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Author: Candace L. Mcintosh
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 89
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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: Jay Payleitner
Publisher: Harvest House Publishers
ISBN: 0736976663
Category : Religion
Languages : en
Pages : 194
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Book Description
“God, please help me...another game of Candy Land...” Quite a few dads spend time with their kids. However, many have no clue what their kids really need. Enter author Jay Payleitner, veteran dad of five, who’s also struggled with how to build up his children’s lives. His 52 Things Kids Need from a Dad combines straightforward features with step-up-to-the-mark challenges men will appreciate: a full year’s worth of focused, doable ideas—one per week, if desired uncomplicated ways to be an example, like “kiss your wife in the kitchen” tough, frank advice, like “throw away your porn” And, refreshingly... NO exhaustive (and exhausting) lists of “things you should do” NO criticism of dads for being men and acting like men Dads will feel respected and empowered, and gain confidence to initiate activities that build lifelong positives into their kids. Great gift or men’s group resource!
Author: Robert E. Slavin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Author: Candace L. Mcintosh
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 89
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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: Tish Rabe
Publisher: HarperCollins
ISBN: 0063237571
Category : Juvenile Fiction
Languages : en
Pages : 35
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Book Description
Perfect for nervous/excited kids about to go to kindergarten (and their parents!). This engaging adaptation of “The Twelve Days of Christmas” convinces parents and children alike that there is no place cooler than a kindergarten classroom. On the first day of kindergarten, there’s so much to do! From making new friends to jumping rope in gym to riding the bus to school, there are lots of exciting firsts to look forward to. Even though saying good-bye to Mom and Dad is hard, when the school bus pulls up, it’s time to begin kindergarten fun. Share at home along with such books as Clover Kitty Goes to Kittygarten and Kindergarten, Here I Come! Tish Rabe is a seasoned children’s book author with over 160 titles, including ones for Sesame Street and Curious George, under her belt. Like Natasha Wing with The Night Before Christmas, Rabe puts a novel spin on a first-day-of-school classic with On the First Day of Kindergarten. And don't miss the follow-up: On the First Day of First Grade!
Author: Troll Books
Publisher: Troll Communications
ISBN: 9780816739462
Category : Education
Languages : en
Pages : 84
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Book Description
Author: Edith Helmich
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 24
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Book Description
Author: Colorado Children's Campaign
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
Because of the substantial impact on outcomes for children, states and school districts across the country are addressing issues surrounding early learning opportunities and school readiness for young children. Full-day kindergarten plays an important role in both. Colorado has made significant investments in full-day kindergarten as a means of providing high-quality education opportunities to young children, and better preparing them for success throughout their academic careers. Colorado has made a strong commitment to early learning opportunities through the Colorado Preschool Program (CPP) and, with House Bill 08-1388, a substantial investment in full-day kindergarten. CPP provides high-quality learning opportunities for preschool and kindergarten children who have the greatest social and economic need. As the Colorado Preschool Kindergarten Program (CPKP) shifts its full-day kindergarten slots to preschool, once again becoming the CPP, and CPKP standards are no longer required for full-day kindergarten, it is important for districts to consider the design and implementation of high-quality full-day kindergarten programs. Full-day kindergarten is also a key element of the commitment Colorado Governor Bill Ritter has made to the development of a preschool through postsecondary, or P-20, education system. A report from the National Institute for Early Education Research (NIEER) indicates children in full-day kindergarten programs spend more time engaged in valuable learning activities than children in half-day kindergarten programs. Results from empirical research suggest children in full-day kindergarten programs spend: (1) 57 minutes per day in self-selected activities, as opposed to 32 minutes per day for half-day kindergarten students; and (2) 16 percent less time in large-group, teacher-directed activities, and seven percent more time in child-initiated learning activities than half-day kindergarten children. Research has shown that both self-selected and child-initiated activities have long-term benefits on children's learning by promoting cognitive and social-emotional development. Center-based and child-directed play time helps children develop vocabulary skills, increase cooperation with peers, practice handling conflict and develop positive approaches to learning. (Contains 7 footnotes.).
Author:
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 94
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Book Description
Author: Judith Marshall Finkelstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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Book Description
Author: Stephanie Sue Burrage
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 242
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Book Description
