{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23600"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23600","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A comparison of full-day and half-day early childhood programs: Classroom processes and outcomes","abstract":"The purpose of this study was to examine whether there were differences in outcomes between full-day and half-day programs in saemaul nursery schools in Korea related to academic achievement and self-concept at the end of school year. The study also investigated the relationships among the length of program day, classroom process variables and children's outcomes. The data were collected through testing and classroom observation. A multivariate analysis of covariance, and an analysis of variance, and a path analysis were used for analyzing the data.","abstract_html":"The purpose of this study was to examine whether there were differences in outcomes between full-day and half-day programs in saemaul nursery schools in Korea related to academic achievement and self-concept at the end of school year. The study also investigated the relationships among the length of program day, classroom process variables and children's outcomes. The data were collected through testing and classroom observation. A multivariate analysis of covariance, and an analysis of variance, and a path analysis were used for analyzing the data.","abstract_has_math":false,"creators":["Lee, Youn Kyoung"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education, Early Childhood","degree_department":null,"school":null,"contributors":["Spodek, Bernard"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:20:11Z","date_published":"2011-05-07T14:20:11Z","updated_at":"2026-07-22T22:25:22Z","subjects":["Education, Early Childhood"],"languages":["eng"],"rights":["Copyright 1990 Lee, Youn Kyoung"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026245","(UMI)AAI9026245"],"render_values":[{"text":"AAI9026245","href":null,"code":true},{"text":"(UMI)AAI9026245","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23600","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Spodek, Bernard"]},{"key":"dc:creator","label":"Author","values":["Lee, Youn Kyoung"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:20:11Z","10000-01-01","1990"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Early Childhood"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Early Childhood"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1990 Lee, Youn Kyoung"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026245","(UMI)AAI9026245","http://hdl.handle.net/2142/23600"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to examine whether there were differences in outcomes between full-day and half-day programs in saemaul nursery schools in Korea related to academic achievement and self-concept at the end of school year. The study also investigated the relationships among the length of program day, classroom process variables and children's outcomes. The data were collected through testing and classroom observation. A multivariate analysis of covariance, and an analysis of variance, and a path analysis were used for analyzing the data.","The results indicated that: (a) there was no significant difference in academic achievement as measured by the Learning Readiness Test for Preschoolers between children who attended half-day and those who attended full-day programs, (b) there was a significant difference in self-concept as measured by the Measures of Self-Concept, Primary Level, (c) the length of the program day had a positive influence on change in classroom process variables, and (d) the length of program day and the classroom process variables had different effects, both positive and negative, on children's outcomes.","The results suggested that these different effects are useful in identifying key aspects of classroom processes that shape the program and influence achievement. Implications for future practice and research were suggested for educators of young children.","Made available in DSpace on 2011-05-07T14:20:11Z (GMT). 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The study also investigated the relationships among the length of program day, classroom process variables and children's outcomes. The data were collected through testing and classroom observation. A multivariate analysis of covariance, and an analysis of variance, and a path analysis were used for analyzing the data.","The results indicated that: (a) there was no significant difference in academic achievement as measured by the Learning Readiness Test for Preschoolers between children who attended half-day and those who attended full-day programs, (b) there was a significant difference in self-concept as measured by the Measures of Self-Concept, Primary Level, (c) the length of the program day had a positive influence on change in classroom process variables, and (d) the length of program day and the classroom process variables had different effects, both positive and negative, on children's outcomes.","The results suggested that these different effects are useful in identifying key aspects of classroom processes that shape the program and influence achievement. 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