Literaturnachweis - Detailanzeige
| Autor/inn/en | Adcock, Eugene P.; und weitere |
|---|---|
| Institution | Maryland State Dept. of Education, Baltimore. |
| Titel | A Comparison of Half-Day and Full-Day Kindergarten Classes on Academic Achievement. |
| Quelle | (1980), (13 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Comparative Analysis; Influences; Kindergarten Children; Primary Education; Program Length; Maryland; Metropolitan Achievement Tests |
| Abstract | This study was designed to measure how the length of the school day affects the academic achievement of kindergarten children. A total of 189 kindergarten children were divided into two groups. The study group consisted of 131 children from five classes who attended class for a full school day, and the control group consisted of 58 children from three classrooms who attended class for the regular half-day program. Results indicated that the full-day program kindergarten children achieved significantly higher levels of academic skills than the half-day program children, as measured by the Survey Battery of the Metropolitan Achievement Tests (1978). The results were discussed in terms of the relationship between length of school day and academic achievement. (Author/MP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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