Long-term Outcomes for Kindergarten Students Attending Full-day and Half-day Kindergarten Programs PDF Download
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Author: Kristin Hermann
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 78
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Book Description
"The purpose of this study was to evaluate whether students attending either a Full- Day (n = 15) or Half-Day (n = 53) kindergarten program maintained any academic and social gains at the end of first grade. Measures of language, literacy, math, and social skills were administered to 90 students attending a rural elementary school in Eastern Washington Fall and Spring of the 2003-2004 and 2004-2005 school years. Comparison of Spring 2005 performance on these measures across the Full-Day and Half-Day groups indicated no significant differences by end of first grade on any measure. Half-Day students demonstrated significant first-grade gains across all skill areas (language, literacy, math, and social), whereas Full-Day students demonstrated significant first-grade gains only in literacy and math"--Document.
Author: Kristin Hermann
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 78
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Book Description
"The purpose of this study was to evaluate whether students attending either a Full- Day (n = 15) or Half-Day (n = 53) kindergarten program maintained any academic and social gains at the end of first grade. Measures of language, literacy, math, and social skills were administered to 90 students attending a rural elementary school in Eastern Washington Fall and Spring of the 2003-2004 and 2004-2005 school years. Comparison of Spring 2005 performance on these measures across the Full-Day and Half-Day groups indicated no significant differences by end of first grade on any measure. Half-Day students demonstrated significant first-grade gains across all skill areas (language, literacy, math, and social), whereas Full-Day students demonstrated significant first-grade gains only in literacy and math"--Document.
Author: Laura Fong
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
As the quality of kindergarten instructional programs and their relation to student academic achievement come under scrutiny from policy makers and educators, greater demands are placed on students to enter school prepared to learn. Some programs operate on the traditional half-day model in which students attend school during either a morning or an afternoon time frame which includes classroom instruction, lunch, and recess time. Other schools have adopted a full-day kindergarten model in which students attend school the same amount of minutes per day as the other elementary grade levels. The purpose of this study was to determine if the amount of minutes of instruction per day in kindergarten programs affects the long-term academic achievement of students in English language arts and mathematics as measured by the California Standards Test (CST). Archival data of student CST scores were retrieved for the 2012-2013 school year from a unified school district located in the Central Valley of California. Student scores were statistically analyzed by utilizing a t-test for independent means. The results of the statistical analysis indicated that there was no significant difference in English language arts or mathematics achievement between third grade students who had attended a half-day kindergarten program and third grade students who had attended a full-day kindergarten program.
Author: Robert C. Pianta
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 442
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Book Description
Today's kindergarten is the onset of formal schooling for children--the first time families, schools, teachers, and communities come together to form an educational partnership. In this thought-provoking, issues-focused book, the experts explore the research on early schooling and give you a starting point with which to reexamine your beliefs, policies, and practices regarding the first years of school. Scholars, researchers, and other professionals will discover why early school transitions need to be improved and how these critical transitions affect children's future educational success. You'll learn about readiness assessment entrance ages grade retention classroom structure family-school-community partnerships cultural diversity children with disabilities children in poverty This book is part of a series edited by Donald B. Bailey, Jr., Ph.D., and developed in conjunction with the National Center for Early Development and Learning (NCEDL). Visit NCEDL's website for information on the center's research, upcoming meetings, and free online publications..
Author: Robert E. Slavin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Author: Beverley L. Zakaluk
Publisher:
ISBN:
Category :
Languages : en
Pages : 91
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Book Description
Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999, from one class at Brooklands School to two classes at Stevenson-Britannia, plus two, three-quarter day classes at Crestview. In the three-quarter day pattern, one kindergarten class began the school year attending full-days and alternated to half-days in February, while the other class did the reverse. This group of children began the school year attending kindergarten half-days and then switched to full-days halfway through the school year. The three-quarter-day arrangement resulted in cost saving benefits because instead of two, full time staff, only one full-time and one half-time teacher were required. In 2000-2001, the three-quarter day option was also introduced at Buchanan and Heritage Schools, resulting in six, three-quarter day kindergarten classes across the division. The Zakaluk and Straw evaluation in 2002, however, showed that there was no compelling evidence to continue the three-quarter day option, even though students who attended full-day, every day from February until June had higher achievement levels than those who attended kindergarten full time at the beginning of the year. As a consequence, the three-quarter day kindergarten option was discontinued. From 2001-2002 to the present, a total of nine, full-day, every day kindergarten classes have been offered in five schools located in economically disadvantaged neighborhoods across the division. Purpose: The purpose of the current report was to determine whether the findings from Year VII of the implementation of the full-day kindergarten project (2003-2004) confirmed the positive findings from the previous years by comparing the performance of the full-day students with that of half-day kindergarten students: (1) in a control school in a relatively similar socio-economic area; (2) across the division in schools in which students from more middle class and affluent neighborhoods were enrolled in half-day programs; and (3) in the same schools before the institution of the full-day, every day program--a half-day cohort group. A second major focus was to determine the long-term effects of the full-day, every day program. The Setting was the St. James-Assiniboia School Division, Winnipeg, Manitoba. Study Sample: All kindergarten students in the school division over seven years. Students were followed up to Grade 3. Intervention: An all-day, every-day kindergarten program compared to a half-day program. The Research Design was quasi-experimental. Control or Comparison Condition: Students who did not attend the expanded kindergarten program. Data Collection and Analysis: The first major question considered the pre- and post-test reading performance of students in the full-day, every-day kindergarten classes in comparison to students in a control group school located in a slightly higher socio-economic level who received a half-day program. A second major question examined the reading performance of students in the full-day, every-day kindergarten program compared to the other students in the division who attended the half-day program and were from more advantaged neighborhoods than those who attended the full-day program at the end of kindergarten. This question compared the end-of-year reading performance of the full-day, every-day kindergarten students with the performance of students in the same target schools before the program was implemented. The final major question explored how the reading achievement of students in the full-day, every-day kindergarten program compared to the reading achievement of students who attended kindergarten half-day after the completion of Grades 1, 2, and 3. Analysis of variance with repeated measures was employed to address the questions, and effect sizes are reported. Findings: Findings indicated that students from less affluent neighbourhood who attended a full-day, every-day kindergarten program consistently outperformed students from a similar neighbourhood who attended a half-day program. Those students also out-performed a cohort group made up of students from previous years who had attended a half-day program. It was found that these students also were equal to or surpassed the performance of students in the half-day program from more affluent neighbourhoods, both at the end of kindergarten and at the end of grade 3. Conclusion: The overall conclusion from the statistical comparisons using control group, division-wide, and cohort group data was that, cumulatively, the performance of the full-day kindergarten students was equal to or surpassed the performance of students in the half-day kindergarten groups as assessed by all early reading achievement measures. Results evaluating the long-term effects of the full-day kindergarten program on reading achievement levels reinforced this conclusion. By the end of grade three, the full-day students from less advantaged neighbourhoods were reading at the grade four level, which is above grade placement, and matching approximately the performance levels of their peers from more affluent neighbourhoods. Citation: Zakaluk, B. L., Straw, S. B., & Smith, K. E. (2005/2009). The efficacy of an all-day, every-day kindergarten program: A seven-year cumulative report for the St. James-Assiniboia School Division. Unpublished paper, Faculty of Education, University of Manitoba, Winnipeg.
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: Judith Marshall Finkelstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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Book Description
Author: Jack P. Shonkoff
Publisher: Cambridge University Press
ISBN: 9780521585736
Category : Psychology
Languages : en
Pages : 764
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Book Description
Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field.
Author: Douglas H. Clements
Publisher: Routledge
ISBN: 1135843791
Category : Education
Languages : en
Pages : 552
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Book Description
In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
Author: James Elicker
Publisher: Phi Delta Kappa International Incorporated
ISBN: 9780873677417
Category : Education
Languages : en
Pages : 14
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Book Description
Despite dramatic increases in the percentage of 5-year-olds enrolled in full-day kindergarten, initial discussions about whether to offer public full-day kindergarten are still controversial in many communities. This report examines claims about benefits and detriments of full-day kindergarten, presents research findings, and describes reasonable approaches to the issue for teachers and administrators. Following introductory remarks, the report details full-day kindergarten claims and counterclaims regarding benefits of extra instructional time, opportunities for enrichment activities, and reductions in child care costs for families, as well as disadvantages related to student adjustment and need for additional teachers. The report then summarizes reviews of full-day kindergarten research between 1970 and 1997 and describes two recent experimental or quasi-experimental studies. Among the conclusions about full-day kindergarten is that full-day students consistently progress further academically during the kindergarten year compared to half- or alternate-day students. There is tentative evidence that full-day kindergarten has stronger, longer-lasting academic benefits for children from low-income families. There is no current, strong evidence that academic achievement gains of full-day kindergarten persist beyond first grade. There is no evidence of detrimental effects of full-day kindergarten. The report indicates that further research is needed to examine the long-term impact of full-day kindergarten and recommends that half-day kindergarten remain an option for families who have educational resources, value time at home with their 5-year-olds, and desire a more gradual introduction to formal schooling. Implications for administrators, teachers, and parents are delineated. (Contains 26 endnotes, and a list of 26 additional resources and 9 related Web sites.) (KB)
