Date of Award
8-28-2021
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Committee Members
Beverly Boals Gilbert; Jeonghee Choi; Joanna Grymes; Tammy Edwards
Call Number
LD 251 .A566d 2021 W56
Abstract
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 school better 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 into looping so that teachers, parents, and administrators can make informed decisions regarding the delivery of instruction for students in the elementary school setting.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Williams, LaChe Renee, "Perceptions Of Teachers and Parents Towards the Academic and Social Effects of Looping in Elementary School: A Case Study" (2021). Student Theses and Dissertations. 307.
https://arch.astate.edu/all-etd/307
