Journal article
Kindergarten schedules: Effects on teachers' ability to assess academic achievement
Early childhood research quarterly, v 5(1), pp 43-51
01 Mar 1990
Abstract
A study was conducted to compare the effects of kindergarten schedules on teachers' ability to assess end of the year achievement. Subjects included 72 children attending “full-day” kindergarten, 70 children attending “alternate-day” kindergarten, and 53 children attending “half-day” kindergarten. Thirty teachers participated in the study. At the end of the academic year the Metropolitan Readiness Test (MRT) was administered to all children. Teachers were asked to rate the children's academic achievement prior to the administration of the MRT. Findings indicated that teachers' ratings of academic performance were positively and significantly related to children's scores on the MRT for the full-day and half-day teaching schedules. Teachers' ratings of children's achievement in the alternate' day kindergarten were not significantly related to their MRT scores. There were also significant differences between teachers' teaching in the alternate-day schedule and those teaching in the other two schedules in their ability to accurately assess end of the year performance on the MRT. Teachers teaching in the full-day and half-day schedules were more accurate in their ratings as compared to the alternate-day teachers. Implications for kindergarten assessment are discussed.
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11 citations in Scopus
Details
- Title
- Kindergarten schedules: Effects on teachers' ability to assess academic achievement
- Creators
- Dominic F. Gullo - University of Wisconsin–Milwaukee
- Publication Details
- Early childhood research quarterly, v 5(1), pp 43-51
- Publisher
- Elsevier
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Scopus ID
- 2-s2.0-38249019498
- Other Identifier
- 991020531959504721