The Relationship Between Half- and Full-day Prekindergarten and Social and Personal School Readiness

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dc.contributor.advisorTobery-Nystrom, Jamey C.
dc.contributor.authorHenson, Stacy
dc.contributor.departmentDepartment of Educational Professionsen_US
dc.contributor.programDoctor of Education, Educational Leadership (Ed.D.)en_US
dc.date.accessioned2016-08-11T19:27:03Z
dc.date.available2016-08-11T19:27:03Z
dc.date.issued2016
dc.description.abstractThis correlational study examined the relationships among half-day and full-day public prekindergarten participation and the attainment of social and personal skills, evidenced by the Maryland Model for School Readiness assessment. The chi square test for association was used to test the correlation between the variables and the subgroups of ethnicity (Hispanic), race (Caucasian and African American), and socioeconomic status. A statistically significant correlation emerged; therefore the data were further analyzed using Cramer’s V to determine the effect size of the correlation. This study included seven Maryland counties that offered both half-day and full-day public prekindergarten in the 2011–2012 year. Of those prekindergarten students, data were collected from a sample of 3,538 students who participated in either half-day or full-day public prekindergarten. The public extant data were arrayed in the aggregate and then disaggregated by ethnicity, race, and socioeconomic status. Data revealed a statistically significant correlation between half-day and full-day prekindergarten and the attainment of social- and personal-readiness skills. Findings indicated a higher percentage of participants in half-day public prekindergarten programs demonstrated readiness in social and personal skills over those participating in full-day public prekindergarten programs.en_US
dc.description.urihttp://proxy-fs.researchport.umd.edu/login?url=http://search.proquest.com/docview/1829630259?accountid=27669
dc.format.extent124 pagesen_US
dc.genredissertationsen_US
dc.identifierdoi:10.13016/M25218
dc.identifier.isbn9781369022667
dc.identifier.urihttp://hdl.handle.net/11603/3106
dc.language.isoen_USen_US
dc.relation.isAvailableAtFrostburg State Universityen_US
dc.rightsThe author owns the copyright to this work. This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by FSU for non-commercial research and education. For permission to publish or reproduce, please contact the author.en_US
dc.subjectdurationen_US
dc.subjectMaryland Model for School Readinessen_US
dc.subjectprekindergartenen_US
dc.subjectreadinessen_US
dc.subjectsocial and personal Developmenten_US
dc.titleThe Relationship Between Half- and Full-day Prekindergarten and Social and Personal School Readinessen_US
dc.typeTexten_US

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