A Comparison of Full Day and Half Day Kindergarten Students' Achievement in Pre-reading, Pre-math, and Language Skills PDF Download
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Author: Hilda M. Hewitt
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 62
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Book Description
Author: Hilda M. Hewitt
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 62
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Book Description
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 416
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Book Description
Author: Kristin Denton
Publisher: DIANE Publishing
ISBN: 1428925716
Category : Mathematics
Languages : en
Pages : 78
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Book Description
This report is the third in a series based on findings about young children's early experiences with school from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Sponsored by the U.S. Department of Education, National Center for Education Statistics, the ECLS-K study selected a nationally representative sample of kindergartners in the fall of 1998 and is following these children through the spring of their fifth-grade year. The study collects information directly from the children, their families, teachers, and schools. This report looks at children's school performance during first grade in terms of their reading and mathematical knowledge and skills by relating them to child, family, and school characteristics. The report finds that some of the differences in children's reading and mathematics knowledge and skills by child, family, and school characteristics that are present as they enter kindergarten persist into the spring of their kindergarten and spring of their first-grade year. For example, poor children consistently score below the national average in both reading and mathematics across the kindergarten year and into the spring of first grade. These findings also suggest differences that are beginning to emerge by children's sex. By spring of first grade, females are more likely to be reading (understanding words in context), whereas, males are more likely be proficient at advanced mathematics (multiplication and division). However, some differences do seem to wane. For example, in both reading and mathematics, Hispanic children's scores tend to move upward toward the national mean over these two school years. The longitudinal nature of the ECLS-K will enable researchers to track these differences in terms of children's third- and fifth-grade reading and mathematics performance. The report also notes that children who bring certain knowledge and skills with them to kindergarten are likely to be at an advantage in classroom learning compared to peers who do not possess such resources. The descriptive analyses of the report show that children who have specific cognitive knowledge and skills, are read to frequently, possess positive approaches to learning, and enjoy very good or excellent general health, perform better in reading and mathematics than those without these resources. (Includes data and standard error tables. Appended is a table of regression coefficients for the relationship between children's resources and skills to their spring kindergarten and spring first-grade reading performance. Contains 18 references.) (HTH)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author: Kim Shurtliff Lund
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 35
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 914
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Book Description
Author: Association for Supervision and Curriculum Development
Publisher: Alexandria, Va. : Association for Supervision and Curriculum Development
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 192
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Book Description
Author: Alisha Catherine Bazzano
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 47
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Book Description
This study examines half and fullday kindergarten programs and their effectiveness in regard to a child's academic progress. Some literature finds a positive relationship between the success of a child and the minutes spent in the classroom. However, other literature debates as to how long the progress is sustained. The purpose of this study is to compare the scores of kindergarten students in both halfday and fullday programs and analyze the data to determine if one program is more successful than the other. Three assessments in language arts were given to each student, assessing uppercase, lowercase, and letter sounds. The kindergarten scores from both classes, full-day and halfday, were compared to observe if student achievement was effected by spending more academic minutes in the classroom. The data did not reveal an overall statistical significance. However, out of the four ANCOVA tests that were completed, one did show statistical significance when the scores were disaggregated by the individual students' scores. The lowercase letter assessment did discover a statistical difference. But based on the three other tests, more academic minutes in the classroom doesn't always mean more academic success for students.
Author: Robert S. Rycroft
Publisher: Bloomsbury Publishing USA
ISBN: 1440865159
Category : Political Science
Languages : en
Pages : 414
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Book Description
This authoritative reference work explores the factors driving the much-debated increase in economic inequality in U.S. society, as well as the impact that this divide is having on U.S. culture, politics, families, communities, and institutions. This reference work provides an authoritative and comprehensive resource for both students and scholars who are interested in learning more about the rich-poor divide in the United States—a divide regarded by many lawmakers, researchers, pundits, and concerned citizens as one of the nation's most serious problems. The book provides important historical background for understanding how the nation has grappled with (or ignored) this issue in the past, examines specific causes of inequality identified by observers across the political spectrum, and summarizes the potential consequences (both present and future) of economic inequality. This book examines more than 25 issues frequently cited as factors contributing to the rapidly widening gap between socioeconomic classes in the U.S., ranging from such demographic factors as race and gender to tax code provisions and differences in access to quality education and health care. The book also provides both a retrospective and prospective look at government policies aimed at addressing inequality or assisting the poor. Finally, the book looks ahead to survey the future of inequality in America.
