Implementing aspects of Blueprint 2000: Investigating readiness expectations in selected elementary schools in Broward County, Florida

The purpose of this research study was to investigate if the determination of school readiness as it was evaluated by Broward County kindergarten teachers on the Florida's Expectations of School Readiness checklist can be attributed to the effects of gender, chronological age on school entry, racial or ethnic background, attending public preschool, native language other than English, or socioeconomic status.^ This is a descriptive study in which the number of expectations passed or failed for each of the identifier categories was compared. The Chi-squared distribution was used to evaluate the null hypothesis that "chronological age at entry to school, gender, race or ethnicity, native language other than English, public preschool experience, and socioeconomic status have no effect on the determination of readiness for school". Results were confirmed using t-tests, ANOVA, and linear regression models. The cohort of 1555 Broward County students in the study were evaluated using the Florida's Expectations for School Readiness checklist and were determined not ready for school during the initial data collection year 1996-1997.^ The determination of school readiness was significantly dependent on the gender, and racial or ethnic background of the students in the cohort. The socioeconomic status and native language other than English designations were significant for students only in the areas of preacademic, academic and literacy development. Chronological age on entry to school or attendance in public preschool prior to entry in kindergarten for the cohort was not significant in the determination of readiness for school.^ Given the fact that this study followed only students that were determined not ready for school, it is recommended that a second cohort of both "ready" and "not ready" students be studied. ^

Readiness for school: A study of parent, teacher, and preschool provider perspectives

A possible gap exists between what parents and preschool providers know concerning children's readiness for school and what they should know when compared to teacher expectations. Students are experiencing difficulty in early schooling as a result of this gap in perspectives. This study's purpose was to describe, explain, and analyze the perspectives of parents, teachers, and preschool providers concerning school readiness. The qualitative strategy of interviewing was used with six parents, six teachers, and two preschool provider participants. Interview transcripts, field notes, member checking, and document analysis were used to interpret data and support findings. Categorization and coding organized data and aided in theory development. ^ Major findings of the study include: (a) All participant groups stress social skills, communication skills, and enthusiasm as most valuable for school readiness; (b) All participant groups agree parents have primary responsibility for readiness preparation; (c) Many participants suggest variables concerning family, economics, and home life contribute to a lack of readiness; (d) Parents place greater value on academic skills than teachers or preschool providers; (e) Preschool programs are identified as having the potential to significantly influence readiness; (f) Communicating, providing positive learning experiences, and providing preschool experience are valuable ways to prepare students for school, yet, differences were found in the types of experiences noted; (g) Participant perspectives indicate that informing parents of readiness expectations is of major importance, and they offer suggestions to accomplish this goal such as using public libraries and pediatrician offices as houses for written information and having kindergarten teachers make presentations at preschools. ^ This study concludes that parents and preschool providers do have knowledge concerning readiness for school. They may not, however, be in a position to carry out their responsibilities due to the intervening variables that inhibit the amount of time, interaction, and communication they have with the children in their care. This study discloses the beliefs of parents and preschool providers that children are ready for school, while teachers conclude that many children are not ready. Suggestions for readiness preparation and information dissemination are significant findings that offer implications for practice and future study. ^

Career technical education adjunct faculty teacher readiness: An investigation of teacher excellence and variables of preparedness

The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of variance. That is, the research tested the relationship between teacher readiness and teacher excellence with the number of years teaching, the number of years of experience in the professional field and exposure to teaching related professional development, referred to as variables of preparedness.^ The results of the research provided insight to the relationship between the variables of preparedness and student assessment of their adjunct professors. Concerning the years of teaching experience, this research found a negative inverse relationship with how students rated their professors' teaching readiness and excellence. The research also found no relationship between years of professional experience and the students' assessment. Lastly, the research found a significant positive relationship between the amount of teaching related professional development taken by an adjunct professor and the students' assessment in teaching readiness and excellence.^ This research suggests that policies and practices at colleges should address the professional development needs of adjunct professors. Also, to design a model that meets the practices of inclusion for adjunct faculty and to make professional development a priority within the organization. Lastly, implement that model over time to prepare adjuncts in readiness and excellence. ^

Assessing the Readiness of Atlanta Hotels to Host International Visitors During the '96 Summer Olympics

Three major areas were investigated to assess the readiness of Atlanta's hotels to host international visitors during the summer Olympics of 1996. In the area of human resource development, hotels were asked if they planned to conduct language training and hire bilingual employees. In the area of services, hotels were asked if they plan to provide special services for international guests. In the area of marketing and sales, hotels were asked if they would provide promotional materials in different languages and advertising to attract international guests. International guests are expected by 83 percent of the respondents, and authors provide answers to these questions

Career Technical Education Adjunct Faculty Teacher Readiness: An Investigation of Teacher Excellence and Variables of Preparedness

The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of variance. That is, the research tested the relationship between teacher readiness and teacher excellence with the number of years teaching, the number of years of experience in the professional field and exposure to teaching related professional development, referred to as variables of preparedness. The results of the research provided insight to the relationship between the variables of preparedness and student assessment of their adjunct professors. Concerning the years of teaching experience, this research found a negative inverse relationship with how students rated their professors’ teaching readiness and excellence. The research also found no relationship between years of professional experience and the students’ assessment. Lastly, the research found a significant positive relationship between the amount of teaching related professional development taken by an adjunct professor and the students’ assessment in teaching readiness and excellence. This research suggests that policies and practices at colleges should address the professional development needs of adjunct professors. Also, to design a model that meets the practices of inclusion for adjunct faculty and to make professional development a priority within the organization. Lastly, implement that model over time to prepare adjuncts in readiness and excellence.