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Perceptions of teachers who practice...

Sherman, Deborah.

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Perceptions of teachers who practice looping in the classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of teachers who practice looping in the classroom./
作者:	Sherman, Deborah.
面頁冊數:	109 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2093.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3136227
ISBN:	0496834256

Perceptions of teachers who practice looping in the classroom.
Sherman, Deborah.

Perceptions of teachers who practice looping in the classroom. - 109 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2093.

Thesis (Ed.D.)--The University of Mississippi, 2004.

Many strategies have been implemented in an effort to maximize learning for all children. This study focuses on one multiyear teaching approach termed looping. Looping is a pedagogical strategy that teams a teacher with a group of students for two or more years while covering the grade-appropriate curriculum. The focus of this descriptive study was to examine the perceptions that Mississippi looping teachers have regarding administrative support, classroom climate, teacher expectations, student/peer relationships, students' with/without exceptionalities, and parental involvement to determine what, if any, factors were common.

ISBN: 0496834256Subjects--Topical Terms:

516171
Education, Elementary.

Perceptions of teachers who practice looping in the classroom.
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100 1 $a Sherman, Deborah. $3 1928268
245 1 0 $a Perceptions of teachers who practice looping in the classroom.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2093.
500 $a Chair: Lucinda Leigh.
502 $a Thesis (Ed.D.)--The University of Mississippi, 2004.
520 $a Many strategies have been implemented in an effort to maximize learning for all children. This study focuses on one multiyear teaching approach termed looping. Looping is a pedagogical strategy that teams a teacher with a group of students for two or more years while covering the grade-appropriate curriculum. The focus of this descriptive study was to examine the perceptions that Mississippi looping teachers have regarding administrative support, classroom climate, teacher expectations, student/peer relationships, students' with/without exceptionalities, and parental involvement to determine what, if any, factors were common.
520 $a The population of the study included thirty-three K--6th (n = 33) grade teachers who practice looping in the classroom. These thirty-three teachers were located throughout the state of Mississippi.
520 $a This descriptive study was accomplished by making use of both quantitative and qualitative survey data. The survey consisted of a questionnaire directed to looping teachers within the state of Mississippi. The questionnaire contained thirty four closed-ended and short-answer response items and focused on several areas of practice among teachers who participate in the looping process. It included items that addressed teachers' perceptions of administrative support; teacher expectations of student achievement; classroom climate; student/peer relationships; advantages and disadvantages for students with or without exceptional ities; and parental involvement associated with looping. The questionnaire also covered demographic factors: certification status, experience, age and current grade cycle.
520 $a The quantitative data collected from the Likert-type questions were grouped into categorized clusters. The data from the clusters were then analyzed to determine the common perceptions of teachers who practiced looping in the classroom. The qualitative data was analyzed by examining emerging themes found within the short-answer responses.
520 $a After the researcher analyzed the data taken from the questionnaires, the findings indicated that looping teachers agreed looping has a positive effect on the overall achievement of students, socially and academically. They also agreed that looping contributed to their effectiveness in the classroom and that due to the elements connected to looping, they grew professionally.
520 $a This research is significant as a means to document the perceptions of looping teachers toward looping which is considered a non-traditional classroom practice. The results revealed factors that supervisory and classroom staff could address in order to implement looping as a means to increase overall achievement of students.
590 $a School code: 0131.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Early Childhood. $3 1017530
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710 2 0 $a The University of Mississippi. $3 1019522
773 0 $t Dissertation Abstracts International $g 65-06A.
790 1 0 $a Leigh, Lucinda, $e advisor
790 $a 0131
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3136227