The Effects of Everyday Full-day Kindergarten on Academic Development 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 The Effects of Everyday Full-day Kindergarten on Academic Development PDF full book. Access full book title The Effects of Everyday Full-day Kindergarten on Academic Development by James J. Cavanaugh. Download full books in PDF and EPUB format.
Author: James J. Cavanaugh
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 48
Get Book Here
Book Description
The purpose of this study to examine data from a small rural Midwest town to determine if everyday full-day kindergarten students in the district gain an academic advantage over their part-time kindergarten peers, in the subjects of Reading and Math. NWEA Measures of Academic Progress (MAP) were used to measure Reading and Math academic achievement. Everyday full-day and part-time kindergarten mean fall and spring MAP scores were compared. The results indicate that everyday full-day kindergarten students demonstrated a statistically significant advantage in Reading and Math at the end of kindergarten and the beginning of first grade. After first grade, the advantage diminished. The results of this study are generally consistent with previous research.
Author: James J. Cavanaugh
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 48
Get Book Here
Book Description
The purpose of this study to examine data from a small rural Midwest town to determine if everyday full-day kindergarten students in the district gain an academic advantage over their part-time kindergarten peers, in the subjects of Reading and Math. NWEA Measures of Academic Progress (MAP) were used to measure Reading and Math academic achievement. Everyday full-day and part-time kindergarten mean fall and spring MAP scores were compared. The results indicate that everyday full-day kindergarten students demonstrated a statistically significant advantage in Reading and Math at the end of kindergarten and the beginning of first grade. After first grade, the advantage diminished. The results of this study are generally consistent with previous research.
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.
Author: Dorothy A. Newton
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 42
Get Book Here
Book Description
Author: A Drennon (Craig)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Get Book Here
Book Description
Author: Judith Ann Dudley
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 262
Get Book Here
Book Description
Author: James Elicker
Publisher: Phi Delta Kappa International Incorporated
ISBN: 9780873677417
Category : Education
Languages : en
Pages : 14
Get Book Here
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)
Author: Robert I. Donofrio
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 170
Get Book Here
Book Description
Author: Tina Patane Kruse
Publisher:
ISBN:
Category :
Languages : en
Pages : 284
Get Book Here
Book Description
Author: Laura Fong
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
Get Book Here
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: Helen K. Cleminshaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 228
Get Book Here
Book Description
