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Lynch, Meghan – McGill Journal of Education, 2014
This exploratory netnographic study describes how a sample of Ontario kindergarten teachers perceive the new Ontario Full Day Kindergarten (FDK) curriculum. Discussions from teacher message boards, the comment sections of online news articles, and interviews with kindergarten teachers were analyzed and coded using a qualitative approach. Analysis…
Descriptors: Foreign Countries, Kindergarten, School Schedules, Preschool Teachers
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Glegg, Alastair R. – International Journal of Educational Reform, 1995
During 1989-90, British Columbia implemented a dual-entry kindergarten program based on developmental readiness. The program failed because developmental readiness was difficult to measure, random entries were the rule, and a compromise solution proved unsatisfactory. Acting out of a principled desire to serve children could not squelch rational,…
Descriptors: Developmental Stages, Educational Innovation, Failure, Foreign Countries
Davidson, Iain; And Others – 1981
This paper presents survey results of the attitudes and practices of elementary school board members in Ontario, Canada in relation to early identification of children's learning abilities and related intervention. A short questionnaire, intended to provide a global picture of early identification work being carried out was sent to all elementary…
Descriptors: Board of Education Policy, Educational Practices, Elementary Education, Evaluation Methods
Westheimer, Miriam, Ed. – 2003
Begun in Israel in 1960, the HIPPY (Home Instruction for Parents of Preschool Youngsters) program is a family support, parent-focused, early childhood literacy program. This book compiles 17 evaluation studies of the program, from researchers and practitioners in 7 countries. The studies are organized around five themes: exploring theoretical…
Descriptors: Beginning Reading, Early Intervention, Emergent Literacy, Evaluation Methods