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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Effect of a three month school entrance age differential on general achievement among elementary school pupils

Lewis, Ray Robert January 1972 (has links)
There is no abstract available for this dissertation.
2

Chronological entrance age as it relates to primary school achievement and personal and social development of the student

Beattie, Clive Churchwood January 1970 (has links)
The purposes of this study were to determine if there were significant differences among entrant groups on measures of: (1) academic achievement in grades one, two, and three, (2) differences in academic achievement from the first to the second grade and also from the second grade to thethird grade, (3) personal adjustment at the third grade level, and (4) social adjustment at the third grade level. The null hypotheses were: Major Null Hypothesis I. There will be no significant difference among entrant groups on measures of academic achievement. Sub-hypothesis I-A. There will be no significant difference among entrant groups on measures of academic achievement in grade one. Sub-hypothesis I-B. There will be no significant difference among entrant groups on measures of academic achievement in grade two. Sub-hypothesis I-C. There will be no significant difference among entrant groups on measures of academic achievement in grade three. Sub-hypothesis I-D. There will be no significant difference among entrant groups on measures of academic achievement from first to second grade. Sub-hypothesis I-E There will be no significant difference among entrant groups on measures of academic achievement from second to third grade. Major Null Hypothesis II There will be no significant difference among entrant groups on measures of personal adjustment at the third grade level. Major Null Hypothesis IIIThere will be no significant difference among entrant groups on measures of social adjustment at the third grade level. The population for this study consisted of 387 third grade students who had attended school in the corporation from kindergarten through the third grade. The students were grouped according to their chronological entrance age. Group I consisted of all students between the ages of 4 years 8 months and 4 years 11 months. Group II consisted of all students between the ages of 5 years 0 months and 5 years 2 months. Group III was made up of all students between the ages of 5 years 3 months and 5 years 5 months and Group IV all students 5 years 6 months and older. The tests used for this study were a part of the system-wide testing program, except the California Test of Personality. The other tests were the Stanford Achievement Tests and the Otis-Lennon Mental Ability Tests.The analysis of covariance was used to statistically analyze the five sub-hypotheses of major null hypothesis I. Level of confidence for rejection was .05 based on F ratio. If the sub-hypothesis was rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant. Analysis of variance was used to statistically analyze major null hypotheses II and III. Level of confidence for rejection was .05 based on F ratio. If these hypotheses were rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant.The conclusions of this study were that older school entrants were significantly superior to younger school entrants in academic achievement at grades one, two, and three. It should be noted that a comparison of the academic achievement of the younger entrants, as they progressed from first to second grade and from second to 4 third grade indicated that it was not significantly different from the older entrants. The younger entrants were significantly superior to the older entrants in personal and social development at the third grade level.This study points to the conclusion that chronological age is not so important in the academic, personal, and social development of the child as some educators believed. The younger entrants may do well in school. This data indicated that they can be successful, not only academically, but also personally and socially. The fact that children of the same chronological age differ in academic, personal, and social development, indicates that each child must be considered as an individual.
3

The effects of kindergarten entrance age on children's reading and mathematics achievement from kindergarten through third grade

Yesil-Dagli, Ummuhan. Jones, Ithel. January 1900 (has links)
Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed Sept. 15, 2006). Document formatted into pages; contains xiv, 256 pages. Includes bibliographical references.
4

At what age should a child begin school? : the mathematical performance of early entrant kindergarteners /

Scheer, Betsy D., January 2009 (has links)
Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves [19]). Also available via the World Wide Web.
5

Some possible effects of an inflexible school entrance policy upon achievement in the elementary school.

Shaw, Arthur Richard. January 1970 (has links)
No description available.
6

Effects of early school entrance on intelligence.

Hanrahan, James Patrick. January 1970 (has links)
No description available.
7

The impact of changes in kindergarten entrance age policies on children's academic achievement and the child care needs of families

Datar, Ashlesha. January 2003 (has links) (PDF)
Thesis (Ph.D.)--Rand Graduate School, 2002. / Title from title frame of PDF file ; viewed 17 Apr. 2005. Series numbering from publisher website. Includes bibliographical references (p. 137-147).
8

The relationship between age at school entrance and later need for remedial services

Leonard, Stacy L. January 2000 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.
9

Effects of early school entrance on intelligence.

Hanrahan, James Patrick. January 1970 (has links)
No description available.
10

Some possible effects of an inflexible school entrance policy upon achievement in the elementary school.

Shaw, Arthur Richard. January 1970 (has links)
No description available.

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