The Experience and Effects of Looping in the Elementary Classroom

Autor/in	Pecanic, Michelle L.
Titel	The Experience and Effects of Looping in the Elementary Classroom
Quelle	(2003), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Abschlussarbeit (Bachelor, Master, Diplom, Magister)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Mixed Age Grouping; Measures (Individuals); Parent Attitudes; Teacher Attitudes; Student Attitudes; Looping (Teachers); Classrooms; Teaching Methods; Teacher Student Relationship; Elementary School Teachers; Elementary School Students; Attitude Measures; Educational Environment; Parent Teacher Cooperation; Discipline; Student Needs + Suchen Sie Ihr Suchwort? Jahrgangsübergreifende Gruppe; Messdaten; Elternverhalten; Lehrerverhalten; Schülerverhalten; Classroom; Klassenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Disziplin
Abstract	Looping is the practice of a teacher staying with the same group of students for two or more years. It may also be referred to as multiyear teaching, teacher rotation, multiyear placement, and a variety of other names. This thesis examines the experience and effects of looping in the elementary classroom. An overview is provided of historical and international examples of looping, followed by a summary of the literature focusing on the advantages, disadvantages, and spiritual basis of looping as an alternative teaching method. Research conducted in three elementary school classrooms is summarized, which included 3 teachers, 22 parents, and 17 students. Research methods involved interviews of teachers and students and a parent questionnaire. Parent, teacher, and student perspectives are examined. Teachers, parents, and students in this study held mostly positive opinions of looping. Recurrent themes among the three groups included: increased comfort with school during the looping cycle; having closer relationships among teachers, parents, and students; using more consistent and established discipline and management systems; students receiving academic benefits; and having a better ability to meet students' needs, both academic and social. Appended are: (1) Parent Looping Questionnaire; (2) Consent Form Parent Participants; (3) Consent Form Teacher Participants; (4) Consent Form Child Participants; (5) Verbal Assent of Minors. (Contains 1 table.) [M.A. Thesis, Biola University.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10