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ERIC Number: ED550616
Record Type: Non-Journal
Publication Date: 2012
Pages: 192
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-5975-4
ISSN: N/A
Study of the Half-Day/Full-Day Kindergarten Model
McInroy, Thomas R.
ProQuest LLC, Ed.D. Dissertation, Widener University
This case study and problem analysis was an in-depth investigation of the half-day/full-day kindergarten model by utilizing interviews and focus groups to provide insight from parents, teachers, and other district personnel as to how the model has impacted the social, emotional, and academic development of the participating students. This study answered the following questions: (a) How do parents, teachers, and other district personnel (elementary school principal and guidance counselor) perceive the impact of the half-day/full-day kindergarten model on the social development of students? (b) How do parents, teachers, and other district personnel (elementary school principal and guidance counselor) perceive the impact of the half-day/full-day kindergarten model on the emotional development of students? and (c) How do parents, teachers, and other district personnel (elementary school principal and guidance counselor) perceive the impact of the half-day/full-day kindergarten model on the academic development of students? The data produced from this study concluded that the half-day/full-day kindergarten model significantly helped students with social skills and emotional development, and that students in a half-day/full-day kindergarten program had increases in academic achievement through 3rd grade. However, teachers in Grades 4 and 5 reported little to no gains for their students who were enrolled in the half-day/full-day kindergarten program in reading, writing, listening, and speaking areas. The data also revealed that Elementary Student Assistance Program and instructional support team referrals for students were significantly lowered due to the positive social, emotional, and academic impact of the half-day/full-day kindergarten program. This study will benefit school districts at the local, state, and national levels by providing information concerning the social, emotional, and academics needs of students. This will be especially beneficial to districts that are looking for ways to increase student performance on standardized tests to meet the requirements of No Child Left Behind. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A