Extended day kindeigartens: Are the effects intangible?

Journal of Educational Research

Volumn 75, Issue 1, 1981, Pages 39-40

  McClinton, Sandra ^a   Topping, Carolyn ^b  

^a School of Health Sciences and Nursing   (United States)

^b Boulder Valley Public Schools ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3242705148     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671.1981.10885352     Document Type: Article

References (5)

1. Alper, C. L., & Wright, D. L. Extended day kindergarten plus parent involvement: A combination that works. Phi Delta Kappan, (1979) 61, 68.
2. Brophy, J. E., & Good, T. L. Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 1970, 61, 365-374.
3. Cleminshaw, H. K., & Guidubaldi, J. The effect of time and structure on kindergarten student social and academic performance. Journal of Educational Research, 1979, 73, 92-101.
4. Hatcher, B., & Schmidt, V. Half-day vs. full-day kindergarten programs. Childhood Education, 1980, 56, 14-17.
5. Winter, M., & Klein, A. E. Extending the kindergarten day: Does it make a difference in the achievement of educationally advantaged and disadvantaged pupils? Washington, D.C.: Bureau of Elementary and Secondary Education (DHEW/OE), 1974. (ERIC Dócument Reproduction Service No. ED 087 534)