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ERIC Number: ED414098
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Looping: Adding Time, Strengthening Relationships. ERIC Digest.
Burke, Daniel L.
"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)
Publication Type: ERIC Publications; ERIC Digests in Full Text; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.