Download or read book The Effects of Looping on High School Mathematic Achievement written by Deanna Marie De Voss and published by . This book was released on 2007 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the idea of looping in high school math classes as a means to improve the students' passing rates. This study attempts to answer the following questions: Will students who loop with their math teacher for Algebra I and Geometry have more success than students who have different teachers for these courses? How do students feel about looping, and what do they see as the positive and negative aspects of looping? This study had a mixed-method research design. The quantitative portion of the study compared the percentages of looping and nonlooping students who passed the first semester of Geometry. The results showed that overall 80% of the looping students earned a passing grade of "C" or better, compared with only 25% of the non-looping students. The difference between the percentages of looping and non-looping students who passed was even greater for females and Latino students. The qualitative portion of the study was based on 13 student interviews. All students were in favor of looping with their math teacher. The students identified familiarity, feeling comfortable, and stronger relationships as the main benefits of looping. The possibility of a mismatch was the only negative aspect of looping mentioned. This study has shown that looping is in fact a way to increase high school students' success in mathematics. KEYWORDS: looping, high school, mathematics

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 An Exploratory Investigation of Looping High School Math and English and Student Achievement written by Lee M. Langmuir and published by . This book was released on 2014 with total page 51 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 Student Achievement and Self efficacy of Exceptional Education Students written by Marybeth Thomas and published by . This book was released on 2005 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students’ emotional growth.

Download or read book Studies in School Improvement written by Wayne K. Hoy and published by IAP. This book was released on 2009-04-01 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time—instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.

Download or read book Increasing Academic Achievment Through Looping written by Doris Lavona Sterling and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looping is the practice of a teacher staying with the same group of students for two or more years. This thesis examines the effect looping has on the academic achievement of students who participate in a three-year, grade four though six loop. An overview provides both historical and international backgrounds. This is followed by a summary of the literature focusing on the impacts looping has on parents, teachers, and students. Research was conducted at one elementary school with one class that had looped and one class that had not. The looping class included 27 out of a class of 34 students who had looped. The non-looping class consisted in 30 out of 33 students who had been together as students, but had had a different teacher each year. Research method consisted in the collection of standardized test data for both classes. A t-test for independent mean was applied to both math and English language arts data for both groups whole classes as well as disaggregated by gender and second-language learner status. The results of data analysis showed a recurrent theme of increased academic achievement in both math and English language arts for the looping group.

Download or read book Looping Vs Non looping written by Jacqueline L. Hampton and published by . This book was released on 2008 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Looping on Student Achievement in High Performing Schools written by Nicole Horton Holmes and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: A level of urgency is evident in the creation of mandates such as the NCLB Act (2001), which require school districts to identify methods to increase achievement. The purpose of this study was to determine if building relationships and trust between student, teacher and parent would impact achievement. The research questions focused on looping, (promoting to the next grade with the same teacher) and the impact on student achievement in high-performing schools as measured by reading and mathematics scores from the GCRCT. The CogAT was utilized to control for intellectual functioning when comparing students in looping and nonlooping classes. The covariate CogAT was significantly related to reading achievement on the GCRCT (F = 6.279, p = .013) but was not significantly related to mathematics ( F = 2.016, p = .157). The results of the MANCOVA indicated that there is not a significant effect (lambda = .999, F = .058, p > .05) GCRCT test scores when controlling for student ability (CogAT), grade level and grade level/looping interaction effects in reading and mathematics. The multivariate interaction effect of looping and grade level on achievement was not statistically significant (lambda = .999, F = .058, p > .05). This study included a total of 228 students from a (K--4) suburban elementary school in the Southeast. Also included were perceptions of looping from 6 teachers. Teacher surveys reflected support for looping as a means of building relationships and providing additional academic support. Although student achievement was not significant in this study, the implication for social change through looping is aimed at providing a learning environment that can assist with bridging the gap and minimizing barriers, which often result in disenfranchisement between home and school.

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 Teachers Attitudes and Perceptions of Looping and the Effect of Looping on Students Academic Achievement written by Vera Williams-Wright and published by . This book was released on 2013 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The results of student scores on the 2010 and 2011 Mississippi Curriculum Test, Second Edition (MCT2), from six Mississippi elementary schools in grades three through five, were analyzed to determine the impact of looping on academic achievement in mathematics and language arts. The teachers were surveyed to determine their perceptions of looping in regard to instructional effectiveness, relationships, and parental involvement.

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 Perceptions of the Effects of Looping on Student Achievement and School Attitude written by Sheryl Joy Grever and published by . This book was released on 1999 with total page 138 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.

Download or read book The Effects of Combining Looping Cognitively Guided Instruction and Ethnicity written by Matthew Brandon Wilson and published by . This book was released on 2014 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to gain an understanding of the powerful instructional potential of combining the practice of looping, Cognitively Guided Instruction (CGI) professional development strategies, and the impact these practices have in addition to ethnicity in elementary education. The study focused on research questions pertaining to student's Measure of Academic Progress (MAP) scores and the implementation of looping, CGI strategies, and how ethnicity impacted student achievement. This study emphasizes two types of statistical tests to determine how significant CGI and looping practices impacted growth in mathematics on the MAP test for different ethnic groups. A Chi-Square statistic was used not to support that the hypothesis is correct, but rather to determine if there is an association between the different groups from each variable category (e.g., looping, CGI training, and ethnicity). A logistic regression was used to determine the odds ratio (or probability) of the response variable (MAP growth) occurring with a combination of explanatory variables (e.g. looping, CGI training, and ethnicity). The population established in this study was all students in grades K -- 5 that were representative of a stable history in the school district. A sample of the population was finalized at 1,103 students, and this number of K -- 5 students represented a consistent and stable presence in the school district over the past three years. The results of the statistical analysis suggest CGI is significant with helping students achieve growth in mathematics on the MAP test---especially with Hispanic students.

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 Building Community in Schools written by Thomas J. Sergiovanni and published by John Wiley & Sons. This book was released on 1999-09-21 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Sergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of 'community' as the foundation for all curriculum and instruction decisions. . . . Teachers, administrators, teacher educators, and communities seeking advice and motivation for restructuring schools for the 21st century would be well advised to consult this work." --Choice "Provides the practitioner with both a theoretical blueprint with which to build learning communities and a rich supply of benchmark illustrations to use as prototypes. . . . thought-provoking and challenging." --NASSP Bulletin Both in and out of schools, people are experiencing a loss of community. In this book, Thomas J. Sergiovanni explains why a sense of community is so vital to the success of any school and shows teachers, parents, and administrators what they can do to rebuild it. Filled with case studies and other school examples, Building Community in Schools provides the necessary intellectual framework for understanding the need to create communities that are inclusive, meaningful, and democratic.