Looping: Adding Time, Strengthening Relationships. ERIC Digest.
Saved in:
| Title: | Looping: Adding Time, Strengthening Relationships. ERIC Digest. |
|---|---|
| Language: | English |
| Authors: | Burke, Daniel L., ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. |
| Peer Reviewed: | N |
| Page Count: | 3 |
| Publication Date: | 1997 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Document Type: | ERIC Publications ERIC Digests in Full Text Reports - Descriptive |
| Descriptors: | Academic Achievement, Classroom Environment, Elementary Education, Grouping (Instructional Purposes), Instructional Design, Looping (Teachers), Parent School Relationship, Shyness, Student Attitudes, Summer Programs, Teacher Attitudes, Teacher Student Relationship, Teaching Methods, Teaching Models |
| Abstract: | "Looping" is an essentially simple concept: a teacher moves with his or her students to the next grade level, rather than sending them to another teacher at the end of the school year. This Digest explores the practitioners' perspectives on looping, the experience of European school systems, and research on looping. Practitioners report positive effects on both student academic achievement and parental involvement as a result of looping. Others cite time saved in skills assessment, the additional month of learning at the beginning of year two, deeper relationships developed with both students and parents, and the particular benefits afforded shy students as beneficial aspects. A looping classroom with an effective summer component also offers benefits similar to those of year-round schools with respect to momentum and continuity of instruction. Italian preschools, considered by some the best in the world, use a model of three-year assignments of students to teachers. Some German schools use multi-year teacher-student groupings for as long as 6 years, and credit the extended relationship time with assisting students in making the necessary brain connections learning requires. Research studies have found that students in multi-year programs exhibited higher reading and mathematics achievement scores on standardized tests than did students in the traditional grade organization. Teachers have also reported that teaching the same students for 3 years allowed them to use more positive approaches to classroom management. Another study found that students in an extended relationship school were less likely to report disliking school or to find it "boring." Additionally, these students outperformed their counterparts in the traditional school on basic skills tests. The only potential disadvantage of looping regularly mentioned is an inappropriate match, or personality conflict, between teacher and student--a situation that can occur in a traditional classroom as well. (LPP) |
| Entry Date: | 1998 |
| Accession Number: | ED414098 |
| Database: | ERIC |
| Abstract: | "Looping" is an essentially simple concept: a teacher moves with his or her students to the next grade level, rather than sending them to another teacher at the end of the school year. This Digest explores the practitioners' perspectives on looping, the experience of European school systems, and research on looping. Practitioners report positive effects on both student academic achievement and parental involvement as a result of looping. Others cite time saved in skills assessment, the additional month of learning at the beginning of year two, deeper relationships developed with both students and parents, and the particular benefits afforded shy students as beneficial aspects. A looping classroom with an effective summer component also offers benefits similar to those of year-round schools with respect to momentum and continuity of instruction. Italian preschools, considered by some the best in the world, use a model of three-year assignments of students to teachers. Some German schools use multi-year teacher-student groupings for as long as 6 years, and credit the extended relationship time with assisting students in making the necessary brain connections learning requires. Research studies have found that students in multi-year programs exhibited higher reading and mathematics achievement scores on standardized tests than did students in the traditional grade organization. Teachers have also reported that teaching the same students for 3 years allowed them to use more positive approaches to classroom management. Another study found that students in an extended relationship school were less likely to report disliking school or to find it "boring." Additionally, these students outperformed their counterparts in the traditional school on basic skills tests. The only potential disadvantage of looping regularly mentioned is an inappropriate match, or personality conflict, between teacher and student--a situation that can occur in a traditional classroom as well. (LPP) |
|---|
