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The impact of kindergarten schedulin...

Howard University., Education.

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The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children./
作者:	James, Syretta.
面頁冊數:	219 p.
附註:	Adviser: Gregory Reed.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3303742
ISBN:	9780549504818

The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children.
James, Syretta.

The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children. - 219 p.

Adviser: Gregory Reed.

Thesis (Ph.D.)--Howard University, 2008.

The present study involved secondary analyses of data collected from the Early Childhood Longitudinal Study (ECLS). The primary purpose of the study was to examine relative differences in the behavioral and academic functioning of African-American students who attended full versus half-day kindergarten programs in urban and non urban areas throughout the United States. Specifically, the study evaluated whether kindergarten program type, gender, and geographic location were significant factors in the achievement and behavioral functioning of African-American students during kindergarten and first grade. In addition, the study examined whether these factors along with parental involvement predicted the achievement and behavior of African-American kindergarten and first grade students. Previous literature in this area has been limited by (1) inadequate or indirect emphasis on African-American children, (2) poor/limited sampling and/or methodological concerns, and (3) mixed results in terms of the relative benefits of various kindergarten schedules on the academic and behavioral functioning of young children. Results from inferential analyses indicated that full-day kindergarten programs significantly impact reading and math achievement in African-American students; however, these benefits did not appear to be sustained into first grade. As expected, findings also indicated that gender and parental involvement were significantly related to the achievement and behavior of African-American students. However, in contrast to published reports on the benefits of full-day kindergarten programs, no significant findings were obtained with regard to differences in the behavioral functioning of children attending full versus half-day kindergarten or among urban versus nonurban African-American children. These findings are discussed in terms of implications for educational policy and service practices for School Psychology.

ISBN: 9780549504818Subjects--Topical Terms:

1017673
Black Studies.

The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children.
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520 $a The present study involved secondary analyses of data collected from the Early Childhood Longitudinal Study (ECLS). The primary purpose of the study was to examine relative differences in the behavioral and academic functioning of African-American students who attended full versus half-day kindergarten programs in urban and non urban areas throughout the United States. Specifically, the study evaluated whether kindergarten program type, gender, and geographic location were significant factors in the achievement and behavioral functioning of African-American students during kindergarten and first grade. In addition, the study examined whether these factors along with parental involvement predicted the achievement and behavior of African-American kindergarten and first grade students. Previous literature in this area has been limited by (1) inadequate or indirect emphasis on African-American children, (2) poor/limited sampling and/or methodological concerns, and (3) mixed results in terms of the relative benefits of various kindergarten schedules on the academic and behavioral functioning of young children. Results from inferential analyses indicated that full-day kindergarten programs significantly impact reading and math achievement in African-American students; however, these benefits did not appear to be sustained into first grade. As expected, findings also indicated that gender and parental involvement were significantly related to the achievement and behavior of African-American students. However, in contrast to published reports on the benefits of full-day kindergarten programs, no significant findings were obtained with regard to differences in the behavioral functioning of children attending full versus half-day kindergarten or among urban versus nonurban African-American children. These findings are discussed in terms of implications for educational policy and service practices for School Psychology.
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