Operationalizing Developmental Readiness via Entrepreneurship, Leadership, and Professionalism Career Dimensions

2020 ◽  
pp. 99-110
Author(s):  
Oleksandr S. Chernyshenko ◽  
Moon-Ho Ringo Ho ◽  
Kim-Yin Chan ◽  
Kang Yang Trevor Yu
Keyword(s):  
Developmental Readiness

Ready or not: How do we accelerate the developmental readiness of leaders?

2010 ◽  
Vol 31 (8) ◽  
pp. 1181-1187 ◽  
Author(s):  
Sean T. Hannah ◽  
Bruce J. Avolio
Keyword(s):  
Developmental Readiness

scholarly journals Learner language analytic methods and pedagogical implications

2010 ◽  
Vol 33 (3) ◽  
pp. 30.1-30.21
Author(s):  
Bronwen Patricia Dyson
Keyword(s):  
Frequency Analysis ◽  
Target Language ◽  
Longitudinal Development ◽  
Grammar Teaching ◽  
English Grammar ◽  
Language Analysis ◽  
Developmental Readiness ◽  
Learner Language ◽  
Esl Learners ◽  
Oriented Approach

Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the ‘onset’ of. English grammar. Having sketched and amplified Processability Theory’s predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching.

scholarly journals Dynamic Assessment for 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication: Evaluating Expressive Syntax

2017 ◽  
Vol 60 (7) ◽  
pp. 1946-1958 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh ◽  
Marika King
Keyword(s):  
Augmentative And Alternative Communication ◽  
Dynamic Assessment ◽  
Speech Disorders ◽  
Descriptive Statistics ◽  
Well Performance ◽  
Alternative Communication ◽  
Developmental Readiness ◽  
Correlational Data ◽  
And Performance ◽  
Subsequent Intervention

Purpose The developmental readiness to produce early sentences with an iPad communication application was assessed with ten 3- and 4-year-old children with severe speech disorders using graduated prompting dynamic assessment (DA) techniques. The participants' changes in performance within the DA sessions were evaluated, and DA performance was compared with performance during a subsequent intervention. Method Descriptive statistics were used to examine patterns of performance at various cueing levels and mean levels of cueing support. The Wilcoxon signed-ranks test was used to measure changes within the DA sessions. Correlational data were calculated to determine how well performance in DA predicted performance during a subsequent intervention. Results Participants produced targets successfully in DA at various cueing levels, with some targets requiring less cueing than others. Performance improved significantly within the DA sessions—that is, the level of cueing required for accurate productions of the targets decreased during DA sessions. Last, moderate correlations existed between DA scores and performance during the intervention for 3 out of 4 targets, with statistically significant findings for 2 of 4 targets. Conclusion DA offers promise for examining the developmental readiness of young children who use augmentative and alternative communication to produce early expressive language structures.

scholarly journals Developmental Readiness in the Understanding of Own and Other’s False Beliefs

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Anna Amadó ◽  
Elisabet Serrat ◽  
Francesc Sidera
Keyword(s):  
Theory Of Mind ◽  
False Belief ◽  
False Beliefs ◽  
False Belief Understanding ◽  
Developmental Readiness ◽  
Representational Change

One of the most important milestones in the development of theory of mind is the understanding of false beliefs. This study compares children’s understanding of representational change and others’ false beliefs and evaluates the effectiveness of an appearance-reality training for improving children’s false belief understanding. A total of 78 children ranging in age from 41 to 47 months were trained in three sessions and evaluated in a pretest and in a posttest. The results show that for children it is easier to understand representational change than false beliefs in others, and that the improvement after training was greater when starting from a higher score in the pretest. The implications of this for training in false belief understanding are discussed.

Relationship of Students' Ranks and Developmental Readiness Scores

1980 ◽  
Vol 50 (1) ◽  
pp. 8-10
Author(s):  
Winnefred L. Wyckoff
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
First Grade ◽  
Kindergarten Students ◽  
Student Population ◽  
Developmental Readiness ◽  
Grade Placement ◽  
Relationship Of ◽  
Old Females ◽  
Successful Academic

Analysis indicated that the Purdue Perceptual Motor Survey and the Santa Clara Inventory targeted virtually the same student population. Thus the two tests were similar in discriminating levels of readiness necessary for successful academic performance. Further, both developmental tests were moderately correlated with the teachers' ranking for first grade placement. Kindergarten students from Philomath Elementary School, Philomath, Oregon, participated in the study, 26 5-yr.-old males and 38 5-yr.-old females.

scholarly journals Learner language analytic methods and pedagogical implications

2010 ◽  
Vol 33 (3) ◽  
pp. 30.1-30.21 ◽  
Author(s):  
Bronwen Patricia Dyson
Keyword(s):  
Frequency Analysis ◽  
Target Language ◽  
Longitudinal Development ◽  
Grammar Teaching ◽  
English Grammar ◽  
Language Analysis ◽  
Developmental Readiness ◽  
Learner Language ◽  
Esl Learners ◽  
Oriented Approach

Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the ‘onset’ of. English grammar. Having sketched and amplified Processability Theory’s predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching.

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