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Full Day Kindergarten A Case Study On The Perceptions Of District Leaders In Four Suburban Pennsylvania School Districts
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Book Synopsis Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts by : Elizabeth Ann Santoro
Download or read book Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts written by Elizabeth Ann Santoro and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Ed. D.
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis Teachers' Perceptions of Full-day Kindergarten and the Impact on Student Achievement by : Suzanne Theresa Magee
Download or read book Teachers' Perceptions of Full-day Kindergarten and the Impact on Student Achievement written by Suzanne Theresa Magee and published by . This book was released on 2018 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine teacher perceptions of full-day kindergarten and its impact on student achievement. A total of 59 teachers from three suburban school districts in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Moreover, three regular education teachers and one special education teacher partook in semi-structured interviews in order to gain more insight into teacher perspectives. This study specifically focused on the long-term academic achievement in reading when comparing a full-day kindergarten program to a half-day kindergarten program. Additionally, the research focused on the advantages and disadvantages of both programs including emotional, behavioral, and social growth. Instructional practices were also studied to determine if they differed within each program. An overwhelming majority of participants agreed that full-day kindergarten provided the support needed to be successful students throughout their school career considering the increased demands placed on children. Participants also indicated that although there should not be a difference in instructional practices between either program, a full-day provides students the opportunity to practice these skills. Participants also noted that when teachers are given a full-day there is a significant amount of time that can be devoted to differentiated instruction which leads to academic gains . Most teachers indicated that it was not the longer day that made the difference academically, but how the teacher used that additional time that resulted in sustained success.
Book Synopsis The Decision-making Process Used by Central Office Administrators as They Implement Full Day Kindergarten by :
Download or read book The Decision-making Process Used by Central Office Administrators as They Implement Full Day Kindergarten written by and published by . This book was released on 2014 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: The State of Michigan, as of 2012-2013, requires school districts to enroll students in full day kindergarten to receive full funding. This study investigated the decision-making process that was used by public school districts to determine kindergarten programs in their district. Specifically, how did administrators and staff members use the decision-making process to determine kindergarten programs for their elementary schools? Central office administrators from three public schools of various sizes and demographics were interviewed in-depth to provide data on the decision-making process used in each district. The interview questions focused on the four frames that Bolman and Deal (2003) used to change or improve organizations. Each administrator reported his perceptions of the processes that the district used to make the decision to implement full day kindergarten and the factors that influenced that decision. The results indicated that each district had a process in place for making decisions for programs, with a specific person under the superintendent taking the lead in the decision-making process to implement full day kindergarten. The superintendent of each district indicated that the motivation for implementing full day kindergarten was both financial and educational and the impact of the change in funding for full day kindergarten depended on the size of the district. The parents, teachers, and community in each district supported the decision to implment full day kindergarten. Based on the findings of this dissertation, public school superintendents have major power and influence on decisions that are made for the districts. Their leadership drives the direction of the districts because of the programs they do or do not propose. Their educational expertise and experience is important in determining the decisions that are made and how the decisions will be implemented. Communication is key for changing programs without resistance from the community. The districts in my study made the decision to implement full day kindergarten for both educational and financial reasons.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Full-day and Half-day Kindergarten Parent and Teacher Perceptions by : Stephanie Sue Burrage
Download or read book Full-day and Half-day Kindergarten Parent and Teacher Perceptions written by Stephanie Sue Burrage and published by . This book was released on 1999 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Success After Participation in At-risk, Full-day Kindergarten Programs by : Jennifer Christine Motzer
Download or read book Student Success After Participation in At-risk, Full-day Kindergarten Programs written by Jennifer Christine Motzer and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine educators' perceptions of a full-day kindergarten program for at-risk students in order to reveal educators' attitudes and beliefs regarding the rationale, vision, value, effectiveness, and participants of the program. Data were collected through a researcher-created survey from 36 members of the faculty and nine administrators who had experience with or administratively supported children in either the school district's traditional, half-day kindergarten classrooms or the district's full-day classes for at-risk students. Program architects, who included two kindergarten teachers and two building principals, were interviewed to determine the degree to which continuity of the original rationale and vision has been maintained. The findings of the study indicated that teachers and administrators were in general agreement regarding the purpose of full-day kindergarten within the district and perceived that students made academic, behavioral, and social gains during their enrollment in the program. During subsequent school years, teachers perceived that the students who had participated in full-day kindergarten required additional monitoring and support services. Student assessment data does not entirely corroborate teacher beliefs in this area. Expectations surrounding students' continued academic success in subsequent school years are not universal. Discrepancies surrounding eligibility criteria for the program and the inclusion of English Language Learners and special education students exist.
Book Synopsis Transitions to Kindergarten in American Schools by : John M. Love
Download or read book Transitions to Kindergarten in American Schools written by John M. Love and published by . This book was released on 1992 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educators' Perceptions of Effectiveness of Full-day Kindergarten on Academic and Social-emotional Development by : Sally R. Bredeman
Download or read book Educators' Perceptions of Effectiveness of Full-day Kindergarten on Academic and Social-emotional Development written by Sally R. Bredeman and published by . This book was released on 2017 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine teacher perceptions of the effectiveness of full-day kindergarten on academic and social-emotional development. Qualitative data in the form of a Likert scale survey with open-ended questions were collected from 50 kindergarten or first grade educators in two school districts and follow-up interviews were conducted with nine participants. The analysis of the data collected indicated that most participants agreed that age is a factor in determining academic and social-emotional readiness for kindergarten. Moreover, respondents agreed that students in full-day kindergarten experience positive gains and have additional time for instruction and socialization. A general trend emerging from this study was the importance of developmentally appropriate programming and screening assessments to determine academic and social-emotional readiness. This study also revealed the need for school districts to improve conversations with parents and develop programming options prior to kindergarten. The results of this study contribute to the research related to full-day kindergarten and assist parents and school districts in the decisions about when to enroll children in kindergarten and the best programmatic structure for them.
Book Synopsis Does Four Equal Five? by : M. Rebecca Kilburn
Download or read book Does Four Equal Five? written by M. Rebecca Kilburn and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors provide information on the implementation and outcomes of the four-day school week using quantitative and qualitative data from a variety of sources, including surveys of parents and students in 36 districts in three states.
Book Synopsis Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-day Versus Half-day Kindergarten in Suburban New Jersey Public Schools by : Gina M. Rosamilia
Download or read book Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full-day Versus Half-day Kindergarten in Suburban New Jersey Public Schools written by Gina M. Rosamilia and published by . This book was released on 2008 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Designing and Piloting a Full-day, Alternate Day Kindergarten: a Case Study of a Program Change by : John Doyle Menser
Download or read book Designing and Piloting a Full-day, Alternate Day Kindergarten: a Case Study of a Program Change written by John Doyle Menser and published by . This book was released on 1983 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Does a Day Make a Difference? by : Candace L. Mcintosh
Download or read book Does a Day Make a Difference? written by Candace L. Mcintosh and published by . This book was released on 2006 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the academic and social effects of a half-day kindergarten experience when compared to a full-day kindergarten experience. Three specific questions were posed prior to the research: Do children entering first grade with a full-day kindergarten experience demonstrate a clear academic and social advantage over half-day children? Does this advantage remain present through the fourth grade? Did the length of the kindergarten day affect the following areas: attendance, retentions, suspensions, qualifying scores for Title I services in second grade, and the number of students identified for special education services? This was a cross sectional, causal comparative design. Five grade levels, K-4, were evaluated during the 2004-2005 school year. Two Ohio school districts with similar demographics were selected for this study, one offering full-day kindergarten and the other district offering half-day kindergarten. The independent variable for this study was the length of the school day. The dependent variables were academic measures (Dynamic Indicators Basic of Early Literacy Skills, Third and Fourth Grade Achievement Tests, Fourth Grade Math Proficiency Test), attendance, retentions, suspensions, Title I qualifying scores, and the identification of special education students. An analysis of variance was performed on all academic measures to determine those comparisons that were statistically significant. The remaining variables were compared through a chi square analysis. The results of the analysis of variance did show a clear academic advantage for students in kindergarten and first grade who had received a full-day kindergarten experience. However, all academic measures administered in second, third, and fourth grade were not statistically significant, thus suggesting that the advantages of full-day kindergarten were not present after first grade. The chi square test performed on the remaining variables found that the number of third grade students who had experienced half-day kindergarten and were identified to receive special education services to be significant. The length of the kindergarten day did not appear to have any significant effect on the other variables analyzed by the chi square test.
Book Synopsis An Analysis of Teacher Perceptions of All Day Kindergarten by : Dana Marie Darling
Download or read book An Analysis of Teacher Perceptions of All Day Kindergarten written by Dana Marie Darling and published by . This book was released on 1999 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Closing the Opportunity Gap by : Prudence L. Carter
Download or read book Closing the Opportunity Gap written by Prudence L. Carter and published by Oxford University Press. This book was released on 2013-04-26 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given a fair chance to be prepared for college. In communities across the U.S., children lack the crucial resources and opportunities, inside and outside of schools that they need if they are to reach their potential. Closing the Opportunity Gap offers accessible, research-based essays written by top experts who highlight the discrepancies that exist in our public schools, focusing on how policy decisions and life circumstances conspire to create the "opportunity gap" that leads inexorably to stark achievement gaps. They also describe sensible policies grounded in evidence that can restore and enhance opportunities. Moving beyond conventional academic discourse, Closing the Opportunity Gap will spark vital new conversations about what schools, parents, educators, and policymakers can and should do to give all children a fair chance to thrive.
Book Synopsis Handbook of Early Childhood Intervention by : Jack P. Shonkoff
Download or read book Handbook of Early Childhood Intervention written by Jack P. Shonkoff and published by Cambridge University Press. This book was released on 2000-05-22 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field.
