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

The impact of kindergarten schedulin...

Howard University., Education.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children./
Author:	James, Syretta.
Description:	219 p.
Notes:	Adviser: Gregory Reed.
Contained By:	Dissertation Abstracts International69-03A.
Subject:	Black Studies. -
Online resource:	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.
LDR:03214nam 2200361 a 45 001 864207
005 20100726
008 100726s2008 ||||||||||||||||| ||eng d
020 $a 9780549504818
035 $a (UMI)AAI3303742
035 $a AAI3303742
040 $a UMI $c UMI
100 1 $a James, Syretta. $3 1032341
245 1 4 $a The impact of kindergarten scheduling, gender, geographic location and parental involvement on the achievement and behavior of African-American children.
300 $a 219 p.
500 $a Adviser: Gregory Reed.
500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0869.
502 $a Thesis (Ph.D.)--Howard University, 2008.
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.
590 $a School code: 0088.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0325
690 $a 0518
690 $a 0525
710 2 $a Howard University. $b Education. $3 1024810
773 0 $t Dissertation Abstracts International $g 69-03A.
790 $a 0088
790 1 0 $a Alleyne, Sylvan $e committee member
790 1 0 $a Elbedour, Salman $e committee member
790 1 0 $a Ellison, Constance $e committee member
790 1 0 $a Lackey, Lynne $e committee member
790 1 0 $a Reed, Gregory, $e advisor
790 1 0 $a Sikali, Emmanuel $e committee member
790 1 0 $a Thomas, Veronica $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3303742