Download or read book Academic Effects of Looping on Elementary Students written by Debra Lynn Jones and published by . This book was released on 2004 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reading and Mathematics Achievement written by and published by . This book was released on 1997 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Looping on the Academic Achievement of Elementary School Students written by Marti Knapp and published by . This book was released on 2005 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Looping on Academic Achievement and Attendance of Elementary School Students written by Karen A. White and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Experience and Effects of Looping in the Elementary Classroom written by Michelle L. Pecanic and published by . This book was released on 2003 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Looping on the Academic Achievement of Elementary School Students written by Vada S. Bogart and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of students in looping programs from school systems in East Tennessee to their peers in traditional one-year instructional programs. Looping is defined as any program design that perpetuates a cohesive student group with the same teacher for more than one year. The study included all students who had completed fourth grade in 2001 at every school in East Tennessee that implemented a third/fourth grade looping design. Student scores reported for 1999, 2000, and 2001 on the TerraNova Standardized Achievement Test were obtained from individual student records. Comparisons were made on the Total Reading, Total Language, Total Math, and Total Battery scores. Differences between program design groups (looping and traditional) on "pre-looping" second grade (1999) scores were assessed using t-tests for two independent groups. Two-way Analysis of Covariance (ANCOVA), was used to examine the main effects of program design and student gender on 2000 and 2001 test scores, along with program design x gender interactions, while controlling for prior test score differences. The findings suggested that students in looping classrooms benefited academically by remaining with the same teacher and classmates for two successive years. Significant main effects were detected for program design in first year comparisons, as indicated by significantly higher scores on all four subtests. Scores for those in the looping classrooms remained significantly higher in second year comparisons on each subtest, except Total Language, even after controlling for third grade (2000) test scores. Significant main effects for gender were detected after the first year of participation in each design. This included significantly higher Total Language and Total Battery scores for female participants. No significant differences by gender were detected when scores were compared on the four subtests at the end of the two-year cycle. A program design x gender interaction was detected at the end of the first year. This interaction showed that female participants in looping classrooms showed higher Total Math achievement. A program design x gender interaction also occurred after the second year where male participants in the looping classrooms obtained higher Total Language scores.

Download or read book The Effects of Elementary School Looping as Perceived by Administrators Teachers Parents and Students written by Marilyn D. Herr and published by . This book was released on 2002 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book German Elementary Schools written by United States. Office of Strategic Services and published by . This book was released on 1944 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.

Download or read book Perceptions of Teachers and Parents Towards the Academic and Social Effects of Looping in Elementary School written by LaChe' Renee' Williams and published by . This book was released on 2021 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study highlighted the perceptions of teachers and parents toward the academic and social effects of looping in elementary schools. The purpose of this study was to determine if teachers and parents feel that looping in elementary schoolbetter supports student relationships, growth, and academic achievement. The sample for this study included elementary school teachers and parents in a large school district in South East USA., who have participated in one or more years of looping with a coed group or a single-gender group of students. Findings showed that parent-teacher relationships improved, students showed a greater level of comfortability with school, teachers were able to use student data to guide instruction while looping, and teacher classroom management improved. Key findings from this study gave insights intolooping so that teachers, parents, and administrators can make informed decisions regarding the delivery of instruction for students in the elementary school setting.

Download or read book Looping in Our Schools written by Kristin Trenary and published by . This book was released on 2000 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the academic and social advantages and disadvantages of "looping" children in a multi-year experience, discusses the benefits and limitations for parents and teachers, and suggests implementation methods.

Download or read book The Effects of Looping on Elementary Students written by Patricia S. Taylor and published by . This book was released on 2004 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Looping on Students who Demonstrate At risk Characteristics written by Nohelani Marie Estella Guadiz and published by . This book was released on 2009 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of the Social Effects of Looping on Elementary Students written by Stephanie Zeidler and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Download or read book The Road to Charlottesville written by Maris Vinovskis and published by DIANE Publishing. This book was released on 1999 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Looping Practices on Student Achievement at a Minnesota Inner City Elementary School written by Carole Margaret Caauwe and published by . This book was released on 2010 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study whose purpose was to determine if the practice of classroom looping (where a teacher moves with a class from one grade to the next, while the teacher previously teaching the higher class cycles to pick up a new class) affected the academic achievement scores at a Minnesota inner-city elementary school. Reading and math academic achievement score comparisons were used, based on the Stanford Achievement Test Series 10 (SAT10). The target population consisted of 38 students from looping classrooms at School A,and 33 students from non-looping classrooms at School B. Looping students had been with the same teacher for two consecutive years. Non-looping students, in traditional one-year classrooms, had attended School B for two years. Fifth-grade examination scores from the spring of 2005 were compared with gains made on the sixth-grade examination scores from the spring of 2006. Academic progress in reading and math was measured for these students through causal-comparative regression analysis. The results of this study indicated no statistically significant academic difference in reading levels between looping and non-looping students. Because of the small sample size, a Type II error may be a possibility; a longer and larger study would need to determine the accuracy of these results. The study's results did, however, indicate a statistically significant academic difference in math gain scores between looping and non-looping students.