Kindergarten Educational Policies: Separating Myth from Reality.

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Title: Kindergarten Educational Policies: Separating Myth from Reality.

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Title:	Kindergarten Educational Policies: Separating Myth from Reality.
Authors:	Siegel, Donna F.; Hanson, Ralph A.
Descriptors:	Age Grade Placement; Beginning Reading; Board of Education Policy; Developmentally Appropriate Practices; Early Childhood Education; Educational Policy; Full Day Half Day Schedules; Grade Repetition; Instructional Materials; Kindergarten; Reading Instruction; School Entrance Age; School Readiness; Teaching Methods
Source:	Early Education and Development, v2 n1 p5-31 Jan 1991
More Info: Help Peer Reviewed:	Yes
Publisher:	N/A
Publication Date:	1991-00-00
Pages:	N/A
Pub Types:	Journal Articles; Information Analyses; Opinion Papers
Abstract:	Profiles current kindergarten policies and practices concerning six issues. Issues include (1) school entry age; (2) length of school day; (3) placement criteria; (4) retention practices; (5) beginning reading instruction; and (6) teaching strategies and instructional resources. Reviews research on policy alternatives and identifies the optimum policy alternative. (BC)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1040-8289
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Kindergarten