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 Preventing Early School Failure written by Robert E. Slavin and published by . This book was released on 1994 with total page 264 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 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 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 Handbook of Early Childhood Intervention written by Jack P. Shonkoff and published by Cambridge University Press. This book was released on 2000-05-22 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field.
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 52 Things Kids Need from a Dad written by Jay Payleitner and published by Harvest House Publishers. This book was released on 2020-01-01 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: “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!
Download or read book Effects of All day Vs Half day Kindergarten Programs on the Readiness Levels of At risk Children written by Helen Karban Smith and published by . This book was released on 1983 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Half day Kindergarten Versus Full day Kindergarten on Third Grade TAAS Scores written by Amanda Mae Truss and published by . This book was released on 2001 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine whether half-day or full-day kindergarten was more academically beneficial as determined by students' third grade TAAS scores. One hundred fifty-four students from full-day kindergarten and 282 students from half-day kindergarten were selected from seven schools in Tarleton State University service area. The independent variable was the type of kindergarten program in which the students participated. The dependent variable was the students' reading and math TAAS scores. The results indicated that there was no significant difference between reading TAAS scores of students from full-day and half-day kindergarten programs. However, students in full-day kindergarten scored significantly higher on the math TAAS test than students in half-day kindergarten.
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 Children Schools And Inequality written by Doris R. Entwisle and published by Routledge. This book was released on 2019-08-28 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality redresses that imbalance. It examines elementary s
Download or read book Full day and Half day Kindergarten in the United States written by Jill Walston and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Full day Everyday Kindergarten on Academic Achievement and Self esteem written by David Leonard Fields and published by . This book was released on 1989 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 Student Success After Participation in At risk Full day Kindergarten Programs written by Jennifer Christine Motzer and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine educators' perceptions of a full-day kindergarten program for at-risk students in order to reveal educators' attitudes and beliefs regarding the rationale, vision, value, effectiveness, and participants of the program. Data were collected through a researcher-created survey from 36 members of the faculty and nine administrators who had experience with or administratively supported children in either the school district's traditional, half-day kindergarten classrooms or the district's full-day classes for at-risk students. Program architects, who included two kindergarten teachers and two building principals, were interviewed to determine the degree to which continuity of the original rationale and vision has been maintained. The findings of the study indicated that teachers and administrators were in general agreement regarding the purpose of full-day kindergarten within the district and perceived that students made academic, behavioral, and social gains during their enrollment in the program. During subsequent school years, teachers perceived that the students who had participated in full-day kindergarten required additional monitoring and support services. Student assessment data does not entirely corroborate teacher beliefs in this area. Expectations surrounding students' continued academic success in subsequent school years are not universal. Discrepancies surrounding eligibility criteria for the program and the inclusion of English Language Learners and special education students exist.
