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A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten : = Children's Outcomes and Experiences.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten :/
其他題名:	Children's Outcomes and Experiences.
作者:	Rothschild, Nathalie Leah.
面頁冊數:	1 online resource (209 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355455144

A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten : = Children's Outcomes and Experiences.
Rothschild, Nathalie Leah.

A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten :Children's Outcomes and Experiences. - 1 online resource (209 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this research was to examine kindergarten children's outcomes and experiences in four program models: full-day French immersion, half-day French immersion, full-day English, and half-day English.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355455144Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten : = Children's Outcomes and Experiences.
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100 1 $a Rothschild, Nathalie Leah. $3 1179696
245 1 2 $a A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten : $b Children's Outcomes and Experiences.
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300 $a 1 online resource (209 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Janette Pelletier.
502 $a Thesis (Ph.D.) $c University of Toronto (Canada) $d 2017.
504 $a Includes bibliographical references
520 $a The purpose of this research was to examine kindergarten children's outcomes and experiences in four program models: full-day French immersion, half-day French immersion, full-day English, and half-day English.
520 $a This quasi-experimental study employed a mixed methods approach. Child participants (N=70) across the four programs were administered standardized measures of English receptive vocabulary and reading, as well as a print task, a number sense task, a drawing task, and an interview, at the beginning and end of kindergarten, as well as at the beginning of Grade 1. Additionally, children from French immersion (FI) programs were administered equivalent measures in French. Parents of child participants completed questionnaires at the beginning and the end of kindergarten, which served to provide demographic information and parents' perspectives of their children's experiences. Finally, in order to provide context for the study, educators (N=7) across the four programs participated in semi-structured interviews relating to program implementation and child experiences.
520 $a Mixed ANOVAs were conducted in order to determine program differences at each time point. Results revealed significant differences in English word identification, with children from English full-day kindergarten (FDK) scoring significantly higher at the beginning of Grade 1 than children in either FI program, and English word decoding, with only children from half-day programs (FI and English) making significant gains over the kindergarten year. However, when analyzing French literacy skills, only children from FI FDK kindergarten made significant gains in word identification scores, and scored significantly higher in receptive vocabulary than children from half-day FI kindergarten. When examining drawing complexity, results revealed only children from FDK programs (both English and FI) made significant gains between time points. Children's interview transcripts revealed that across all programs, play was discussed more frequently at the kindergarten level, but academics were discussed more often in Grade 1.
520 $a This study makes important contributions to the literature on full-day kindergarten programming as well as second-language education. Findings suggest that FDK has a greater impact on reading in second-language contexts and that increased exposure to the second language, as well as learning through play, is beneficial for vocabulary development and word identification in the second language. In the context of education in Ontario, this study has particular relevance as school boards decide whether to offer FI at the kindergarten level with the emergence of the new play-based FDK program.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Early childhood education. $3 557157
650 4 $a Developmental psychology. $3 557458
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 1179697
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10267540 $z click for full text (PQDT)