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

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    Dissertation (2.207Mb)
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    http://proxy-fs.researchport.umd.edu/login?url=http://search.proquest.com/docview/1829630259?accountid=27669
    Permanent Link
    http://hdl.handle.net/11603/3106
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    • FSU Student Collection
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    Author/Creator
    Henson, Stacy
    Date
    2016
    Type of Work
    124 pages
    Text
    dissertations
    Department
    Department of Educational Professions
    Program
    Doctor of Education, Educational Leadership (Ed.D.)
    Rights
    The 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.
    Subjects
    duration
    Maryland Model for School Readiness
    prekindergarten
    readiness
    social and personal Development
    Abstract
    This 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.


    Lewis J. Ort Library
    Frostburg State University
    1 Susan Eisel Drive
    Frostburg, MD 21532
    http://www.frostburg.edu/lewis-ort-library/

    E-mail: ylzakharova@frostburg.edu
    Phone: 301-687-4889


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    Lewis J. Ort Library
    Frostburg State University
    1 Susan Eisel Drive
    Frostburg, MD 21532
    http://www.frostburg.edu/lewis-ort-library/

    E-mail: ylzakharova@frostburg.edu
    Phone: 301-687-4889


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.