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ERIC Number: ED568238
Record Type: Non-Journal
Publication Date: 2014
Pages: 137
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-3556-8
ISSN: N/A
Teachers' Perception of Looping in Secondary Schools
Chakey, Dennis J.
ProQuest LLC, D.Ed. Dissertation, Indiana University of Pennsylvania
The purpose of this qualitative study was to gain an understanding of secondary teachers' perception of the looping process. The research questions revealed teachers' opinions of the looping process and its impact on the overall educational experience. Participants within this study had experiences teaching within the looping process and within a customary one year teaching progression. Interviews were conducted with all participants. The interviews were transcribed and data analysis was conducted in order to isolate emerging themes. The emerging themes were categorized as consensus, supported, or individual. Findings of this study revealed that secondary teachers perceived the looping process to have a positive impact on the overall educational experience. Specifically, the majority of secondary teachers reported that the looping process positively impacted students, teachers, and parents. In addition, teachers reported that their experience directly impacted their performance within Component 2A: Creating and Environment of Respect and Rapport and Component 2D: Managing Student Conduct from Charlotte Danielson's Framework for Teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A