Download or read book A Comparative Study of the Full day and Half day Kindergarten Programs in the Camden City Public Schools written by Norma C. Fernando and published by . This book was released on 1990 with total page 110 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 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 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 Transitions to Kindergarten in American Schools written by John M. Love and published by . This book was released on 1992 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Full Day Versus Half Day Kindergarten written by Jonathan A. Plucker and published by . This book was released on 2004 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.].
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 The Effects of Full day Kindergarten Programs and Half day Kindergarten Programs written by Susan E. Horvath and published by . This book was released on 2002 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Causal Comparative Study of Half day Versus All day Kindergarten for Students with a Potential Learning Handicap written by Vickie F. Hoover and published by . This book was released on 1989 with total page 104 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 the Effects of Full Day Versus Half Day Kindergarten Programs written by Deborah C. Gaw and published by . This book was released on 1998 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Kindergarten Schedules written by Edith Helmich and published by . This book was released on 1985 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Full Day Alternate day Kindergarten written by Beverly A. Schmitt and published by . This book was released on 1980 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Full Day Kindergarten A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts written by Elizabeth Ann Santoro and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Ed. D.
Download or read book Full day Kindergarten Versus Half day Kindergarten a Longitudinal Analysis of Reading Development written by Steven Werner and published by . This book was released on 2021 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined reading level differences between students enrolled in full-day kindergarten or half-day kindergarten programs at the end-of-kindergarten and beginning-of-second grade within a southeastern Pennsylvania school district. This quantitative research analyzed Developmental Reading Assessment, Second Edition scores from 1,238 students, involving 2,376 unique DRA2 tests, to examine potential reading level differences between half-day and full-day kindergarten students. At the end of kindergarten, full-day kindergarten student reading scores were found to be significantly higher when compared to half-day students. A comparison of scores from the beginning-of-second grade found full-day kindergarten students to score higher than half-day peers; however, this difference was not statistically significant. When measuring reading growth from kindergarten to second grade, half-day kindergarten reading growth was slightly higher than full-day, but this difference was not statistically significant. A final analysis using independent sample t-tests, along with an ANCOVA controlling for any reading differences at the end of kindergarten, showed no significant difference between groups. While full-day kindergarten students significantly outperforrned halfday counterparts at the end-of-kindergarten, once reading differences at the end-of kindergarten were controlled for, the programmatic treatment of half-day kindergarten and full-day kindergarten had no appreciable effect on beginning-of-second grade reading levels.
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:
