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ERIC Number: ED248979
Record Type: Non-Journal
Publication Date: 1983
Pages: 50
Abstractor: N/A
Reference Count: N/A
[Kindergarten Scheduling Study: Results for Administrators, Results for Teachers, Midwestern State Survey, Midwest University Professors Study. Volume I, Numbers 1-4.]
Finkelstein, Judith M.
A comparison of full-day, alternate-day (FDAD) and half-day, every-day (HDED) kindergartens in Iowa assessed instructional time; congruence between goals and outcomes; and principal, teacher, and pupil attitudes. Findings were gathered from surveys of school administrators and teachers, as well as from questionnaires sent to directors of early childhood education programs at the Department of Public Instruction in 13 states and to professors of early childhood education at 92 state-supported institutions in those same 13 states. The survey of administrators and teachers was made to determine whether (1) goals were set for both FDAD and HDED programs; (2) the same curricular elements were deemed important by FDAD and HDED principals and teachers; (3) the same curricular elements were taught in FDAD and HDED schools; (4) equal time was spent on curricular categories in FDAD and HDED kindergartens; and (5) the attitudes of teachers in FDAD and HDED kindergartens toward their scheduling plans were equitable. The survey of directors provided information concerning state aid, bus transportation, and scheduling patterns. Professors rank ordered six choices of kindergarten scheduling and briefly stated why they felt their first choice was best for young children today. (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: University of Northern Iowa, Cedar Falls. Malcolm Price Lab. School.
Identifiers - Location: Iowa