Full-Day versus Half-Day Kindergarten: In Which Program Do Children Learn More?

Autor/inn/en	Lee, Valerie E.; Burkam, David T.; Ready, Douglas D.; Honigman, Joanne; Meisels, Samuel J.
Titel	Full-Day versus Half-Day Kindergarten: In Which Program Do Children Learn More?
Quelle	In: American Journal of Education, 112 (2006) 2, S.163-208 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/498994
Schlagwörter	Kindergarten; Young Children; Early Childhood Education; School Schedules; Program Effectiveness; Longitudinal Studies; Cohort Analysis; National Surveys; Public Schools; Educational Assessment; Achievement Rating; Statistical Inference + Suchen Sie Ihr Suchwort? Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulzeiteinteilung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Public school; Öffentliche Schule; assessment; Bewertungssystem; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Inferential statistics; Schließende Statistik
Abstract	Do children learn more in full-day kindergartens than half-day programs? If full-day kindergarten increases learning, are kindergartners in some schools particularly advantaged by their full-day experience? We address these questions with a nationally representative sample of over 8,000 kindergartners and 500 U.S. public schools that participated in the Early Childhood Longitudinal Study-Kindergarten Cohort. More than half of kindergartners experience full-day programs, which are most commonly available to less-advantaged children. Using multilevel (HLM) methods, we show that children who attend schools that offer full-day programs learn more in literacy and mathematics than their half-day counterparts. We also explore differential effectiveness in some school settings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10