The Impact of Looping in an Elementary School Setting

Autor/in	Findley, Maureen J.
Titel	The Impact of Looping in an Elementary School Setting
Quelle	(2018), (157 Seiten) PDF als Volltext Verfügbarkeit D.E. Dissertation, The University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-6378-5
Schlagwörter	Hochschulschrift; Dissertation; Elementary Schools; Looping (Teachers); Grade 3; Grade 4; Mathematics Achievement; Academic Achievement; Achievement Gap; Elementary School Students; Comparative Analysis; Teacher Administrator Relationship; Minority Group Students; African American Students; White Students; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Grundschule; Volksschule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Elementare Mathematik; Schulmathematik
Abstract	The mandates of federal and state education policies require educational leaders at all levels to select and implement research-based strategies to increase student achievement levels for all students. "Looping, a term coined by Jim Grant, author of the 'Looping Handbook' refers to the not-so-new but increasingly common practice of keeping groups students together for two or more years with the same teacher" (Northeast and Islands Regional Educational Lab. at Brown Univ., 1997, p.3). The purpose of this mixed methods study was to investigate the relationship between student assignments to a classroom practicing looping and student achievement on the state's End-of-Grade (EOG) exam in an elementary school setting. The students' achievement levels on the third and fourth grade EOG exams were used to determine if the assignment to a looping classroom had a statistically significant impact on student achievement. The comparison focused on disaggregated student subgroups to examine the relationship between the assignment to a looped classroom and the narrowing of the persistent achievement gap between minority students and their Caucasian counterparts. In addition, this study investigated how teachers and administrators practicing looping perceive the impact of looping on student achievement. The results of the quantitative portion of this study revealed that students' assignment to a classroom that practiced looping did not have a statistically significant impact on overall student achievement nor did looping narrow the achievement gap. The results did indicate that assignment to a looping classroom positively impacted mathematical achievement levels for students in the African American subgroup but did not have a statistically significant impact for any other student subgroup. The qualitative portion of this study consisted of semi-structured interviews with the teachers and administrator engaged in looping to provide context and descriptive data. The findings indicated that the teachers and administrators feel that looping is a positive experience for some students and had the potential to positively impact student achievement but is not a positive experience for all students. Overall, the teachers and administrator found looping positively impacted relationships but had limited impact on achievement levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01