A Reanalysis of Research Data

Fusaro, Joseph A.; Royce, Christine Anne

doi:10.2466/pms.1995.81.3.858

Cited by 3 publications

(3 citation statements)

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“…In addition, research on full-day school that showed full-day school practice can help students to improve academic, social, moral, emotional and even parental satisfaction (Cannon, Jacknowitz, & Painter, 2006;Kauerz, 2005;Cooper, Allen, Patall, & Dent, 2010;Ray & Smith, 2010;Clark & Kirk, 2000;Fusaro & Royce, 1995;Gullo, 2000) also factors to strengthen the development of schools that implementing a full-day system.…”

Section: Discussionmentioning

confidence: 99%

“…The results of Clark and Kirk's (2000) research concluded that full day school program can improve academic achievement, socialization and behavioural control, as well as parents and teachers attitudes. The researches of Fusaro and Royce (1995) and Gullo (2000) found that children in schools with full-day system have more academic readiness than children in schools with half-day system. In contrast to general researches, Sergesgetter and Gilman (1988) found that there are no significant differences between children who studying in full-day school and half-day school.…”

Section: Praxis Of Full Day School System In Indonesiamentioning

confidence: 99%

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Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Suyatno¹,

Wantini²

2018

IES

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The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours. This research aims to answer the questions; 1) How is a full day school praxis program in Indonesia? Second, how is the implementation of humanizing the classroom learning program in schools that implement the full day school program? This research is a qualitative research with locus at Islam Terpadu Salsabila Elementary School (SDIT Salsabila), Yogyakarta. Research subject is determined by purposive sampling. Method of data collections are: 1) participant observation, 2) in-depth interview, 3) questionnaire, and 4) document analysis. Data analysis technique is inductive-qualitative. The results are; First, the full day school program in Indonesia is growing as a result of the increasing number of busy working parents. They do not have the opportunity to accompany their children at home because they are busy working from morning to evening. The full day school program is an educative solution for them. Secondly, humanizing the classroom is implemented through students’ active involvement in the classroom and the learning process is democratic and fun. This approach is a solution so that students do not feel boredom in learning although they spent their time throughout the day at school.

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Section: Discussionmentioning

confidence: 99%

Section: Praxis Of Full Day School System In Indonesiamentioning

confidence: 99%

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Suyatno¹,

Wantini²

2018

IES

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“…Studies that have used HLM find that practices within the classroom may compensate for disadvantages students face outside of school (Bennett et al 2005). For example, full-day kindergarten has been found to be particularly beneficial in producing gains in reading comprehension and vocabulary, as compared to half-day kindergarten (Fusaro and Royce, 1995). Although aspects of the model of interest in the current study have been explored previously, we sought to assess the extent to which frequency of instructional practices affects both reading achievement in general and the relationship between approaches to learning and reading achievement -the combination of which has not been adequately addressed in prior research.…”

Section: Classroom and School Contextmentioning

confidence: 99%

Exploring the relationship between student approaches to learning and reading achievement at the school level

Musu-Gillette

Barofsky

List

2013

Journal of Early Childhood Literacy

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The increase in accessibility and demand for portable computers and tablets has seen literacy in schools begin a metamorphic transformation. This change has, and still is, driven by the advances in modern digital technology and its growing acceptance, popularity and need, as the division between home use and that found in classroom learning environments is steadily diminishing. With such advances in technology comes also the evolution of the format and style of reading text. The far-reaching effects of this 21 st century technology is in its infancy as researchers and educators alike, seek to understand how effective and efficient the introduction of multimodalities are to the engagement, comprehension and achievement of readers. Schools and institutions are faced with evaluating the current issue as to whether or not the impending technology is beneficial to reading instruction and thus adapted accordingly or accept the current method of reading instruction as being sufficient. Before educators adapt new methods and distance themselves from decade long traditional reading orthodoxy, there must be evidence based research that exhibits improvement in comprehension (Grant, 2004). Such research is supported by the New Zealand Ministry of Education who in 2014 invested millions of dollars over three years to fund teacher-led research, some of which was spent on improving literacy learning outcomes for students. Detailed literacy projects recently published by the New Zealand Council for Educational Research (McDowall, 2015) outline the importance recent literature-related research has been in providing a foundation of cumulative body of knowledge, linking teaching and learning and in addressing themes of strategic importance to education in New Zealand. This small-scale experimental and exploratory mixed-methods research project documents the reading achievement of two groups of middle school students over a 5-week period, as well as the personal perceived learning and engagement experiences of the participants during this time. The study uses mixed methodology with quantitative data collected through quasi experimental testing and individual Likert scale survey. The quantitative data is supported by qualitative data, collected through four group interviews made up of three students-two groups from the treatment group and two from the control group. By focusing on the evolution of tablet computers into classroom environments and student learning, this research examines the extent of the influence iPads have on student's reading achievement at a middle-school year level as well as their personal engagement and learning experiences. iii | P a g e

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

Baskett

Bryant

White

et al. 2005

Early Child Development and Care

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The benefits of all-day kindergarten are increasingly supported by educational policy groups. Rigorous, prospective empirical research is impractical for schools of limited fiscal means where education must take priority over institutional research. However, post-hoc analyses of archival and informal measures can provide invaluable information concerning educational issues of national concern. A method of university and elementary school collaboration was employed in evaluating the educational effects of a transition from half-day to full-day kindergarten in an economically challenged suburban-rural school district in Maine. A child developmental scale and educational measures were used to evaluate differences in improvement scores between children enrolled in half-day kindergarten one year and children enrolled in full-day kindergarten the following year. Additional measures addressed parent and teacher attitudes toward full-day kindergarten. Overall, children enrolled in full-day kindergarten showed greater improvement than children in half-day kindergarten. Results of teacher and parent questionnaires indicated a high degree of satisfaction with full-day kindergarten. The research effort, based on a service learning model, provided a costeffective strategy for recovering and analyzing archival data.

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A Reanalysis of Research Data

Abstract: Data in an ERIC document indicated no difference between full-day and half-day kindergarten. A reanalysis of those data indicated there is a difference. The discrepancy between the reported and actual results reinforces the need for scrupulous peer review.

Cited by 3 publications

References 1 publication

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Exploring the relationship between student approaches to learning and reading achievement at the school level

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

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