Three Midwest Rural School Districts’ First Year Transition to the Four Day School Week
| Autor: | Ximena Uribe-Zarain, Jon S. Turner, Kim Finch |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
lcsh:LC8-6691
Parental support lcsh:Special aspects of education four-day school week media_common.quotation_subject 05 social sciences education 050301 education school attendance Special education Education Rural school Perception 0502 economics and business school calendar Statistical analysis 050207 economics Psychology 0503 education School attendance media_common Demography |
| Zdroj: | The Rural Educator, Vol 40, Iss 1 (2019) |
| ISSN: | 2643-9662 |
| Popis: | The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of parents who live in school districts that have recently switched to the four-day model. This study collects data from 584 parents in three rural Missouri school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis identifies significant differences in the perceptions of parents classified by the age of children, special education identification, and free and reduced lunch status. Strong parental support for the four-day school week was identified in all demographic areas investigated; however, families with only elementary aged children and families with students receiving special education services were less supportive than other groups. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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