The Effects of Full Day Versus Half Day Kindergarten PDF Download
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Author: Jonathan A. Plucker
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
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Book Description
The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: (1) What does the national research say about the effectiveness of full day kindergarten; (2) What does the Indiana data say about full day kindergarten; and (3) How is time used within full day kindergarten programs? Finally, the report concludes with a series of recommendations regarding Indiana policy on full day kindergarten. [This report was prepared by the Center for Evaluation and Education Policy, Indiana University (formerly the Indiana Education Policy Center) for the Indiana Association of Public School Superintendents.].
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: Jonathan A. Plucker
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
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Book Description
The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: (1) What does the national research say about the effectiveness of full day kindergarten; (2) What does the Indiana data say about full day kindergarten; and (3) How is time used within full day kindergarten programs? Finally, the report concludes with a series of recommendations regarding Indiana policy on full day kindergarten. [This report was prepared by the Center for Evaluation and Education Policy, Indiana University (formerly the Indiana Education Policy Center) for the Indiana Association of Public School Superintendents.].
Author: Robert E. Slavin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
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: Deborah C. Gaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 72
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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: 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)
Author: Tisha M. Dixon
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 39
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Book Description
"The purpose of this thesis is to look at research to help school districts in determining if a half-day or full-day kindergarten program is appropriate. It will also focus on developmentally appropriate programming."--Page 7.
Author: Kelly Jacobson
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 108
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Book Description
"The quality of the kindergarten experience is fundamental to the ultimate impact on young children and their success in school and in life" (Kaurez, 2005,p.3). The quality ofthis experience can be greatly impacted by the amount of time the student spends in the classroom. This study focused on the use of instructional minutes in full-day and half-day kindergarten programs. Observations were conducted in both types of programs, daily schedules were collected, and surveys were distributed to teachers who taught both types of kindergarten to find out what experienced teachers found to be benefits and challenges about teaching each program. Several kindergarten teachers were interviewed as well. The findings from this study suggest that full-day programs have more time to go in depth in subject areas and have more time for individual instruction. Full-day also includes more instruction in art, music and physical education than its counterpart. However, depending on the child's maturity level, and pre-kindergarten experience a full day of kindergarten may be too long for children.
Author: Sandy Figueroa
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 118
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Book Description
