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Effectiveness of Looping

Effectiveness of Looping. Amber Zigler Action Research University of St. Thomas The nature of looping promotes strong and meaningful relationships among teachers and students that provide a positive learning environment to increase student motivation and learning outcomes (Partnership, 2004). .

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Effectiveness of Looping

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  1. Effectiveness of Looping Amber Zigler Action Research University of St. Thomas The nature of looping promotes strong and meaningful relationships among teachers and students that provide a positive learning environment to increase student motivation and learning outcomes (Partnership, 2004).

  2. A glimpse into the life of looping • http://www.ksl.com/index.php?nid=690&sid=17044713

  3. Looping can work for you! • 20 years, research has shown more pros than cons when it comes to looping in the classrooms. Schools are facing not only academic approaches when it comes to students, but they are also having to face nutriment for their students emotional, physical, intellectual, and social well being(Johnson, 1998). • Jim Grant, author of several looping books, brings up a good point; we don’t change dentist or a doctor every 36 weeks, then it makes no sense to change teachers (Roberts, 2011).

  4. Purpose

  5. The purpose of this study was designed to assessif looping is associated with increasing academic achievement of predominantly Hispanic third grade students. Accurately, the study investigated looping within third grade through comparing results of a measure between looping classrooms and non-looping classrooms. The data collection was guided by the Texas Assessment of Knowledge and Skills assessment scores and compared using a t-test.

  6. Statement of the problem • This research problem addressed in this study was whether looping is associated with increasing academic achievement for elementary students. • George W. Bush passed the law No Child Left Behind Actso that teachers will implement higher student expectations and establish measurable goals to improve academic achievement(U.S. Department of Education. 2001).

  7. COncerns

  8. Concerns over our education system have been at the highest because students are performing low compared internationally (Greatschools, 2010). • “Over a third of all U.S. children under the age of five are cared for outside of their homes by individuals not related to them” (Johnson, 2005

  9. Hypothesis

  10. hypothesis • The following was the leading research question for the study: Does looping increase academic achievement amongst at-risk students? • Ho: There is no significant increase in academic achievement amongst students who participated in the Waldorf model measured by the TAKS test. • H1: There is significant increase of academic achievement amongst students who participated in the Waldorf model measured by the TAKS test.

  11. Theoretical background Steiner Piaget

  12. Piaget’s stages of cognitive development: sensory-motor, concrete operations, and formal operations. Steiner’s descriptions of human development: imitative, imaginative, and intellectual stages (Gilbert, 2008). • Ginsburg believes that Piaget left out vital things when it comes to a child’s development such as feelings, attachment, impulse, and their impact on cognition itself (p.328). • Independent academics studies have concluded that Steiner school pupils achieve better results on intellectual development tests, college entrance exams, creativity, social and moral development, and enthusiasm for learning, which has been confirmed by college professors and many admissions staff (Gilbert, 2008).

  13. Real world • Students will benefitgreatly when they work together cooperatively in group strategies and develop social skills in later years (Hanson, 1995).

  14. Methodology of the field

  15. Researchers all agree that looping has positive results but the exact cause of these results is mostly unknown. Variables have been limited to building strong relationships between teachers and students that may or may not effect students’ academic achievement (Fraenkel & Wallen, 2000; Reaves, 1992).

  16. Data

  17. Sample for the study • The participants involved in the study were male and female of third grade, Hispanic, low socio economic status, and are Limited English Proficiency speakers. The participants come from an urban school district within the state of Texas.

  18. Action plan

  19. This information may also be useful to educators, who are looking for a way to further their knowledge academically, build relationships, and to meet individual needs of all students. This program will target students who have anxiety on the first day of school.

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