Show simple item record

dc.contributor.authorSoule, Johanna Jennifer
dc.date.accessioned2021-09-07T22:04:50Z
dc.date.available2021-09-07T22:04:50Z
dc.date.issued8/1/2004
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5926
dc.descriptionRepository staff redacted select information to protect the authors'/subjects' privacy.
dc.description.abstractThis study investigated how prekindergarten affects students' language arts and social achievement. It targeted one first grade classroom as a case study in an urban elementary school in Western New York. In this classroom, the researcher collected writing samples, observed social skills, and collected Reading Excellence Act Scores. The scores of students that attended prekindergarten were compared to those students that attended preschool and Head Start. Also, kindergarten and first grade teachers were surveyed to determine the teachers' perceptions of prekindergarten. An informal interview was done with the current prekindergarten teacher in the urban elementary school as well. Overall, the prekindergarten students in the one first grade classroom in the urban elementary school were more advanced in their language art and social skills compared to their preschool and Head Start peers.
dc.subjectReading Excellence Act
dc.subjectWriting Samples
dc.subjectSocial Skills
dc.subjectPrekindergarten
dc.subjectUrban Education
dc.titleThe Effects of Prekindergarten Programs on Later Academic and Social Achievement
dc.typethesis
refterms.dateFOA2021-09-07T22:04:50Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/847/fulltext (1).pdf
Size:
12.34Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record