Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More?

By Valerie E. Lee, David T. Burkam, Douglas D. Ready, Joann Honigman, S. Meisels. American Journal of Education, 2006

153 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/1ef72159ac1b60bfa8e12b463245a5261770cb8c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Haeck
2. P. Lefèbvre
3. P. Merrigan
4. Katherine Ray
5. M. C. Smith
6. Vi-Nhuan Le
7. Patricia Cortés
8. Jessica Pan

Citations in the corpus

• Canadian evidence on ten years of universal preschool policies: The good and the bad (2015, background): “Finally, the existing American studies on full-day versus half-day kindergarten suggest that the impact of full-day kindergarten on academic and social outcomes is mainly positive (Lee et al., 2006; DeCicca, 2007; Zvoch et al, 2008.”
• The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children (2010, background): “When considering children’s academic and social backgrounds, it was found that full-day kindergarten attendees were more cognitively advantaged ( Lee et al. 2006 ).”
• School Readiness, Full-Day Kindergarten, and Student Achievement (2006, background): “As noted by Lee et al. (2006), instructional activities occur more often in full‐day programs, but they do not represent a “double dosage.”