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Do our children add up? A meta-analysis of the ...

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Do our children add up? A meta-analysis of the longitudinal effects of kindergarten schedule and mathematic achievement

Name:Personal
Hill, Anita Role :Text(marcrelator)
creator

Name:Personal
Pulos, Steven Role :Text(marcrelator)
thesis advisor

Name:Personal
Karlin, Nancy J. Role :Text(marcrelator)
thesis advisor

Name:Personal
Allen, M. Todd Role :Text(marcrelator)
thesis advisor

Name:Personal
Harding-DeKam, Jennifer Role :Text
committee member

Name:Corporate
Educational Psychology Role :Text(marcrelator)
sponsor

Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor

typeOfResource
text genre(marcgt)
Thesis
Origin Information Place :Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2011-05
2011-05

Language :Text
English

Physical Description
73 pages
born digital

abstract
From an early age, children are exposed to mathematical experiences. These experiences influence the child's thinking about his or her abilities to do mathematics. Children who participate in early childhood programs may have experiences that develop positive attitudes toward mathematics. However, not all children have that opportunity. Children who struggle with mathematics may not have developed a strong foundation to support future skills. One approach for early intervention is participation in full-day kindergarten. Considerable research has been conducted on the effectiveness of half-day vs. full-day kindergarten. While there have been attempts to synthesize this research through meta-analysis and narrative reviews, none of the previous studies have focused exclusively on mathematics. Rather, they have focused on general academic or literacy effects of the schedules. The purpose of the proposed study was to investigate whether students who participate in full-day kindergarten have a long-term advantage over half-day kindergarten in mathematic achievement during Grades 1-4, and to examine some of the moderator variables that may influence the effect. The method, which was employed, was a meta- analysis of existing research. These studies showed a statistically significant difference in children's mathematical achievement when they attended full-day kindergarten. Unfortunately, the difference is not long term. Attendance at full-day kindergarten makes a difference in mathematical achievement during kindergarten and first grade. More studies need to be done to investigate reasons why the decline in mathematic achievement occurs after the first grade. Potential areas for future research include teacher training, the mathematics curriculum, and philosophical approaches to teaching. note
Related Item :series

Related Item :thesis(displayLabel="Degree Type")
Ph.D.

Related Item :thesis(displayLabel="Degree Name")
doctoral

identifier:Local
Hill_unco_0161D_10073.pdf
Location (usage="primary display")
http://hdl.handle.net/10176/cogru:1322

accessCondition:useAndReproduction
Copyright is held by the author.
Record Information languageOfCataloging :Text(ISO639-2B)
English :Code(ISO639-2B)
eng

note:admin
 note:bibliography
 note:thesis(displayLabel="Degree Type")
 note:thesis(displayLabel="Degree Name")
doctoral
Subject

Subject

Subject Name:Personal

Subject Name:Corporate

Subject

accessCondition:restrictionOnAccess
Title Information:Alternative


Subject

Subject
Educational Psychology

Subject
Mathematics Education

Subject
Full-Day Kindergarten

Subject
Longitudinal Studies