Download or read book A Comparative Study of Academic Achievement for Half day and Full day Kindergarten Programs in Washington County Virginia written by Patricia G. Stoots and published by . This book was released on 1980 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Academic Achievement of Full day and Half day Kindergarten at Lewis Elementary School written by Jill Hislop and published by . This book was released on 1999 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Does a Day Make a Difference written by Candace L. Mcintosh and published by . This book was released on 2006 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Comparison of Full Day Alternate Day and Half Day Every Day Kindergarten in Iowa Focusing on Instructional Time Congruence Between Goals and Outcomes and Principal Teacher and Pupil Attitudes written by Judith Marshall Finkelstein and published by . This book was released on 1983 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of the Academic Achievement of Students Participating In Alternate day Full day and Half day Kindergarten Programs written by Jeffrey Alan Saunders and published by . This book was released on 1995 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparing Full Day Kindergarten to Half Day Kindergarten written by Alisha Catherine Bazzano and published by . This book was released on 2013 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines half and fullday kindergarten programs and their effectiveness in regard to a child's academic progress. Some literature finds a positive relationship between the success of a child and the minutes spent in the classroom. However, other literature debates as to how long the progress is sustained. The purpose of this study is to compare the scores of kindergarten students in both halfday and fullday programs and analyze the data to determine if one program is more successful than the other. Three assessments in language arts were given to each student, assessing uppercase, lowercase, and letter sounds. The kindergarten scores from both classes, full-day and halfday, were compared to observe if student achievement was effected by spending more academic minutes in the classroom. The data did not reveal an overall statistical significance. However, out of the four ANCOVA tests that were completed, one did show statistical significance when the scores were disaggregated by the individual students' scores. The lowercase letter assessment did discover a statistical difference. But based on the three other tests, more academic minutes in the classroom doesn't always mean more academic success for students.
Download or read book A Comparison of Achievement and Self concept Among Half day everyday and All day alternate Day Kindergarten Programs written by Melanie Joy Suther Trexler and published by . This book was released on 1992 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: A total of sixteen kindergarten students from Madison County, Kentucky, and Gallipolis, Ohio were evaluated to investigate the relationship between academic achievement and self-concept of students who attended half-day/everyday kindergarten and those who attended all-day/alternate day kindergarten. No significant differences were found between the two groups of students for academic achievement or self-concept.
Download or read book A Comparative Study of Achievement in Country and Town Schools written by Norman Frost and published by . This book was released on 1921 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Pupil Achievement and Attitudes and Involvement of Parents of Children Enrolled in Extended day and Half day Kindergarten Programs written by Patricia Ann Mrozinski DeRosia and published by . This book was released on 1980 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Full day Kindergarten on the Long term Academic Achievement of Students written by Laura Fong and published by . This book was released on 2013 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Long term Outcomes for Kindergarten Students Attending Full day and Half day Kindergarten Programs written by Kristin Hermann and published by . This book was released on 2006 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.
Download or read book A comparative study of half day and all day kindergarten schedules written by Joann Schwan and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Causal comparative Study of the Benefits of Full Versus Half day Pre kindergarten Programs written by Tara Palickar and published by . This book was released on 2015 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Schools Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Longitudinal Study Comparing the Achievement of Students who Attended Full day Or Half day Kindergarten Programs written by Lynn S. Thompson and published by . This book was released on 1990 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
