NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ848676
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-1056-7879
Why Isn't Looping a More Common Practice? A Leadership Case Study
Ovalle, Robert A.
International Journal of Educational Reform, v13 n2 p136-142 Spr 2004
One alternative to a traditional class is a looping class. What is "looping"? As described in the educational literature, looping is a practice that allows teachers to remain with their class for a period of two or more years. Looping has proved to be an effective process that increases student achievement, supports instructional time, and provides enhanced teacher-student relationship. Studies on school effectiveness have indicated that long-term teacher/student relationships support both student performance and teacher satisfaction. Looping has some disadvantages, like any instructional practice, but the advantages far outweigh the disadvantages. One of the major disadvantages of looping involves having to learn a new curriculum each year. If a teacher completes a 3-year loop, he or she will have to master three different curriculums in 3 years. In addition, the teacher must be knowledgeable about children's developmental needs in each grade level. These looping responsibilities placed on the teacher, in addition to one's normal school concerns, can prove overwhelming for many. In this case study the author discusses some of the major advantages of looping and shows that the practice of looping classes can result in higher achievement scores. (Contains 3 figures.)
Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A