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Direct linkStockard, Jean – Learning Disability Quarterly, 2020
This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules…
Descriptors: Direct Instruction, Program Implementation, Decision Making, Academic Achievement
Atteberry, Allison; Bassok, Daphna; Wong, Vivian C. – Educational Evaluation and Policy Analysis, 2019
This study is a randomized control trial of full- versus half-day prekindergarten (pre-K) in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (4 days/week) or full-day (5 days/week) pre-K that increased class time by 600 hours. The full-day pre-K offer produced substantial, positive…
Descriptors: School Schedules, Preschool Education, School Readiness, Program Effectiveness
Stiffler, Darwin J. – ProQuest LLC, 2010
This causal/comparative study answered: Does the attainment of year-end kindergarten reading benchmark status vary between students enrolled in half-day kindergarten and those enrolled in full-day kindergarten after controlling for differences in initial instructional recommendations? The researcher analyzed the 2005-2006 achievement of 906…
Descriptors: School Schedules, Formative Evaluation, Kindergarten, Comparative Analysis
Download full textStephan, Sara – Online Submission, 2012
Will participation in a Dual-Immersion program increase students English language literacy compared to their mainstream classroom peers? Literacy scores on the DIBELS and WIDA Access were assessed over two years for 144 students to see if English Language Learners (ELL) are having more success in English literacy acquisition than their mainstream…
Descriptors: Immersion Programs, Bilingual Education Programs, English (Second Language), Second Language Learning
Shumway, Larry – Utah State Office of Education, 2010
Optional Extended-Day Kindergarten benefits students above and beyond non-Optional Extended-Day kindergarten. While OEK students began the 2009-10 school year with significantly lower scores than non-OEK students, by the end of the year OEK students had closed this achievement gap and scored similarly to non-OEK students. In some cases OEK…
Descriptors: Achievement Gap, School Schedules, At Risk Students, Kindergarten
Bassett, Shane M. – ProQuest LLC, 2008
This research project investigated the effect of kindergarten time schedule on the reading achievement of an intact sample (n = 156), and three stratified sub-samples of high-risk (n = 53), mid-risk (n = 59), and low-risk learners (n = 44). Students entering kindergarten at five Reading First schools in September 2004 (n = 435) were randomly…
Descriptors: Grade 2, Grade 1, Test Results, Pretests Posttests
