ERIC Number: EJ726437
Record Type: Journal
Publication Date: 2005-Sep-22
Reference Count: N/A
Research Into Practice
Journal of Research in Childhood Education, v20 n1 p57 Fall 2005
This issue highlights five distinct studies. The first study looks at achievement and its association to Montessori programs, magnet programs, and traditional schooling programs. The second provides evidence on the efficacy of the Even Start program in comparison to Title I programs. The third examines the effects of full-day and half-day kindergarten practices on later elementary school achievement. The fourth is a validation study of a children's perception measure for use in school-age child care environments. The fifth and last study is an international study that focuses on Korean preschool and kindergarten teachers' belief in, and utilization of, developmentally appropriate practices. This column briefly summarizes the content of the articles and suggests implications for the research as well as areas for future research studies.
Descriptors: Kindergarten, Montessori Schools, Magnet Schools, Academic Achievement, Elementary Secondary Education, Early Intervention, Conventional Instruction, Foreign Countries, Teacher Attitudes, Student Attitudes, Preschool Teachers, School Schedules, Program Effectiveness, High Risk Students, Child Care, Developmentally Appropriate Practices
Association for Childhood Education International (ACEI) Subscriptions, 17904 Georgia Ave., Suite 215, Olney, MD 20832. Fax: 301-570-2212; Web site: http://www.acei.org/jrcehp.htm.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: South Korea; United States