Thesis

Is looping viewed as academically beneficial in the elementary school years?:

The practice ofhaving teachers and students remain together for a period of two or more years is known as looping, multiyear teaching, or student-teacher progression. Looping is different from multi age, the practice of multiple ages grouped together from two different grade levels. Literature suggests that looping is an effective strategy to improve learning and spend less time on getting to know one another the second year. Teachers are able to get to know each student individually and create a "family style" classroom learning environment. This is a descriptive study of the practice oflooping in a Southern California school district as studied by a veteran looping elementary school teacher. Although this study and other similar research indicate generally favorable outcomes of looping, the actual rate of implementation of the practice at this particular school site, as well as throughout the school district is relatively low. Primary impediments to broaden use of looping were enrollment management and staffing issues. This study includes recommendations for the district to consider and hypotheses that should be tested further, in an in-depth study. Keywords: looping, multiyear teaching, student-teacher progression, academics, elementary

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