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Kindergarten school readiness and the phenomenon of students entering kindergarten without the necessary personal and social skills they need to be successful in kindergarten was explored in this qualitative study. How this phenomenon impacts the school setting, including administrative support systems and classroom instructional practices implemented by kindergarten teachers, was explored. Elementary principals and kindergarten teachers who experienced this phenomenon were interviewed using semi-structured interviews. Official documents relating to the phenomenon being studied were collected and analyzed to provide for triangulation of the data. Findings of this study provide insights into current classroom practices that are currently being implemented to solve the problem of students' personal and social skill deficits. Findings will assist division level leaders, elementary principals and kindergarten teachers to guide and shape classroom practices designed for enhancing and improving students' personal and social skills. Findings report what current resources are being used by kindergarten teachers to provide personal and social skill instruction and how teachers' instructional practices in this domain are being guided and directed by administrators. Division level leaders and school level leaders are provided with information about instructional practices for improving kindergarten students' personal and social skills. Findings of the study show how elementary principals' and kindergarten teachers' beliefs about kindergarten students' personal and social skill development are aligned to the Virginia Department of Education's Foundation Blocks for Early Learning for certain skills and how they are not aligned for other skills. / Ph. D.

The problem of this investigation was to determine the number of children who are ready to read when they enter first grade and the number ready to read after a reading-readiness program.

The purpose of this study was to determine whether certain methods employed for the development of reading readiness among first-grade pupils in the Washington Elementary School of Sherman, Texas were effective. Careful evaluation was made by means of standardized tests for the purpose of ascertaining the results accomplished in the course of a school year by the methods used for the development of reading readiness.

Yes / Despite the robust evidence for the direct relationship between organisational culture (OC) and total quality management (TQM), the mechanisms underlying this relationship are not fully explored and have received little empirical attention. This paper extends prior TQM research in a novel way by building and then empirically testing a theoretical model that includes the mediating role of employee readiness for change dimensions (ERFCs) in the OC –TQM relationship. The paper adds value through its contextual originality in being one of the first studies that are conducted in Algeria; which has special ties with the EU geographically, politically and economically. The empirical data for this study was drawn by distributing a questionnaire to 226 middle managers of Algerian firms. Our findings support the mediating roles of two dimensions of ERFC, namely: self-efficacy (ERFC1) and personal valence (ERFC4) in the OC –TQM relationship. This indicates that the improvement in TQM implementation is not a direct consequence of supportive organisational culture but rather of self-efficacy and personal valence transferring the impact of group and adhocracy culture to TQM. To this effect, these results go beyond previous research and contribute significantly in explaining the underlying psychological mechanisms in the OC –TQM relationships model.

Yes / The explosive rise in technologies has revolutionised the way in which business operate, consumers buy, and the pace at which these activities take place. These advancements continue to have profound impact on business processes across the entire organisation. As such, Logistics and Supply Chain Management (LSCM) are also leveraging benefits from digitisation, allowing organisations to increase efficiency and productivity, whilst also providing greater transparency and accuracy in the movement of goods. While the warehouse is a key component within LSCM, warehousing research remains an understudied area within overall supply chain research, accounting for only a fraction of the overall research within this field. However, of the extant warehouse research, attention has largely been placed on warehouse design, performance and technology use, yet overlooking the determinants of Artificial Intelligence (AI) adoption within warehouses. Accordingly, through proposing an extension of the Technology–Organisation–Environment (TOE) framework, this research explores the barriers and opportunities of AI within the warehouse of a major retailer. The findings for this qualitative study reveal AI challenges resulting from a shortage of both skill and mind-set of operational management, while also uncovering the opportunities presented through existing IT infrastructure and pre-existing AI exposure of management.

This capstone project addresses the crucial task of equipping students from rural and poverty-stricken school districts for success beyond high school. While conventional markers of academic achievement often center around standardized testing, this study takes a wider perspective, emphasizing comprehensive approaches to education. By conducting a quantitative analysis that includes surveys of staff and faculty, this research explores the effectiveness of different strategies aimed at nurturing college and career readiness among students in these districts. The findings demonstrate a powerful narrative: educators can greatly improve graduation rates and post-graduation success by going beyond traditional test preparation methods. Key strategies include developing critical thinking and problem-solving skills, encouraging collaboration, providing technology access and digital literacy training, integrating work-based learning opportunities, offering targeted support for at-risk students, ensuring access to rigorous coursework, and exposing students to various career paths. This study highlights the potential for a comprehensive approach to education, empowering students with the skills and resources needed to thrive in a rapidly changing world. By embracing these strategies, educators can pave the way for a more equitable and prosperous future, particularly in marginalized communities facing educational disparities

The purpose of this study is to compare first-hand and vicarious experiences as means of developing those factors or traits of reading readiness that may be improved through training. More specifically, it is an attempt to measure the amount of readiness gained through the two types of experiences by two groups of first-grade children in the San Angelo Public Schools.

Yes / Participation in community programmes by the Roma community is low whilst this community presents with high risk of poor health and low levels of wellbeing. To improve rates of participation in programmes compatibility must be achieved between implementation efforts and levels of readiness in the community. The Community Readiness Model (CRM) is a widely used toolkit which provides an indication of how prepared and willing a community is to take action on specific issues. We present findings from a CRM assessment for the Eastern European Roma community in Bradford, UK on issues related to nutrition and obesity. We interviewed key respondents identified as knowledgeable about the Roma community using the CRM. This approach applies a mixed methodology incorporating readiness scores and qualitative data. A mean community readiness score was calculated enabling researchers to place the community in one of nine possible stages of readiness. Interview transcripts were analysed using a qualitative framework analysis to generate contextual information. An overall score consistent with vague awareness was achieved, which indicates a low level of community readiness. This score suggests there will be a low likelihood of participation in currently available nutrition and obesity programmes. To our knowledge this is the first study to apply the CRM in the Roma community for any issue. We present the findings for each of the six dimensions that make up the CRM together with salient qualitative findings. / Better Start Bradford