Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-day Versus Half-day Kindergarten in Suburban New Jersey Public Schools PDF Download
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Author: Gina M. Rosamilia
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages :
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Author: Gina M. Rosamilia
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages :
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Author: Suzanne Theresa Magee
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 109
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The purpose of this qualitative study was to examine teacher perceptions of full-day kindergarten and its impact on student achievement. A total of 59 teachers from three suburban school districts in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Moreover, three regular education teachers and one special education teacher partook in semi-structured interviews in order to gain more insight into teacher perspectives. This study specifically focused on the long-term academic achievement in reading when comparing a full-day kindergarten program to a half-day kindergarten program. Additionally, the research focused on the advantages and disadvantages of both programs including emotional, behavioral, and social growth. Instructional practices were also studied to determine if they differed within each program. An overwhelming majority of participants agreed that full-day kindergarten provided the support needed to be successful students throughout their school career considering the increased demands placed on children. Participants also indicated that although there should not be a difference in instructional practices between either program, a full-day provides students the opportunity to practice these skills. Participants also noted that when teachers are given a full-day there is a significant amount of time that can be devoted to differentiated instruction which leads to academic gains . Most teachers indicated that it was not the longer day that made the difference academically, but how the teacher used that additional time that resulted in sustained success.
Author: Stephanie Sue Burrage
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 242
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Author: Shannon M. Whalen
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 111
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This study examined the literacy performance trends on the New Jersey Assessment of Skills and Knowledge (NJASK) of third grade students who had attended half day or full day preschool programs in New Jersey. This study also explored teacher perceptions of students' classroom literacy performance in third grade. The archival data revealed that students who attended a half day preschool program had higher NJASK-3 literacy scores than students who attended a full day preschool program. Further, teacher interview reports on these students' reading and writing comprehension abilities in third grade were obtained to examine whether students maintained the academic advantages found in kindergarten as they moved through school and were then assessed in third grade. The data indicated that half day preschool attendees were perceived as performing at or above grade level in third grade classroom literacy activities more often than full day preschool attendees. It was also discovered that teachers perceived these third grade students who attended a half day preschool as displaying higher interest in classroom reading and writing activities than students who attended a full day preschool program.
Author: Jonathan A. Plucker
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
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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: Peter J. Hughes
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 113
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While most people believe that Kindergarten is beneficial to children, some studies have shown that the academic benefits of a full-day program verses a half-day program fade away by the third grade year, calling into question its long-term value (Kay & Pennucci, 2014; Votruba- Drzal, Maldonado-Carreno & LiGrining, 2008; Cannon, Jacknowitz, and Painter, 2006; Cooper et al., 2010; Wolgemuth et al., 2012). Many of the studies are disproportionately focused on urban areas, offering few studies of suburban impact from full-day programs. Despite this limited research, there has been an increase in the number of suburban districts adopting full-day kindergarten programs with approximately 85% of New Jersey districts now providing full-day kindergarten for all students (NJDOE, 2015). This is done at a significant cost to school budgets that are currently under spending caps. This two-year study examines the impact that full-day kindergarten has when compared to a half-day program in the suburban district of Mount Olive, New Jersey. The K-Excel Program was designed to help bring grade level equivalency rates up by combining half-day kindergarten with additional time in literacy and language arts instruction, effectively giving some students a full-day program. The study employs a mixed methods approach with both a pre-test/post-test design measuring the age and grade level equivalencies of the children and interview data from five first grade teachers and twelve first grade parents. Propensity score matching was used to reduce selection bias and improve the balance between comparison groups. The academic gains noted from a full-day kindergarten model were relatively small (.48 effect size) and were not found to be significant for those students that were on scholarship due to low initial scores. However, the interviews offered some insight into the fade out effect as well as support for the many ancillary academic, social, and emotional benefits that full-day kindergarten had for certain families. Specifically, ELL students, children of working parents with demanding jobs, and children suspected of having learning difficulties were reported to benefit most from the full-day program. There was also evidence that parents preferred the choice of either full-day or half-day programs. These findings led to program improvement recommendations for Mount Olive Public Schools as a part of this program evaluation.
Author: Elizabeth Ann Santoro
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages :
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Ed. D.
Author: Deborah C. Gaw
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 72
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Author: James Wade Ash
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 244
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Author: Judith Marshall Finkelstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
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