A Longitudinal Study of the Effectiveness of Full-Day Kindergarten [microform]
- Bib ID:
- 5442933
- Format:
- Book and Microform
- Author:
- Evansville-Vanderburgh School Corp., IN
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1983
- 113 p.
- Summary:
-
The purpose of this follow-up study was to determine whether elementary school students who completed full-day/ everyday kindergarten in 1979 and 1980 exhibited any long term benefits. Data were collected from standardized tests, report cards, questionnaires, and interviews. Participants were third- and fourth-grade students (enrolled in the school at which they had attended kindergarten), their parents, and their teachers. It was expected that kindergarten students in the full-day/everyday program, parents, and teachers would have positive attitudes about full-day kindergarten. Furthermore, it was suggested that, when compared with students who attended half-day kindergarten in 1978-79 and 1979-80, children who attended the full-day kindergarten would display higher self-concept, have more positive attitudes toward school, achieve higher academic grades, receive higher conduct marks on report cards, have a lower rate of grade retention, achieve higher handwriting ratings, and have higher reading and academic scores. Results indicated that children who attend full-day kindergarten, their parents, and their primary teachers do have positive attitudes about the full-day program. These children, in contrast with children who attend half-day programs, tend to have higher academic and conduct report card marks, a lower rate of grade retention, lower handwriting ratings, and higher standardized test achievement scores. Their self-concepts and attitudes about school are not found to be negatively affected by participation in the full-day program. Questionnaires are appended. (RH)
- Notes:
-
- ERIC Note: For a related document, see ED 190 224.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
-
- Academic Achievement
- Basic Skills
- Comparative Analysis
- Elementary School Students
- Followup Studies
- Grade Repetition
- Kindergarten
- Longitudinal Studies
- Outcomes of Education
- Parent Attitudes
- Primary Education
- Program Effectiveness
- Program Evaluation
- Questionnaires
- Self Concept
- Student Attitudes
- Teacher Attitudes
- Full Day Programs Half Day Programs
- Indiana (Evansville)
- Other authors/contributors:
- Evansville-Vanderburgh School Corp., IN
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
- Reason for copyright status:
- Until 2053 [Created/Published Date + 70 Years]
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1983
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
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