Faculty Publications

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ERIC Document - ED248979 found in the ERIC Database

Document Type

Report

Keywords

Administrator Attitudes; Comparative Analysis; Financial Support; Kindergarten; Primary Education; Professors; Scheduling; State Surveys; Teacher Attitudes; Time Factors (Learning); Transportation;

Abstract

A comparison of full-day; alternate-day (FDAD) and half-day; every-day (HDED) kindergartens in Iowa assessed instructional time; congruence between goals and outcomes; and principal; teacher; and pupil attitudes. Findings were gathered from surveys of school administrators and teachers; as well as from questionnaires sent to directors of early childhood education programs at the Department of Public Instruction in 13 states and to professors of early childhood education at 92 state-supported institutions in those same 13 states. The survey of administrators and teachers was made to determine whether (1) goals were set for both FDAD and HDED programs; (2) the same curricular elements were deemed important by FDAD and HDED principals and teachers; (3) the same curricular elements were taught in FDAD and HDED schools; (4) equal time was spent on curricular categories in FDAD and HDED kindergartens; and (5) the attitudes of teachers in FDAD and HDED kindergartens toward their scheduling plans were equitable. The survey of directors provided information concerning state aid; bus transportation; and scheduling patterns. Professors rank ordered six choices of kindergarten scheduling and briefly stated why they felt their first choice was best for young children today. (RH)

Department

Department of Elementary Education

Original Publication Date

1983

Object Description

1 PDF file (50 pages)

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©1983 Judith M. Finkelstein

Language

en

File Format

application/pdf

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