Full-Day Kindergarten Programs (continued)

References

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Drew, M., and C. Law. (1990). Making Early Childhood Education Work. PRINCIPAL 69(5, May): 10-12. EJ 410 163.

Fromberg, D.P. (1992). Implementing the Full-Day Kindergarten. PRINCIPAL 71(5, May): 26-28. EJ 444 288.

Gullo, D. (1990). The Changing Family Context: Implications for the Development of All-Day Kindergartens. YOUNG CHILDREN 45(4, May): 35-39. EJ 409 110. Heaviside, S., E. Farris, and J. Carpenter. (1993).

PUBLIC SCHOOL KINDERGARTEN TEACHERS' VIEWS ON CHILDREN'S READINESS FOR SCHOOL. CONTRACTOR REPORT. Washington, DC: National Center for Education Statistics. ED 364 332.

Holmes, C.T., and B.M. McConnell. (1990). Full-day versus Half-day Kindergarten: An Experimental Study. Unpublished paper. ED 369 540.

Housden, T., and R. Kam. (1992). FULL-DAY KINDERGARTEN: A SUMMARY OF THE RESEARCH. Carmichael, CA: San Juan Unified School District. ED 345 868.

Johnson, J. (1993). LANGUAGE DEVELOPMENT COMPONENT: ALL DAY KINDERGARTEN PROGRAM 1991-1992. FINAL EVALUATION REPORT. ELEMENTARY AND SECONDARY EDUCATION ACT CHAPTER 1. Columbus, OH: Columbus Public Schools, Department of Program Evaluation. ED 363 406.

Karweit, N. (1992). The Kindergarten Experience. EDUCATIONAL LEADERSHIP 49(6, Mar): 82-86. EJ 441 182.

Katz, L.G. (1995). TALKS WITH TEACHERS OF YOUNG CHILDREN. Norwood, NJ: Ablex. ED 380 232.

Lofthouse, R.W. (1994). Developing a Tuition-Based, Full-Day Kindergarten. PRINCIPAL 73(5, May): 24,26. EJ 483 346.

Smith, T., G. Rogers, N. Alsalam, M. Perie, R. Mahoney, and V. Martin. (1994). THE CONDITION OF EDUCATION, 1994. Washington, DC: National Center for Educational Statistics. ED 371 491.

Stipek, D., R. Feiler, D. Daniels, and S. Milburn. (1995). Effects of Different Instructional Approaches on Young Children's Achievement and Motivation. CHILD DEVELOPMENT, 66(1, Feb): 209-223. EJ 501 879.