Download or read book The Effects of Time of day on the Academic Achievement of Kindergarten Students written by Julie Ann Siwik and published by . This book was released on 1998 with total page 58 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 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 and Half day Kindergarten on Academic Achievement written by A Drennon (Craig) and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Everyday Full day Kindergarten on Academic Development written by James J. Cavanaugh and published by . This book was released on 2014 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study to examine data from a small rural Midwest town to determine if everyday full-day kindergarten students in the district gain an academic advantage over their part-time kindergarten peers, in the subjects of Reading and Math. NWEA Measures of Academic Progress (MAP) were used to measure Reading and Math academic achievement. Everyday full-day and part-time kindergarten mean fall and spring MAP scores were compared. The results indicate that everyday full-day kindergarten students demonstrated a statistically significant advantage in Reading and Math at the end of kindergarten and the beginning of first grade. After first grade, the advantage diminished. The results of this study are generally consistent with previous research.
Download or read book Does the Effect of Kindergarten School Day Length on Academic Achievement Among Student Groups Endure Through Third Grade HLM Analysis of K 3 Growth Rates Among Racial and Socioeconomic Student Groups written by Shannon Reedy and published by . This book was released on 2008 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Pub Inc This report examines differences between full-day and half-day kindergarten across the United States using ECLS-K data from schools, teachers, parents and kindergarten students. Described are the schools that offer these programs and the students who attend them. The report further describes many characteristics of public school full-day and half-day kindergarten classes, including specific differences between the program types and achievement levels for underprivileged students and schools. It concludes with an examination of the cognitive gains public school children make in full-day and half-day classes during the kindergarten year, and how much these gains sustain through third grade.
Download or read book Full Day Kindergarten written by James Elicker and published by Phi Delta Kappa International Incorporated. This book was released on 2000-01-01 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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)
Download or read book The Effects of Full day and Half day Kindergarten on the Academic Achievement of Chapter I Students written by Judith Ann Dudley and published by . This book was released on 1986 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Extended day Kindergarten on Academic Achievement of At risk Students written by Teresa Anne Baldus and published by . This book was released on 2001 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of All day Kindergarten on Academic Achievement and Social Development written by Dorothy A. Newton and published by . This book was released on 1999 with total page 42 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 The Effects of Full Day Kindergarten on the Academic Achievement of English Language Learners written by Christine Garcia Griley and published by . This book was released on 2011 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools implement full-day kindergarten (FDK) in place of half-day kindergarten(HDK) for the purpose of improving the academic achievement of English languagelearners (ELLs). The purpose of this study was to compare the academic achievementof ELLs who attended HDK with ELLs who attended FDK. This study investigatedat one school site that intentionally put FDK into practice in order to increase thereading achievement and oral language development of ELLs. Quasi-experimentalresearch and quantitative data were used to compare assessment data from eachgroup. Two sample groups were used, and baseline assessments determined that thegroups were similar and appropriate for comparison. Data were submitted to aPearson correlational analysis, ANOVAs, and ANCOVAs to thoroughly comparegroups. No significant differences were found in reading achievement or languageacquisition between FDK and HDK. Alternatives indicate that beginning levelEnglish proficiency students may be able to catch-up to peers with more languageproficiency as a result of time in FDK. Other adventitious findings reveal that whiledifferences between full day and half day are statistically insignificant, overall morestudents in FDK met end of year benchmarks. Suggestions include prior toimplementing FDK a complete cost-benefit analysis should be conducted and realisticexpectations regarding academic outcomes should be considered.
Download or read book An Analysis of Kindergarten Achievement Including the Effects of Time of Day and Sex written by Terri M. Gioia Gehler and published by . This book was released on 1979 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Download or read book The Effects of Full Day Kindergarten on Student Achievement and Affect written by David Hough and published by . This book was released on 1996 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Time to Learn written by Christopher Gabrieli and published by John Wiley & Sons. This book was released on 2008-04-25 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the country, an educational revolution is taking root. Kids are learning more. Teachers are free to teach beyond the test. And parents aren’t worried about what their kids are up to after school. What accounts for this change? The simple answer is, “More time to learn.” The current school day—6 hours and 180 days per year—is obsolete. It fails to provide students with the academic foundations and well-rounded education they need to succeed and thrive in the twenty-first century. The old school day is also out of step with the reality of working families without a stay-at-home parent to manage their children’s after-school time. Using an additional one to two hours, the new school day reworks the schedule so that children can master core academic subjects, receive individualized instruction and tutoring, and be exposed to a broad array of topics such as the arts, music, drama, and sports.
Download or read book The Effect of Full day and Half day Kindergarten on Academic Achievement of First Grade Students written by Cindy Lou M. Murabito and published by . This book was released on 1988 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt:
