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Baskett, Robert; Bryant, Katie; White, William; Rhoads, Kyle – Early Child Development and Care, 2005
The benefits of all-day kindergarten are increasingly supported by educational policy groups. Rigorous, prospective empirical research is impractical for schools of limited fiscal means where education must take priority over institutional research. However, post-hoc analyses of archival and informal measures can provide invaluable information…
Descriptors: Teacher Attitudes, Kindergarten, Educational Change, Cooperation