Academic and Social Effects of All-day, Alternate Day Kindergarten Versus Half-day, Everyday Kindergarten in Traditional and Open-classroom Settings PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Academic and Social Effects of All-day, Alternate Day Kindergarten Versus Half-day, Everyday Kindergarten in Traditional and Open-classroom Settings PDF full book. Access full book title Academic and Social Effects of All-day, Alternate Day Kindergarten Versus Half-day, Everyday Kindergarten in Traditional and Open-classroom Settings by Helen K. Cleminshaw. Download full books in PDF and EPUB format.
Author: Helen K. Cleminshaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 228
Get Book Here
Book Description
Author: Helen K. Cleminshaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 228
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 820
Get Book Here
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Marjorie E. Ramsey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 354
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 568
Get Book Here
Book Description
Author: Judith Marshall Finkelstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
Get Book Here
Book Description
Author: Cheryl L. Smith
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 234
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 994
Get Book Here
Book Description
Author: Candace L. Mcintosh
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 89
Get Book Here
Book Description
The purpose of this study was to examine the academic and social effects of a half-day kindergarten experience when compared to a full-day kindergarten experience. Three specific questions were posed prior to the research: Do children entering first grade with a full-day kindergarten experience demonstrate a clear academic and social advantage over half-day children? Does this advantage remain present through the fourth grade? Did the length of the kindergarten day affect the following areas: attendance, retentions, suspensions, qualifying scores for Title I services in second grade, and the number of students identified for special education services? This was a cross sectional, causal comparative design. Five grade levels, K-4, were evaluated during the 2004-2005 school year. Two Ohio school districts with similar demographics were selected for this study, one offering full-day kindergarten and the other district offering half-day kindergarten. The independent variable for this study was the length of the school day. The dependent variables were academic measures (Dynamic Indicators Basic of Early Literacy Skills, Third and Fourth Grade Achievement Tests, Fourth Grade Math Proficiency Test), attendance, retentions, suspensions, Title I qualifying scores, and the identification of special education students. An analysis of variance was performed on all academic measures to determine those comparisons that were statistically significant. The remaining variables were compared through a chi square analysis. The results of the analysis of variance did show a clear academic advantage for students in kindergarten and first grade who had received a full-day kindergarten experience. However, all academic measures administered in second, third, and fourth grade were not statistically significant, thus suggesting that the advantages of full-day kindergarten were not present after first grade. The chi square test performed on the remaining variables found that the number of third grade students who had experienced half-day kindergarten and were identified to receive special education services to be significant. The length of the kindergarten day did not appear to have any significant effect on the other variables analyzed by the chi square test.
Author: Patrick M. Bickers
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 78
Get Book Here
Book Description
Author: David Leonard Fields
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The trend to expand the traditional half-day kindergarten program into full-day programs has been the focus of debate and controversy. This controversy has focused on the following: (1) What is an appropriate length of a program day for the kindergarten child? (2) What are the academic and psychosocial effects of a full-day kindergarten program on five-year-old children? The primary purpose of this study was to measure the effects of a full-day everyday pilot kindergarten program on the academic achievement and self-esteem of five-year-old kindergarten children. Data were obtained from a sample of 106 kindergarten children, who were identified through a locally developed kindergarten screening assessment, and randomly selected by the principal at each project site. The experimental group consisted of 57 children from 3 full-day everyday classes. The comparison group was comprised of 49 children who attended 3 traditional half-day everyday classes. Information was gathered from classroom schedules, teacher daily lesson plans, classroom observations, standardized tests, student attendance records and parent questionnaires. Conclusion. The significantly higher achievement gain on the Pre-Reading Composite, as measured by the Metropolitan Readiness Tests (Nurss & McGauvran, 1986) suggest that full-day kindergarten yields more than half-day kindergarten yields in improving student academic achievement. Although the findings showed no significant differences between the full-day and half-day kindergarten groups in the areas of General Competence or Social Acceptance, the half-day students showed virtually no progress from pretest to posttest, whereas full-day students showed a pattern of pretest to posttest gain. The higher mean gain score for full-day students represented a stronger trend in the proper direction, suggesting a probable positive effect of full-day kindergarten on self-concept.
