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Effects of Full-Day Kindergarten on Academic Achievement and Social Development
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/0471667196.ess1317openalex-snapshot
Journal of The American Statistical Association
inferredcites →https://doi.org/10.1002/pam.20174openalex-snapshot
Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance
inferredcites →https://doi.org/10.1002/pam.20560openalex-snapshot
The effect of attending full‐day kindergarten on English learner students
inferredcites →https://doi.org/10.1007/978-3-030-66252-3_2236openalex-snapshot
Educational Leadership
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Statistical power analysis for the behavioral sciences
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Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after
inferredcites →https://doi.org/10.1016/j.econedurev.2005.04.003openalex-snapshot
Does full-day kindergarten matter? Evidence from the first two years of schooling
inferredcites →https://doi.org/10.1016/j.ecresq.2007.08.001openalex-snapshot
Full-day kindergarten and student literacy growth: Does a lengthened school day make a difference?
inferredcites →https://doi.org/10.1016/s0885-2006(89)80001-8openalex-snapshot
An assessment of the all-day kindergarten movement
inferredcites →https://doi.org/10.1016/s0885-2006(97)90022-3openalex-snapshot
What do they do all day? Comprehensive evaluation of a full-day kindergarten
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Short-Lived Gains or Enduring Benefits? The Long-Term Impact of Full-Day Kindergarten
inferredcites →https://doi.org/10.1080/00094056.1937.10724091openalex-snapshot
An All Day Kindergarten in a Rural Consolidated School
inferredcites →https://doi.org/10.1080/00094056.2000.10521169openalex-snapshot
Review of Research: All-Day Kindergarten
inferredcites →https://doi.org/10.1080/01621459.1926.10502155openalex-snapshot
The Construction of an Index Number of Bond Yields in the United States, 1859 to 1926
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A Nonparametric "Trim and Fill" Method of Accounting for Publication Bias in Meta-Analysis
inferredcites →https://doi.org/10.1086/461548openalex-snapshot
A Review and Critique of Research on Full-Day Kindergarten
inferredcites →https://doi.org/10.1086/498994openalex-snapshot
Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More?
inferredcites →https://doi.org/10.1111/j.0006-341x.2000.00455.xopenalex-snapshot
Trim and Fill: A Simple Funnel‐Plot–Based Method of Testing and Adjusting for Publication Bias in Meta‐Analysis
inferredcites →https://doi.org/10.1111/j.1467-8624.2008.01170.xopenalex-snapshot
A Developmental Perspective on Full- Versus Part-Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade
inferredcites →https://doi.org/10.1177/183693910803300406openalex-snapshot
Is all-day kindergarten better for children's academic performance?
inferredcites →https://doi.org/10.1214/aoms/1177729885openalex-snapshot
Sample Criteria for Testing Outlying Observations
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inferredcites →https://doi.org/10.3102/10769986006002107openalex-snapshot
Distribution Theory for Glass's Estimator of Effect Size and Related Estimators
inferredcites →https://doi.org/10.4135/9781071878644openalex-snapshot
Research Synthesis and Meta-Analysis: A Step-by-Step Approach
inferredcites →https://doi.org/10.7249/mg558openalex-snapshot
School Readiness, Full-Day Kindergarten, and Student Achievement: An Empirical Investigation
inferredcites →https://doi.org/10.7758/9781610448864openalex-snapshot
The Handbook of Research Synthesis and Meta-Analysis
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Impacto De Los Programas De Ampliación De La Jornada Escolar Sobre El Desempeño En Matemáticas Y Lenguaje: Un Metanálisis Para 8 Países. (Impact of Long School Day Programs in Primary and Secondary on Mathematics and Language Standardized Tests Results: A Meta-Analysis for 8 Countries)
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Great Expectations: A Framework for Assessing and Understanding Key Factors Affecting Student Learning of Foundational Reading Skills
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Maßnahmendefinition – Effekte frühkindlicher Bildung
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Bildung und Betreuung von Kindern im Vorschulalter
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Bildung und Betreuung von Kindern im Vorschulalter
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Familiäre Gesundheitsförderung
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Comparing Full-Day and Half-Day Kindergarten Then and Now: What Data from Two ECLS-K Cohorts Reveal About Changes in Demographics and Child Outcomes
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Pre-primary education attendance protects against peer rejection in sixth grade
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Recommendation for Full-Day Kindergarten for Children of Low-Income and Racial/Ethnic-Minority Families
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Effects of Full-Day Kindergarten on the Long-Term Health Prospects of Children in Low-Income and Racial/Ethnic-Minority Populations
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Full-day kindergarten and children's later reading: The role of early word reading
inferred← citeshttps://doi.org/10.1016/j.childyouth.2018.07.007openalex-snapshot
Is whole-day kindergarten better than half-day kindergarten? A mixed methods study of Chinese educators' perceptions
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Whole-day or half-day kindergarten? Chinese parents' perceptions, needs, and decisions in a privatised marketplace
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The long-run impacts of early childhood education: Evidence from a failed policy experiment
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Is full-day kindergarten linked to children’s physical activity?
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Students with disabilities attending full-day versus part-day kindergarten: Short- and long-term effects on achievement
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The Educare intervention: Outcomes at age 3
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The role of full- and half-day preschool attendance in the formation of children's social networks
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Mediating effects of parent–child dysfunctional interactions in the relationship between parenting distress and social–emotional problems and competencies
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Health impact assessment as an instrument to examine the health implications of education policies
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Effect of increased instructional time on student achievement
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Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19
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Application of the discordant outlier detection and separation system in the geosciences
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A longitudinal comparison of learning outcomes in full-day and half-day kindergarten
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What really matters in play?
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The elusive relationship between time on-task and learning: not simply an issue of measurement
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Full- and half-day kindergarten programmes: examining impacts on second language learners
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Long-term benefits of full-day kindergarten: a longitudinal population-based study
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The social kindergartener: comparing children’s perspectives of full- and half-day kindergarten
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How effectively does the full-day, play-based kindergarten programme in Ontario promote self-regulation, literacy, and numeracy?
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Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning
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The influence of kindergarten on students’ performance: The Spanish case
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Preservice Teachers Reconfiguring Teaching Young Children in a High-Stakes Early Education Context Through the Use of iPads:A Case Study
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Full- Versus Part-Day Kindergarten for Children With Disabilities: Effects on Executive Function Skills
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Full-Day Kindergarten and Reading Performance: Kindergarten Through Grade Three
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Does Absenteeism Differ for Children with Disabilities in Full-Day versus Part-Day Kindergarten?
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Children’s exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development
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Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors
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Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps
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Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers
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Exploring the Effects of Full-Day Kindergarten on School Absenteeism for Children With Disabilities: Evidence From State Policy Mandates in the United States
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Full-Day Kindergarten Effects on Later Academic Success
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Does Full Day Kindergarten Help Kids?
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Physical Activity during Full-Day and Half-Day Kindergarten
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