Effects of Class Size and Length of Day on Kindergartners' Academic Achievement: Findings from Early Childhood Longitudinal Study

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

“…Considering the guidelines for DAP (Copple and Bredekamp 2009) and the accreditation report of NAEYC (2011), it can be said that the common beliefs of the participant teachers were developmentally appropriate. In particular, their beliefs related to movement area and class size paralleled those found in the literature (Blatchford et al 2002;Achilles 1990, 1999;Finn, Suriani, and Achilles 2007;Yan and Lin 2005).…”

Full- and half-day kindergarten programmes: examining impacts on second language learners

“…mathematics and literacy), the findings from this study are similar to multiple studies on the efficacy of full-day kindergarten experiences in promoting children's reading and math achievement more effectively than half-day programmes (Baskett et al, 2005;Cooper et al, 2010;Cryan et al, 1992;Lee et al, 2006;Puleo, 1988;Yan & Lin, 2005). Although not all studies note a positive effect for children's mathematics development in full-day versus half-day settings (see Hall-Kenyon et al, 2009), it is interesting to note that children in this study who were enrolled in half-day settings performed significantly better in both mathematics and reading at the beginning of kindergarten than children in full-day settings.…”

“…Research examining the efficacy of full-day and half-day kindergarten experiences on children's academic outcomes demonstrates that children in full day demonstrate gains on measures of vocabulary, literacy and math achievement than their peers in half-day settings (Baskett, Bryant, White, & Rhoads, 2005;Cryan, Sheehan, Wiechel, & BandyHedden, 1992;Kaurez, 2005;Puleo, 1988;Votruba-Drzal, Li-Grining, & MaldonadoCarreño, 2008;Yan & Lin, 2005;Zvoch, Reynolds, & Parker, 2008). In general, these findings hold true in both small-and large-scale studies (Cooper, Allen, Patall, & Dent, 2010).…”

How Do Linguistically Diverse Students Fare in Full- and Half-Day Kindergarten? Examining Academic Achievement, Instructional Quality, and Attendance

“…Research examining the efficacy of full-and half-day kindergarten experiences on children's academic outcomes demonstrates that children in full-day settings fare better on measures of language, literacy, and math achievement (Baskett et al, 2005;Cryan et al, 1992;Puleo, 1988;Yan & Lin, 2005). Despite such research, and the prevalence of programs targeted toward linguistically and economically diverse populations, relatively little attention has been given to the impact that these programs have on second language learners.…”

“…Practice or Policy: Findings from this study have significant policy and practice implications related to the overall quality, availability, and cultural and developmental appropriateness of kindergarten programming in the United States. tings fare better on measures of vocabulary, literacy, and math achievement (Baskett, Bryant, White, & Rhoads, 2005;Cryan, Sheehan, Wiechel, & BandyHedden, 1992;Puleo, 1988;Yan & Lin, 2005). For example, in a representative sample of kindergarten children in the United States, Lee and colleagues (2006) found that children in full-day programs outperformed children in half-day programs in the areas of literacy and mathematics.…”