rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: impact of full-day prekindergarten classes on development in selected elementary schools in the Waco Independent School District
  name:
    name part: Rowe, Hazel Reed.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 2003
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: x, 103 leaves : illustrations ; 28 cm.
  abstract: The purpose of the study was to determine the longitudinal impact of full-day and half-day prekindergartren programs on children in the cognitive, emotional and social domains. The study compares the growth of the 1997 half-day and full-day prekindergarten students at the end of their kindergarten, first and second grade school years to determine cognitive gains as measured by the Iowa Tests of Basic Skills performance in reading and mathematics. The Social Competence and Behavior Evaluation (SCBE) was administered as a posttest to prekindergarten students. The instrument provides a standardized description of behaviors that is useful to early childhood specialists. Data from the SCBE was analyzed to determine emotional readiness prior to entering kindergarten. Based on the data analyzed, the following conclusions were derived: ·The analysis of variance for the reading and mathematics performance showed no statistical significance between groups. This researcher concludes that the length of day (half-day or full-day) is not an isolated factor in the longitudinal cognitive gains of prekindergarten students when reviewing reading and mathematics performance. ·The SCBE results showed no statistically significant difference between students enrolled in half-day and full-day programs. This researcher concludes that length of day did not determine social or emotional readiness for kindergarten entrance.
  note: by Hazel Reed Rowe.
  note: Vita.
  note: "Major Subject: Educational Administration".
  note: Issued also on microfiche from University Microfilm Inc.
  note: Ed. D. Texas A&M University 2003
  note: Includes bibliographical references (leaves 84-91).
  subject:
    topic: Major educational administration
  identifier: 31-13309 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 040823
    record change date: 20190325112015.0
    record identifier: in00001852580