The purpose of this change plan document is to provide a rationale and structure for shifting from half- to full-day kindergarten. Patricia Clark’s (2009) synthesis of multiple research studies on full-day kindergarten outlines the reoccurring findings that implementation of full-day kindergarten prevents long term academic struggles for students. Closing the achievement gaps when at its smallest, which is early in the educational career of a student, ensures long term academic, social, and emotional success.
","abstract_html":"<p>The purpose of this change plan document is to provide a rationale and structure for shifting from half- to full-day kindergarten. Patricia Clark’s (2009) synthesis of multiple research studies on full-day kindergarten outlines the reoccurring findings that implementation of full-day kindergarten prevents long term academic struggles for students. Closing the achievement gaps when at its smallest, which is early in the educational career of a student, ensures long term academic, social, and emotional success.</p>","abstract_has_math":false,"creators":["CARTER, BRAD EDWARD, MR"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["NORM WESTON"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-06-01T07:00:00Z","date_published":"2016-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["FULL-DAY","KINDERGARTEN","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/215","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["NORM WESTON"]},{"key":"dc:creator","label":"Author","values":["CARTER, BRAD EDWARD, MR"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-07T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["FULL-DAY","KINDERGARTEN","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/215"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this change plan document is to provide a rationale and structure for shifting from half- to full-day kindergarten. Patricia Clark’s (2009) synthesis of multiple research studies on full-day kindergarten outlines the reoccurring findings that implementation of full-day kindergarten prevents long term academic struggles for students. Closing the achievement gaps when at its smallest, which is early in the educational career of a student, ensures long term academic, social, and emotional success.
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