Works matching Full-day kindergarten

Results: 110

Examining the Quality of Part-Day and Full-Day Kindergartens in Looking at Children's Academic Outcomes.

Published in:

Asia-Pacific Journal of Research in Early Childhood Education, 2012, v. 6, n. 2, p. 1

By:

Vu, Jennifer A.;
Myae Han;
Buell, Martha J.

Publication type:

Article

Does Full Day Kindergarten Help Kids?

Published in:

Canadian Public Policy, 2012, v. 38, n. 4, p. 591, doi. 10.3138/CPP.38.4.591

By:

Warburton, William P.;
Warburton, Rebecca N.;
Hertzman, Clyde

Publication type:

Article

Long-term benefits of full-day kindergarten: a longitudinal population-based study.

Published in:

Early Child Development & Care, 2015, v. 185, n. 2, p. 291, doi. 10.1080/03004430.2014.913586

By:

Brownell, M.D.;
Nickel, N.C.;
Chateau, D.;
Martens, P.J.;
Taylor, C.;
Crockett, L.;
Katz, A.;
Sarkar, J.;
Burland, E.;
Goh, C.Y.

Publication type:

Article

Full-Day Kindergarten: A Study of State Policies in the United States.

Published in:

2005

By:

Manning, Maryann;
Patterson, Janice

Publication type:

Book Review

The Benefits of Center-Based Care and Full-Day Kindergarten for School Attendance in the Early Grades.

Published in:

Child & Youth Care Forum, 2018, v. 47, n. 5, p. 701, doi. 10.1007/s10566-018-9453-2

By:

Ansari, Arya;
Gottfried, Michael A.

Publication type:

Article

A longitudinal comparison of learning outcomes in full-day and half-day kindergarten.

Published in:

Journal of Educational Research, 2019, v. 112, n. 2, p. 192, doi. 10.1080/00220671.2018.1486280

By:

Patricia Pelletier, Janette;
Corter, James E.

Publication type:

Article

Does Full-Day Kindergarten Reduce Parenting Daily Hassles?

Published in:

Canadian Journal of Education / Revue Canadienne de l'Éducation, 2018, v. 41, n. 1, p. 276

By:

Stover, Katherine;
Pelletier, Janette

Publication type:

Article

Full- Versus Part-Day Kindergarten for Children With Disabilities.

Published in:

American Educational Research Journal, 2016, v. 53, n. 3, p. 708, doi. 10.3102/0002831216645903

By:

Gottfried, Michael A.;
Le, Vi-Nhuan

Publication type:

Article

Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten.

Published in:

Journal of Childhood Studies, 2021, v. 46, n. 1, p. 1, doi. 10.18357/jcs00202119594

By:

Abawi, Zuhra

Publication type:

Article

Managing the Impacts of Full-Day Kindergarten on Rural Child Care Centres in Ontario.

Published in:

Journal of Childhood Studies, 2017, v. 42, n. 2, p. 22, doi. 10.18357/jcs.v42i2.17839

By:

Udenigwe, Ogochukwu Chinelo;
Lero, Donna

Publication type:

Article

Educator Expectations in Full-Day Kindergarten: Comparing the Factors That Contribute to the Formation of Early Childhood Educator and Teacher Expectations.

Published in:

Early Childhood Education Journal, 2018, v. 46, n. 6, p. 613, doi. 10.1007/s10643-018-0891-0

By:

Timmons, Kristy

Publication type:

Article

Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal.

Published in:

Early Childhood Education Journal, 2016, v. 44, n. 6, p. 681, doi. 10.1007/s10643-015-0754-x

By:

Shahbazi, Sara;
Salinitri, Geri

Publication type:

Article

MASQUERADE OF NEOLIBERAL CONCEPTS REVEALED: SELF-REGULATION SKILLS IN ONTARIO'S FULL DAY KINDERGARTEN PROGRAM.

Published in:

Canadian Journal of Action Research, 2020, v. 20, n. 1, p. 87, doi. 10.33524/cjar.v21i1.476

By:

Sharma, Manu

Publication type:

Article

How effectively does the full-day, play-based kindergarten programme in Ontario promote self-regulation, literacy, and numeracy?

Published in:

Early Child Development & Care, 2018, v. 188, n. 12, p. 1786, doi. 10.1080/03004430.2017.1287177

By:

Youmans, Alexandra S.;
Kirby, John R.;
Freeman, John G.

Publication type:

Article

The Perceived Effectiveness of Full-Day Kindergarten for Children with ADHD.

Published in:

Canadian Journal of School Psychology, 2021, v. 36, n. 4, p. 275, doi. 10.1177/08295735211031435

By:

Miklas, Erica P.;
Jaber, Lindsey S.;
Starr, Elizabeth

Publication type:

Article

Comparing Full-Day and Half-Day Kindergarten Then and Now: What Data from Two ECLS-K Cohorts Reveal About Changes in Demographics and Child Outcomes.

Published in:

Early Childhood Education Journal, 2025, v. 53, n. 2, p. 343, doi. 10.1007/s10643-023-01606-4

By:

Gullo, Dominic F.;
Mathew, Katie

Publication type:

Article

British Columbia's Full Day Kindergarten Program Guide: A Critical Race Analysis.

Published in:

Canadian Children, 2012, v. 37, n. 1, p. 12

By:

Moule, Jennifer

Publication type:

Article

Effects of Full-Day Kindergarten on Academic Achievement and Social Development.

Published in:

Review of Educational Research, 2010, v. 80, n. 1, p. 34, doi. 10.3102/0034654309359185

By:

Cooper, Harris;
Allen, Ashley Batts;
Patall, Erika A.;
Dent, Amy L.

Publication type:

Article

A Developmental Perspective on Full- Versus Part-Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade.

Published in:

Child Development, 2008, v. 79, n. 4, p. 957, doi. 10.1111/j.1467-8624.2008.01170.x

By:

Votruba‐Drzal, Elizabeth;
Li‐Grining, Christine P.;
Maldonado‐Carreño, Carolina

Publication type:

Article

Full-day kindergarten offsets negative effects of poverty on state tests.

Published in:

European Early Childhood Education Research Journal, 2007, v. 15, n. 3, p. 427, doi. 10.1080/13502930701679734

By:

Schroeder, Janice

Publication type:

Article

Exploring the Effects of Full-Day Kindergarten on School Absenteeism for Children With Disabilities: Evidence From State Policy Mandates in the United States.

Published in:

Exceptional Children, 2022, v. 88, n. 3, p. 263, doi. 10.1177/00144029211062590

By:

Gottfried, Michael A.;
Jacob Kirksey, J.

Publication type:

Article

Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers.

Published in:

Exceptional Children, 2018, v. 85, n. 1, p. 28, doi. 10.1177/0014402918782621

By:

Gottfried, Michael

Publication type:

Article

Understanding the Diminishing Academic Advantage of Full-Day Kindergarten.

Published in:

Mid-Western Educational Researcher, 2010, v. 23, n. 2, p. 18

By:

Davies, Randall S.;
Cress, Susan

Publication type:

Article

Full-day Kindergarten: A Step Towards Breaking the Cycle of Poverty in Indiana.

Published in:

Journal of Law & Education, 2008, v. 37, n. 3, p. 437

By:

Brooks, Lisa M.

Publication type:

Article

Physical activity and sedentary time among young children in full-day kindergarten: Comparing traditional and balanced day schedules.

Published in:

Health Education Journal, 2017, v. 76, n. 1, p. 29, doi. 10.1177/0017896916643354

By:

Vanderloo, Leigh M.;
Tucker, Patricia

Publication type:

Article

Does Absenteeism Differ for Children with Disabilities in Full-Day versus Part-Day Kindergarten?

Published in:

Journal of Education for Students Placed at Risk, 2017, v. 22, n. 4, p. 260, doi. 10.1080/10824669.2017.1388172

By:

Gottfried, Michael A.

Publication type:

Article

Parental Employment Effects of Switching from Half-Day to Full-Day Kindergarten: Evidence from Ontario's French Schools.

Published in:

Canadian Public Policy, 2020, v. 46, n. 1, p. 145, doi. 10.3138/cpp.2018-036

By:

Dhuey, Elizabeth;
Eid, Jean;
Neill, Christine

Publication type:

Article

The effect of attending full-day kindergarten on English learner students.

Published in:

Journal of Policy Analysis & Management, 2011, v. 30, n. 2, p. 287, doi. 10.1002/pam.20560

By:

Cannon, Jill S.;
Jacknowitz, Alison;
Painter, Gary

Publication type:

Article

Is full better than half? Examining the longitudinal effects of full-day kindergarten attendance.

Published in:

Journal of Policy Analysis & Management, 2006, v. 25, n. 2, p. 299, doi. 10.1002/pam.20174

By:

Cannon, Jill S.;
Jacknowitz, Alison;
Painter, Gary

Publication type:

Article

Half‐day to full‐day kindergarten: an analysis of educational change scores and demonstration of an educational research collaboration.

Published in:

Early Child Development & Care, 2005, v. 175, n. 5, p. 419, doi. 10.1080/0300443042000266259

By:

Baskett, Robert;
Bryant, Katie;
White, William;
Rhoads, Kyle

Publication type:

Article

The Long Term Educational Effects of Half‐Day vs Full‐Day Kindergarten.

Published in:

Early Child Development & Care, 2000, v. 160, n. 1, p. 17, doi. 10.1080/0030443001600102

By:

Gullo, Dominic F.

Publication type:

Article

The Effects of Full-day Versus Half-day Kindergarten on the Achievement of Students With Low/Moderate Income Status.

Published in:

Journal of Research in Childhood Education, 2005, v. 20, n. 1, p. 27, doi. 10.1080/02568540509594548

By:

Saam, Julie;
Nowak, Jeffrey A.

Publication type:

Article

The innovation of Ontario full-day kindergarten educator teams: have they reproduced the split systems of care and education?

Published in:

Gender & Education, 2018, v. 30, n. 5, p. 569, doi. 10.1080/09540253.2016.1258456

By:

Langford, Rachel;
Di Santo, Aurelia;
Valeo, Angela;
Underwood, Kathryn;
Lenis, Angelike

Publication type:

Article

ONTARIO KINDERGARTEN TEACHERS' SOCIAL MEDIA DISCUSSIONS ABOUT FULL DAY KINDERGARTEN.

Published in:

McGill Journal of Education, 2014, v. 49, n. 2, p. 329, doi. 10.7202/1029423ar

By:

LYNCH, MEGHAN

Publication type:

Article

Early childhood education and care reform in Canadian provinces: Understanding the role of experts and evidence in policy change.

Published in:

Canadian Public Administration, 2016, v. 59, n. 1, p. 26, doi. 10.1111/capa.12156

By:

A. White, Linda;
Prentice, Susan

Publication type:

Article

Letter from the President.

Published in:

2008

By:

BIGELMAN, LYNN

Publication type:

Editorial

Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students.

Published in:

Journal of Educational Research, 2006, v. 99, n. 5, p. 260, doi. 10.3200/JOER.99.5.260-270

By:

Wolgemuth, Jennifer R.;
Cobb, R. Brian;
Winokur, Marc A.;
Leech, Nancy;
Ellerby, Dick

Publication type:

Article

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children.

Published in:

Early Childhood Education Journal, 2010, v. 38, n. 1, p. 5, doi. 10.1007/s10643-010-0383-3

By:

Ray, Katherine;
Smith, Maureen

Publication type:

Article

‘Every day he has a dream to tell’: classroom literacy curriculum in a full-day kindergarten.

Published in:

2015

By:

Heydon, Rachel;
Moffatt, Lyndsay;
Iannacci, Luigi

Publication type:

Case Study

Highlights from the Legislature.

Published in:

ATA News, 2012, v. 47, n. 6, p. 10

By:

Svidal, Shelley

Publication type:

Article

When Will They Learn?

Published in:

Our Schools / Our Selves, 2013, v. 22, n. 2, p. 96

By:

STROMQUIST, GAIL

Publication type:

Article

The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education.

Published in:

Exceptionality Education International, 2019, v. 29, n. 3, p. 42, doi. 10.5206/eei.v29i3.9386

By:

Pelletier, Janette;
Fesseha, Ellen

Publication type:

Article

Recommendation Regarding Promoting Health Equity Through Full-Day Kindergarten -- Community Preventive Services Task Force.

Published in:: MMWR: Morbidity & Mortality Weekly Report, 2014, v. 63, n. 24, p. 532
Publication type:: Article

Negotiating Status: The Impact of Union Contracts on the Professional Role of RECEs in Ontario's Full-Day Kindergarten Programs.

Published in:

Canadian Children, 2015, v. 40, n. 1, p. 20

By:

Gananathan, Romona

Publication type:

Article

Voices From the Field: Full-day Kindergarten Teams in Ontario Share Their Wisdom.

Published in:

Canadian Children, 2014, v. 39, n. 3, p. 15

By:

McGlynn-Stewart, Monica;
Bezaire, Kimberly

Publication type:

Article

Early Childhood in Public Education: Managing Change in a Changing Field.

Published in:

Teachers College Record, 1989, v. 90, n. 3, p. 452, doi. 10.1177/016146818909000305

By:

Rust, Frances O'Connell

Publication type:

Article

The Effect of Time and Structure on Kindergarten Student Social and Academic Performance.

Published in:

Journal of Educational Research, 1979, v. 73, n. 2, p. 92, doi. 10.1080/00220671.1979.10885215

By:

Cleminshaw, Helen K.;
Guidubaldi, John

Publication type:

Article

The Play-Literacy Interface in Full-day Kindergarten Classrooms.

Published in:

Early Childhood Education Journal, 2018, v. 46, n. 1, p. 117, doi. 10.1007/s10643-017-0852-z

By:

Pyle, Angela;
Prioletta, Jessica;
Poliszczuk, Daniel

Publication type:

Article

Determining who is at-risk in the full-day kindergarten program.

Published in:

International Journal of Child Care & Education Policy, 2023, v. 17, n. 1, p. 1, doi. 10.1186/s40723-023-00111-w

By:

Gooderham, Suzanne

Publication type:

Article

More time for children! Pedagogical guidelines for all-day schools.

Published in:

European Education, 1994, v. 26, n. 2, p. 36, doi. 10.2753/EUE1056-4934260236

By:

Holtappels, Heinze Gunter

Publication type:

Article