東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

How kindergarten readiness affects t...

Ensey Hover, Ashlee B.

Linked to FindBook

Google Book

Amazon

博客來

How kindergarten readiness affects the future academic achievement of students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How kindergarten readiness affects the future academic achievement of students./
Author:	Ensey Hover, Ashlee B.
Description:	138 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3623180
ISBN:	9781303954993

How kindergarten readiness affects the future academic achievement of students.
Ensey Hover, Ashlee B.

How kindergarten readiness affects the future academic achievement of students. - 138 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Tennessee State University, 2014.

This research study was conducted to examine the effects of the Kindergarten Readiness program in a large suburban school district in Tennessee as measured by third grade Reading and Mathematics TCAP Achievement Test scores. In addition, the study examined the relationships between the chronological ages of the students at kindergarten entry and their benchmark performance scores in reading and mathematics. The groups of students who were studied included kindergarteners with birthdays between June 1 and September 30, kindergarteners with birthdays between October 1 and May 31, students who participated in the Kindergarten Readiness program in the local school district, and students who were redshirted or held out of school for a year before enrolling in kindergarten. A causal-comparative quantitative educational research design was used to evaluate student TCAP Achievement Test scores through the use of statistical comparisons (independent samples t-tests) and Pearson product-moment correlations. When there are concerns that young children with summer birthdays may not be ready to begin school, this research study supports the need to allow parents to make the decision to redshirt their children, enroll them in the Kindergarten Readiness program, or enroll them in regular kindergarten classes. The school system has the responsibility to provide ways to support the parents of young children with summer birthdays by providing the students with early childhood educational programs that aid in their growth and development.

ISBN: 9781303954993Subjects--Topical Terms:

516171
Education, Elementary.

How kindergarten readiness affects the future academic achievement of students.
LDR:02445nam a2200289 4500 001 1963095
005 20140924121926.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303954993
035 $a (MiAaPQ)AAI3623180
035 $a AAI3623180
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ensey Hover, Ashlee B. $3 2099265
245 1 0 $a How kindergarten readiness affects the future academic achievement of students.
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: John D. Tiller.
502 $a Thesis (Ed.D.)--Tennessee State University, 2014.
520 $a This research study was conducted to examine the effects of the Kindergarten Readiness program in a large suburban school district in Tennessee as measured by third grade Reading and Mathematics TCAP Achievement Test scores. In addition, the study examined the relationships between the chronological ages of the students at kindergarten entry and their benchmark performance scores in reading and mathematics. The groups of students who were studied included kindergarteners with birthdays between June 1 and September 30, kindergarteners with birthdays between October 1 and May 31, students who participated in the Kindergarten Readiness program in the local school district, and students who were redshirted or held out of school for a year before enrolling in kindergarten. A causal-comparative quantitative educational research design was used to evaluate student TCAP Achievement Test scores through the use of statistical comparisons (independent samples t-tests) and Pearson product-moment correlations. When there are concerns that young children with summer birthdays may not be ready to begin school, this research study supports the need to allow parents to make the decision to redshirt their children, enroll them in the Kindergarten Readiness program, or enroll them in regular kindergarten classes. The school system has the responsibility to provide ways to support the parents of young children with summer birthdays by providing the students with early childhood educational programs that aid in their growth and development.
590 $a School code: 0840.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0524
690 $a 0443
690 $a 0518
710 2 $a Tennessee State University. $b Teaching and Learning. $3 1278757
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 0840
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3623180