policies were noticeably absent. Communication systems remain fragmented and adequate training programs and protective equipment for health personnel are markedly lacking. Statewide trauma systems may provide a framework upon which to build future medical disaster readiness capacity.

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Cresci, B., G. Castellini, L. Pala, C. Ravaldi, C. Faravelli, C. M. Rotella, and V. Ricca. "Motivational readiness for treatment in weight control programs: The TREatment MOtivation and REadiness (TRE-MORE) test." Journal of Endocrinological Investigation 34, no. 3 (September 9, 2010): e70-e77. http://dx.doi.org/10.1007/bf03347079.

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26

Iqbal, M., Jalius Jama, and Refdinal Refdinal. "Contribution Field Industrial Practice About Student Working Readiness Of Machine Engineering Programs Student Working." International Journal of Educational Dynamics 2, no. 1 (January 17, 2020): 91–98. http://dx.doi.org/10.24036/ijeds.v2i1.237.

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This research aims to explain the contribution of the readiness of student work Field Industrial practice Vocational High School 1 West Sumatra engineering expertise machining program. The method used is descriptive moetode Ex-post facto or also called measurement after the incident. Subjects in the study were 86iperson who is a student of VHS 1 West Sumatra engineering expertise machining program. Data collection researchers did use a questionnaire that was distributed to the students. Field Industrial practice experience vocational students contributedi32.5% of the students' work readiness. The conclusion of this is the implementation Field Industrial practice peneltiian students of VHS 1 West Sumatra engineering expertise machining program included in both categories, and for job readiness 1 West Sumatra vocational students in the high category. This means that research subjects are students of VHS 1 West Sumatra engineering expertise machining program has a good level of job readiness

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27

Borg, Jessica, and Christina M. Scott-Young. "Priming the Project Talent Pipeline: Examining Work Readiness in Undergraduate Project Management Degree Programs." Project Management Journal 51, no. 2 (February 27, 2020): 165–80. http://dx.doi.org/10.1177/8756972820904220.

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Undergraduate education is emerging as a direct pathway into the previously deemed ‘accidental profession’ of project management. We introduce the concept of graduate work readiness and explore whether undergraduate project management degrees are imparting industry-required work-readiness attributes. Documentary analysis of 12 Australian bachelor’s degree programs identified that many (but not all) of the work-ready attributes taught are consistent with those sought by industry. The results revealed that graduates’ work-readiness profiles vary according to university employer reputation. The findings suggest the need for a more industry-consultative approach to the way universities prepare their graduates for the project-based workplace.

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Citic-Popovic, Branislava, and Vesna Pavlovic-Zunic. "The concept of community readiness for preventive action." Sociologija 49, no. 2 (2007): 127–44. http://dx.doi.org/10.2298/soc0702127c.

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Community readiness is defined as the extent to which a community is adequately prepared to develop and implement preventive interventions. The concept makes it possible to provide theoretically and scientifically grounded explanations of inconsistent effectiveness of prevention programs implemented in different communities. The article outlines the history of the community readiness model, its basic components (dimensions and stages) and practical implications - how to assess community readiness, and strategies to improve it.

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Gilfillan, Beth H. "School Counselors and College Readiness Counseling." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878429. http://dx.doi.org/10.1177/2156759x18784297.

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School counselors are vital to helping students become college ready. Professional organizations (i.e., American School Counselor Association, Council for Accreditation of Counseling and Related Programs, and National Association for College Admission Counseling) highlight the need for school counselors to provide college readiness counseling, yet the particular skills and knowledge needed to provide it have not been comprehensively explored. This conceptual article with practical applications identifies student needs, responsibilities of school counselors, training of school counselors, and advocacy issues as essential elements to develop college readiness counseling.

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30

Kapareliotis, Ilias, Katerina Voutsina, and Athanasios Patsiotis. "Internship and employability prospects: assessing student’s work readiness." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 538–49. http://dx.doi.org/10.1108/heswbl-08-2018-0086.

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Purpose Changes in the workplace have raised serious concerns about the future of work and the effectiveness of undergraduate academic programs to sufficiently prepare students for business. The purpose of this paper is to address this concern by exploring how internship employment (placement) is implicated in the young business graduates’ employability prospects. Design/methodology/approach This research explored the students’ perceptions regarding their degree of “work readiness” after completing an internship program. The concept of “work readiness” is conceptualized in terms of role clarity, ability and motivation. An institution of higher education in Greece provided the sampling frame for this research. Online survey data have been used. Findings Students who attend internship programs assessed positively all aspects of the work readiness construct. They knew what it was expected by employers from them to do at work. They were able to effectively apply basic academic skills, high-order skills and professional skills required by employers on the job and placed greater importance to the intrinsic rewards than the extrinsic ones. Research limitations/implications This is an exploratory study and is designed as a foundation for future empirical studies. Further research could examine the dimensions of the work readiness concept in other geographic contexts and validate the scale measurement with larger samples. Originality/value The integration of scattered pieces of literature on graduates’ employability through the lenses of “work readiness” is a novel theoretical approach to explore the effectiveness of internship programs on employability prospects in the Greek context.

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Tichavakunda, Antar A. "Fostering College Readiness: An Ethnography of a Latina/o Afterschool Program." Education and Urban Society 51, no. 7 (August 29, 2017): 922–45. http://dx.doi.org/10.1177/0013124517727055.

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There are two, related types of college readiness: (a) cognitive—students’ test scores and grades and (b) noncognitive—students’ academic mind-sets, behaviors, and motivation. This study uses an ethnographic approach to examine how an afterschool program for Latina/o high school youth fosters noncognitive factors of college readiness. Based on over 80 hr of participant observation and 31 semistructured interviews, this work demonstrates how an afterschool program acts as a supplement to students’ noncognitive factors of college readiness. The findings also suggest that afterschool programs for high school youth can act as hubs of behavioral nudges toward noncognitive college readiness and access.

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Mumthaz, Fathimath. "Mobile Learning Readiness Among Students Of Maldives Higher Education Institutions." Special Issue No.1 1, no. 1 (July 1, 2020): 106–16. http://dx.doi.org/10.33093/ijcm.2020.1.x1.10.

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Mobile learning and connecting development and trends are widely discussed globally. Literature evidences exist confirming mobile learning and its impact on higher education. Mobile learning opportunities can be one option for higher education institutions to reach a dispersed population of the Maldives. Although readiness of mobile learning has been analysed in several counties and contexts, this contributes as the first research on this subject in the Maldives. Therefore this article is intended to find out students' readiness for mobile learning (mLearning) in the higher education institutes of Maldives. Basic readiness and mobile usage readiness of students from three different higher education institutions contributed to the research. A total of 343 institutional students enrolled in flexible delivery programs responded to the online questionnaire survey. Considering the level of programs, cluster sampling technique was used in shaping the sample of the research. Data was analysed using descriptive statistics and SPSS to interpret the findings on student readiness for mobile learning. The findings indicated that the students were confident in using mobile and other mobile devices in daily activities. Also, findings indicated that majority of students were confident with the basic and advanced mobile skills of mobile learning.

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Anderberg, Ann, and Maureen McSparran Ruby. "Preschool Bilingual Learners’ Receptive Vocabulary Development in School Readiness Programs." NABE Journal of Research and Practice 4, no. 1 (March 1, 2013): 34–59. http://dx.doi.org/10.1080/26390043.2013.12067767.

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34

Goldberg, Albert I., Ezey M. Dar-El, and Ami-Hai E. Rubin. "Threat perception and the readiness to participate in safety programs." Journal of Organizational Behavior 12, no. 2 (March 1991): 109–22. http://dx.doi.org/10.1002/job.4030120204.

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35

Pevzner, E. S., B. A. Franklin, and P. J. Moriarty. "DESIGNING CARDIOVASCULAR REHABILITATION PROGRAMS TO MATCH PATIENTS' READINESS TO CHANGE." Medicine & Science in Sports & Exercise 31, Supplement (May 1999): S338. http://dx.doi.org/10.1097/00005768-199905001-01705.

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Oakley, C. B., M. M. Cody, and V. S. O’Leary. "HACCP Readiness in Child Nutrition Programs: Temperature Measurement and Recording." Journal of the American Dietetic Association 106, no. 8 (August 2006): A55. http://dx.doi.org/10.1016/j.jada.2006.05.171.

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37

Wilks, Jeff, Harry Kanasa, Donna Pendergast, and Ken Clark. "Emergency response readiness for primary school children." Australian Health Review 40, no. 4 (2016): 357. http://dx.doi.org/10.1071/ah15072.

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Objective The aim of the present study was to determine whether a 1-day basic life support (BLS) training program can significantly increase emergency response readiness for primary school children. Methods One hundred and seven children aged 11–12 years completed a program led by surf lifesaving instructors. A 50-item quiz was administered 1 week before and 1 and 8 weeks after training. Results Significant improvements were gained in knowledge of cardiopulmonary resuscitation (CPR; P < 0.001), the response sequence for emergency situations (DRSABCD action plan) and various emergency scenarios, including choking (P < 0.001) and severe bleeding (P < 0.001). Knowledge and understanding were retained at the 8-week follow-up. Students reported increased confidence in assisting others after training, consistent with previous studies. Conclusions A 1-day training program can significantly increase BLS knowledge and confidence to provide assistance in an emergency situation. Findings reinforce the value of school-based training that provides a general foundation for emergency response readiness. What is known about this topic? The importance and value of teaching BLS to school children is well established in the US, UK and Europe. However, in the past 20 years there has been little or no published Australian evaluation research in this area, despite thousands of training programs running each year around the country for children in first aid, CPR and water safety. What does this paper add? This paper confirms that Australian primary school children can benefit significantly from short, targeted BLS training programs that provide the basic skills and confidence for them to respond in an emergency situation. What are the implications for practitioners? The paper provides a training and evaluation framework that can be used by health educators for age-appropriate BLS programs. The study shows that making training real-world and relevant, especially having hands-on CPR practice with manikins, can address common barriers to performing first aid and CPR reported by young people.

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Cheung, W., A. Hall, T. Dalseg, A. Oswald, L. Cook, E. Van Melle, and J. Frank. "LO78: Ready for launch? A survey of readiness factors among 2019 Competence By Design launch disciplines." CJEM 22, S1 (May 2020): S35—S36. http://dx.doi.org/10.1017/cem.2020.132.

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Introduction: A critical component for successful implementation of any innovation is an organization's readiness for change. Competence by Design (CBD) is the Royal College's major change initiative to reform the training of medical specialists in Canada. The purpose of this study was to measure readiness to implement CBD among the 2019 launch disciplines. Methods: An online survey was distributed to program directors of the 2019 CBD launch disciplines one month prior to implementation. Questions were developed based on the R = MC2 framework for organizational readiness. They addressed program motivation to implement CBD, general capacity for change, and innovation-specific capacity. Questions related to motivation and general capacity were scored using a 5-point scale of agreement. Innovation-specific capacity was measured by asking participants whether they had completed 33 key pre-implementation tasks (yes/no) in preparation for CBD. Bivariate correlations were conducted to examine the relationship between motivation, general capacity and innovation specific capacity. Results: Survey response rate was 42% (n = 79). A positive correlation was found between all three domains of readiness (motivation and general capacity, r = 0.73, p < 0.01; motivation and innovation specific capacity, r = 0.52, p < 0.01; general capacity and innovation specific capacity, r = 0.47, p < 0.01). Most respondents agreed that successful launch of CBD was a priority (74%). Fewer felt that CBD was a move in the right direction (58%) and that implementation was a manageable change (53%). While most programs indicated that their leadership (94%) and faculty and residents (87%) were supportive of change, 42% did not have experience implementing large-scale innovation and 43% indicated concerns about adequate support staff. Programs had completed an average of 72% of pre-implementation tasks. No difference was found between disciplines (p = 0.11). Activities related to curriculum mapping, competence committees and programmatic assessment had been completed by >90% of programs, while <50% of programs had engaged off-service rotations. Conclusion: Measuring readiness for change aids in the identification of factors that promote or inhibit successful implementation. These results highlight several areas where programs struggle in preparation for CBD launch. Emergency medicine training programs can use this data to target additional implementation support and ongoing faculty development initiatives.

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Mustikawanto, A. "Effect of Competency, Work Motivation, Industrial Work Experience and Facilities on the Readiness of Work for Senior High School Graduates in Electro Expertise Programs." Innovation of Vocational Technology Education 15, no. 1 (March 21, 2019): 1. http://dx.doi.org/10.17509/invotec.v15i1.16045.

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This study aims to determine the effect of competency on vocational readiness readiness, the effect of work motivation on vocational graduates' readiness, the influence of the internship experience on the work readiness, the influence of learning facilities on the work readiness, and the effect of competency, work motivation, internship experience and learning tools together on job readiness. The research method used in this study is by using descriptive research methods with quantitative approaches. The population of this study were all students of the Vocational Electrical Skills Program in West Java Province with sample of 604 students. Data collection uses the questionnaire method or questionnaire. The trial of the research instrument was carried out on students of SMK 1 Katapang as many as 60 students of class XII Industrial Electronics Expertise Program. The results of this study are competence, work motivation, the internship experience, and work practice experience has a positive and significant effect on the work readiness, and competency, work motivation, experience of internship and learning facilities together have a positive and significant effect on work readiness of vocational graduates these four variables together affect work readiness.

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Barnett, W. Steven, Ellen C. Frede, Helal Mobasher, and Patricia Mohr. "The Efficacy of Public Preschool Programs and the Relationship of Program Quality to Efficacy." Educational Evaluation and Policy Analysis 10, no. 1 (March 1988): 37–49. http://dx.doi.org/10.3102/01623737010001037.

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As part of more general efforts at school improvement, a number of states have instituted public preschool education programs for disadvantaged children. These new programs have been criticized from several perspectives and their potential effectiveness called into question. This paper presents the initial findings of a longitudinal study of new public preschool programs in South Carolina. Two separate research designs were used to maximize both internal and external validity. Classroom observation was used to measure program quality. The preschool program was found to increase children’s school readiness, if a minimum (and readily achievable) level of quality was maintained.

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Bana, Kiran Fatima, Talea Hoor, and Kulsoom Fatima Rizvi. "Capacity Building Indicators for Faculty Development Programs." Journal of Bahria University Medical and Dental College 11, no. 02 (April 5, 2021): 47–49. http://dx.doi.org/10.51985/gvet5958.

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Capacity development targets the changes occurs in human behavior in response to learn any new skills, knowledge, behavior and values overtime within complex organization setting. This development process indicates the progressive readiness of human resource to perform in complex environment. Similarly, this growth process of individual would reflect when dealing with others

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Narayanan, Nandini. "Improving Indian Teachers' Readiness to Adopt New Methodologies." International Journal of Teacher Education and Professional Development 3, no. 1 (January 2020): 102–20. http://dx.doi.org/10.4018/ijtepd.2020010107.

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Appropriate pre-service and in-service professional development programs help improve teacher effectiveness. Though the Indian government has invested substantial resources on in-service teacher training, teachers rarely implement the learning from such programs in the actual classroom. This article draws insights from a qualitative analysis of the teacher training conducted during a larger study that developed and tested an intervention program for language learning problems in Marathi, and Indian language. It discusses the current status of in-service teacher training in India and identifies important practice implications that could be used as a basis for more detailed research in this field and for reforming teacher training in India. Based on the interactive and learner-centered teacher training method used in this study and the positive impact it had on the two teachers who participated, the author recommends methods to help teachers challenge, re-examine, and re-structure teachers' belief systems related to teaching children.

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Smith, Wally R., Virginia Smith, Kamar Godder, India Sisler, Robbie Casper, Shirley Johnson, Wanda Brice, Matthew Bitsko, April Engram, and Alma Morgan. "Readiness for Transition From Pediatric Sickle Cell Care: Exploratory Analyses of Domains of Readiness and Total Scores." Blood 116, no. 21 (November 19, 2010): 2576. http://dx.doi.org/10.1182/blood.v116.21.2576.2576.

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Abstract Abstract 2576 Background: In just one generation, the average survival of patients with sickle cell anemia has increased from 14 years to nearly 50 years, necessitating transition programs from pediatric to adult care. We developed a transition program to provide continuity of care from pediatric to adult settings. In order to provide education and skills via an individualized plan for transition of care, we assessed confidence/self-efficacy, knowledge, skills, and attitudes surrounding transition of 34 African-American individuals aged 15–21 (mean 17). We hypothesized that there would be correlation between each of these domains, and that such correlation would suggest that each domain predicts initial readiness/sophistication for transition. Methods: We administered a survey battery both of items we constructed and of previously used survey items assessing medical, Educational/Vocational, Health Benefits, Social, Independent Living, Feelings, Sickle Cell Stress, and Self-Efficacy domains. We assigned/mapped these content items, using clinical judgment and consensus, to four domains of “readiness for transition”: confidence/self-efficacy, knowledge, skills, and attitudes. Readiness scores for each domain were calculated such that a summary score of 100 would indicate perfect readiness in each domain. The complete question battery is available. Results are shown in the table below. Conclusions: Attitudinal readiness, knowledge readiness, confidence readiness, and skill readiness for transition were low initially in sickle cell adolescents enrolled in a transition program. Percentage of maximum possible scores was lowest for attitude, and highest for skill. Both attitude and knowledge scores showed very high correlation with total readiness score. However, several component scores were moderately correlated with each other. Transition programs for SCD should consider assessing and enhancing not only knowledge, but also attitudes, confidence, and skill. Disclosure: No relevant conflicts of interest to declare.

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Martinsuo, Miia. "Strategic Value at the Front End of a Radical Innovation Program." Project Management Journal 50, no. 4 (June 27, 2019): 431–46. http://dx.doi.org/10.1177/8756972819853438.

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Firms implement radical innovation programs to create strategic value. Ensuring the success of these programs may require involving the business network. This article pursues increased knowledge on strategic value in a radical innovation program and the means to promote readiness for value creation in the business network. A case study was implemented at the front end of a radical innovation program introducing intelligent technologies. The multilevel nature of strategic value is revealed, thereby offering a novel perspective on value-related research. Business, technical, solution, customer, and change readiness are introduced as requirements for implementing strategic value in the business network.

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Kim, Sanga, Nicholas A. Bowman, Laura Ingleby, David C. Ford, and Christina Sibaouih. "Promoting Educational Success: Which GEAR UP Services Lead to Postsecondary Enrollment and Persistence?" Educational Policy 35, no. 1 (November 28, 2018): 101–30. http://dx.doi.org/10.1177/0895904818813301.

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Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federal program designed to promote postsecondary readiness and success among low-income students. Some evidence suggests that this program promotes college enrollment and persistence, but GEAR UP may include a wide variety of services, and it is unclear which ones actually contribute to these apparent overall effects. The present study investigates this issue using doubly robust propensity score analyses to provide stronger causal conclusions. Four general service types and seven specific services were examined; the results provide important implications for GEAR UP and other programs designed to promote postsecondary attainment.

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Bloir, Kirk. "Resource Review: Clearinghouse for Military Family Readiness." Journal of Youth Development 15, no. 5 (September 22, 2020): 220–30. http://dx.doi.org/10.5195/jyd.2020.918.

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Youth-serving professionals have unique opportunities to help support military families in promoting positive youth development. The Clearinghouse for Military Family Readiness provides information, resources, and tools on effective programs and practices youth development professionals, schools, and communities can use to help support military families. It is a comprehensive, trusted, easy-to-navigate source of evidence-based and evidence-informed resources, technical assistance, and support that helps professionals who support military families do that work more effectively.

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Neupane, Harish Chandra, Kalpana Sharma, and Alisha Joshi. "Readiness for the Online Classes during COVID-19 Pandemic among Students of Chitwan Medical College." Journal of Nepal Health Research Council 18, no. 2 (September 8, 2020): 316–19. http://dx.doi.org/10.33314/jnhrc.v18i2.2725.

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Online learning has been in a rising trend across the world due to increasing technology in education. Corona Virus Disease 2019 (COVID-19) pandemic enforced all the academic institutions to start online classes for the students. But the students’ readiness for the adoption of online learning remains unknown. Hence, this study aimed to assess the readiness of online classes among students. Descriptive cross-sectional web based survey was carried out among 704 students who have enrolled in various streams of Bachelor level programs in Chitwan Medical College. The finding of this study revealed that 87.1% of students from various faculties were ready for online classes during COVID pandemic and 88.8% had internet facility in their home setting. Furthermore, this study found that readiness for online classes was significantly higher among female than male students (89.7% vs.83.5%, p=0.016) and students who had internet accessibility in their residence than those who did not have it (83.8% vs.34.2%, p=<0.001) but there was no significant association between readiness for online classes with academic programs (p=0.062) and years (p=0.905). Therefore, online learning can be considered as a viable alternative method in the academic institutions for the students. Keywords: COVID-19 Pandemic; online classes; readiness; students.

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Косьмина, Д., and D. Kos'mina. "Motivational and Communicative Readiness to Teach College Students." Scientific Research and Development. Modern Communication Studies 8, no. 1 (February 19, 2019): 45–50. http://dx.doi.org/10.12737/article_5c5a93d3edd929.66962235.

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This article analyses motivational and communicational readiness of students in the system of vocational secondary education. Motivational and communicational readiness are major features that determine student performance. Studying these characteristics will allow to reveal weaknesses in career guidance programs conducted by institutions of vocational education, and to single out students that are in need of individual assistance.

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Whitten, Pamela, Bree Holtz, and Lianh Nguyen. "Keys to a successful and sustainable telemedicine program." International Journal of Technology Assessment in Health Care 26, no. 2 (April 2010): 211–16. http://dx.doi.org/10.1017/s026646231000005x.

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Objectives: The aim of this study was to determine organizational characteristics evident in successful telemedicine programs. The study proposed four research questions to identify the key organizational characteristics for successful telemedicine programs.Methods: Data were collected through an online survey using modified unified theory of acceptance and use of technology (UTAUT) and organizational change readiness (ORC) validated assessments.Results: Using the UTAUT instrument and the ORC assessment, themes of successful telemedicine programs emerged. Overarching themes of successful programs included being formally structured, forward thinking, seeking to improve the quality of patient care, and being financially stable.Conclusions: This research provides a data-driven understanding of organizational issues that serve to maximize a telemedicine program's ability to achieve the overall goals and mission of a healthcare organization.

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Powell, Jack L., and Timothy Black. "Questioning the Assumptions of Youth Violence Prevention Programs: The Role of Reflexive Evaluation in Program Development." Journal of Applied Sociology os-20, no. 1 (March 2003): 37–63. http://dx.doi.org/10.1177/19367244032000102.

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Several violence prevention projects are described and critiqued. One particular pilot program conducted with 20 Hispanic youth is reviewed. Evaluation of this after-school program emphasizing violence prevention, vocational training, and peer education revealed that students acquired job readiness skills and self-confidence in making presentations before groups. However, the value of violence prevention training was minimal. We introduce the role of reflexive evaluation to question the underlying assumptions of intervention programs. Specific assumptions of this and of previous programs are identified and critically assessed to foster a dialogue that will modify present practices and generate new ideas for future intervention programs.

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