ReadySearchTM
Prepared Searches From All the Best PreK-12 Sources
Full-Day Kindergarten
Do children learn more in full-day kindergarten? What are the differences between full-day and half-day programs? How common are full-day kindergarten programs? This ReadySearch TM provides information to help answer these questions.
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Ready for School: Can Full-Day Kindergarten Level the Playing Field?
This study by RAND found full-day kindergarten may not affect long-term student achievement. 2006. http://www.rand.org/pubs/research_briefs/2006/RAND_RB9232.pdf |
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Full-Day Kindergarten
This resource from the Center for Evaluation & Education Policy (CEEP), provides general information on full-day kindergarten. Topics include various kindergarten schedules, the prevalence of full-day programs, characteristics of effective programs, and full-day kindergarten effects. 2005. http://ceep.crc.uiuc.edu/poptopics/fullday.html |
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Full-Day Kindergarten: Expanding Learning Opportunities
This research brief from WestEd, draws from seven studies, listing ways in which full-day kindergarten benefits students. Also discussed are what states are doing, concerns about full-day kindergarten, and policy considerations. 2005. http://www.wested.org/online_pubs/po-05-01.pdf |
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Full-Day Kindergarten: Exploring an Option for Extended Learning
This resource, from the NorthWest Regional Educational Library's By Request series, provides an overview of, and research on, the effectiveness of full-day kindergarten, followed by characteristics of effective programs, implementation tips, and a sampling of programs from northwestern schools. 2002. http://educationnorthwest.org/webfm_send/467 |
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Full-Day Versus Half-Day Kindergarten: In Which Program Do Children Learn More?
This article explores questions about student learning in full-day versus half-day kindergarten programs. 2006. http://www.edreadysearch.org/search/item_preview.cfm?assetid=27979 |
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Full-Day and Half-Day Kindergarten in the United States
This report examines findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999. It compares differences in full-day versus half-day kindergartens across the United States. It covers characteristics of half-day and full-day programs, including curriculum differences. It also discusses cognitive gains by children in both types of programs. 2004. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/df/71.pdf |
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The Informed Educator: Full-Day Kindergarten
This Informed Educator describes the academic and societal factors responsible for the trend toward full-day kindergartens. It provides an overview of research on full-day programs as well as information about the most effective curriculum and structure for both full-day and half-day kindergarten programs. 2002. http://www.edreadysearch.org/search/item_preview.cfm?assetid=18960 |
Related ReadySearchTM
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Time, Learning, and School Schedules
Does increasing the amount of instructional time in school automatically increase student achievement? In addition to increased time, what other factors affect student learning? How can the school day and year best be organized to improve student achievement? The resources in this ReadySearchTM address these and other questions related to time and scheduling in schools. http://www.edreadysearch.org/readysearch/?rs=43 |
