Review of Research: All-Day Kindergarten

Childhood Education

Volumn 76, Issue 4, 2000, Pages 228-231

  Clark, Patricia ^a   Kirk, Elizabeth ^a   Burriss, Kathleen Glascott ^b  

^a BALL STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85065164300     PISSN: 00094056     EISSN: 21620725     Source Type: Journal    
DOI: 10.1080/00094056.2000.10521169     Document Type: Article

References (20)

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3. Elicker, J., and Mathur, S., 1997. What do they do all day? Comprehensive evaluation of a full-day kindergarten. Early Childhood Research Quarterly, 12 (4): 459–480.
4. Good, L., 1996. Teachers' perceptions of the all-day, alternating day kindergarten schedule. (ERIC Document Reproduction Service No. ED 396 853)
5. Greer-Smith, S., 1990. The effect of a full-day kindergarten on the student's academic performance. (ERIC Document Reproduction Service No. ED 318 570)
6. Gullo, D., 1990. The changing family context Implications for the development of all-day kindergarten. Young Children, 45 (4): 35–39.
7. Holmes, C. T., and McConnell, B. M., Full-day versus half-day kindergarten: An experimental study. Paper presented at the annual meeting of the American Educational Research Association, Boston. April.
8. Hough, D., and Bryde, S., 1996. The effects of full day kindergarten on student achievement and affect. (ERIC Document Reproduction Service No. ED 395 691)
9. Housden, T., and Kam, R., 1992. Full-day kindergarten: A summary of the research. (ERIC Document Reproduction Service No. ED 345 868)
10. Karweit, N., 1992. The kindergarten experience. Educational Leadership, 49 (6): 82–86.
11. Koopmans, M., 1991. A study of the longitudinal effects of all-day kindergarten attendance on achievement. (ERIC Document Reproduction Service No. ED 336 494)
12. Lofthouse, R., 1994. Developing a tuition-based full-day kindergarten. Principal, 73 (5): 24 26
13. Morrow, L. M., Strickland, D. S., and Woo, D. G., 1998. Literacy instruction in half-and whole-day kindergarten, Newark, DE: International Reading Association.
14. Nunnelley, J., 1996. The impact of half-day versus full-day kindergarten programs of student outcomes: A pilot project. (ERIC Document Reproduction Service No. ED 396 57)
15. Olsen, D., and Zigler, E., 1989. An assessment of the all-day kindergarten movement. Early Childhood Research Quarterly, 4 (2): 167–186.
16. Puleo, V., 1988. A review and critique of research on full-day kindergarten. Elementary School Journal, 88 (4): 427–439.
17. Rothenberg, D., 1995. Full-day kindergarten programs. ERIC Digest. (ERIC Document Reproduction Service No. 382 410)
18. Sheehan, R., Cryan, J. R., Wiechel, J., and Bandy, I. G., 1991. Factors contributing to success in elementary schools: Research findings for early childhood educators. Journal of Research in Childhood Education, 6 (1): 66–75.
19. Spivack, G., and Swift, M., 1975. Hahnemann elementary school behavior rating scale, Philadelphia, PA: Hahnemann University.
20. Towers, J., 1991. Attitudes toward the all-day everyday kindergarten. Children Today, 20 (1): 25–28.