DESIGNING AND PILOTING A FULL-DAY, ALTERNATE DAY KINDERGARTEN: A CASE STUDY OF A PROGRAM CHANGE

JOHN DOYLE MENSER, University of Pennsylvania

Abstract

The purpose of my research is to conduct an ethnographic case study of a program change and implementation. The researcher designed and piloted a full-day, alternate day kindergarten program. Few studies have been conducted in this area and none from an ethographic case study approach with the researcher as participant-observer.^ The methodology used for the study was that of participant-observer. The collection of data occurred over a period of one year. Data was collected by the following means: interview, observations, recorded verbal and written communications with staff members and parents, parent meetings, parent surveys, examination of attendance records, documentation of telephone messages, tape recordings, and field notes.^ The study: (A) Describes the program and details its implementation. (B) Focuses on what happens when a school district attempts to gain permission from the Department of Education to conduct a pilot program. (C) Documents the reactions of staff, parents, students and community members when a program is changed. (D) Offers concrete suggestions for implementing a full-day, alternate day kindergarten.^ Upon reviewing the findings of this study and the following conclusions can be drawn: (1) The overwhelming majority of parents who had children involved in the study perceived changes in their child to be of a positive nature. (2) Parents liked the flexibility that the full-day, alternate day schedule gave them personally. (3) Teacher and staff attitude affected the acceptance of this method for scheduling kindergarten. (4) Administrative support and encouragement aided in teacher and staff attitude. (5) Very few curricular changes were needed to implement a full-day, alternate day schedule. Permitting teachers to make these changes proved positive. (6) To appease parents and community members, the researcher suggests only beginning the full-day, alternate day method of scheduling during the second semester of the school year. (7) The full-day, alternate day schedule aids in the transition of students from kindergarten to first grade. (8) A cost savings could be realized by eliminating the mid-day bus run. The amount of savings varies with conditions.^

Subject Area

Education, Administration

Recommended Citation

JOHN DOYLE MENSER, "DESIGNING AND PILOTING A FULL-DAY, ALTERNATE DAY KINDERGARTEN: A CASE STUDY OF A PROGRAM CHANGE" (January 1, 1983). Dissertations available from ProQuest. Paper AAI8318169.
http://repository.upenn.edu/dissertations/AAI8318169

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