A Longitudinal Study of the Effectiveness of Full-Day Kindergarten.

Institution	Evansville-Vanderburgh School Corp., IN.
Titel	A Longitudinal Study of the Effectiveness of Full-Day Kindergarten.
Quelle	(1983), (113 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	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; Indiana + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Follow-up studies; Kontaktstudium; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Elternverhalten; Primarbereich; Programme evaluation; Programmevaluation; Fragebogen; Selbstkonzept; Schülerverhalten; Lehrerverhalten
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC