The impact of the coronavirus (COVID-19) pandemic on public education systems around the world has been both rapid and profound. The global onset of the COVID-19 pandemic, and ensuing cancellation of face-to-face kindergarten to grade 12 (K-12) classes across Canada, has created the need to document and research its immediate impacts by means of a…

Over the course of the COVID-19 pandemic, progressively more complete data have shed light on the tremendous variation in districts' approaches to schooling. Some districts have provided fully remote learning since the outset of the pandemic, some have mostly provided in-person learning, and others have fallen somewhere in between. In this report,…

In Spring 2018--almost a decade into province-wide implementation of Full-day Kindergarten--the British Columbia Teachers' Federation (BCTF) Research Department and British Columbia Primary Teachers' Association (BCPTA) investigated who the K/K-1 teachers are, how they teach and learn, and whether they have the resources and supports needed to…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…

In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law, which changed the kindergarten entry age so that children must turn 5 by September instead of December to enroll. The new grade level was put into place to promote school readiness for California's youngest learners. It also established a new grade…

In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law, which changed the kindergarten entry age so that children must turn 5 by September instead of December to enroll. The new grade level was put into place to promote school readiness for California's youngest learners. It also established a new grade…

This paper examines the implementation of an alternate block (A/B) schedule in three high schools in Irving, Texas. The purpose is to review how time was used in 48 randomly selected high school Algebra 1, Biology 1, English 2, and U.S. History classes. Of the 48 classes, 12 observations were conducted for each course. The findings revealed a…

Pre- and post-course surveys of faculty and students participating in 8-week format courses at Austin Community College (ACC) in fall 1998 yielded the following recommendations: (1) offer more 8-week classes at more locations and class times; (2) build in class meetings to compensate for any time lost to holidays; (3) piggy-back, in the first and…

Structures of first-year French courses in Canada are similar except for contact hours. Enrollment is generally increasing, despite staff funding problems. Textbook choices change slowly, and eclectic methodology predominates. Institutional enrollments, trends, class hours, and course types are charted, and a list of textbooks is included. (MSE)

This report examines differences between full-day and half-day kindergarten across the United States using ECLS-K data from schools, teachers, parents and kindergarten children. Described, are the schools, both public and private, that offer these programs and the children who attend them. The report further describes many characteristics of…

In 2003-04, 11 Wake County Public School System (WCPSS) high schools moved from a traditional student schedule of six full-year courses to a block schedule of four courses each semester (4x4). Implementation went fairly smoothly, with 90% of teachers trained prior to the change. Academic course opportunities and course enrollment numbers increased…