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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 479 322 PS 031 474 AUTHOR Kerr, Deborah Lynn TITLE "In the Loop" Responses about Looping at the Middle School Level as Seen through Different Lenses. PUB DATE 2002-04-00 NOTE 233p.; Doctor of Education, National-Louis University. PUB TYPE Dissertations/Theses Doctoral Dissertations (041) -- Reports Research (143) EDRS PRICE EDRS Price MF01/PC10 Plus Postage. DESCRIPTORS Case Studies; Developmental Continuity; Educational Practices; Grade 8; *Grouping (Instructional Purposes); *Looping (Teachers); *Middle School Students; *Middle School Teachers; Middle Schools; Parent Attitudes; Student Adjustment; Student Attitudes; Teacher Attitudes; Teacher Student Relationship; Teaching Methods ABSTRACT Looping, or multi-year teaching, is the pedagogical practice of allowing students and teachers to remain together for 2 or more years. This 2-year case study investigated looping practices and perceptions of looping among eighth-gra'de middle school students, teachers, and parents. Data from two middle schools were collected in the second year of looping through interviews with 12 students,4 teachers, and 11 parents; surveys of 214 students,9 teachers, and 75 parents; and videotapes of looping classrooms. Findings revealed that 80 percent of participants reported positive results from looping related to ease of transition into eighth grade, enhanced sense of knowing about the students' needs, better accountability, more sustained peer and teacher-student relationships, more effective curriculum planning, and enhanced parent involvement. Twenty percent of students and parents preferred having different teachers every year. Students believed they should have a choice about looping.(Ten appendices include interview and survey questions and a compilation of student survey responses. Contains 183 references.) (Author/KB) Reproductions supplied by EDRS are the best that can be made from the original document. "IN THE LOOP" RESPONSES ABOUT LOOPING AT THE MIDDLE SCHOOL LEVEL AS SEEN THROUGH DIFFERENT LENSES Deborah Lynn Kerr Educational Leadership Doctoral Program Submitted in partial fulfillment of the requirements of Doctor of Education in the Foster G. McGaw Graduate School National College of Education National-Louis University '*ILI April, 2002 *ft} GA U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND C' DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as C) received from the person or organization originating it. - Minor changes have been made to Pe601(eth Lfft-IrV improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position cr policy. BEST COPY AVAILABLE 2 Abstract This two-year case study investigated practices and perceptions of looping by 8'h grade middle school students, teachers, and parents: The methodology included: 1) Interviews- 12- Students, 4-Teachers, 11-Parents; 2) Surveys- 214 students, 9- teachers and 75 parents; and 3) Videotaped looping classrooms. The research was conducted during the second year of looping. Summary of the research includes positive results in transition, sense of knowing, accountability, sustained relationships, curriculum planning, and enhanced parent involvement for 80% of the participants. Alternative perspectives were voiced by 20% of the participants, as they preferred different teachers every year. This study holds promise that looping relationships developed and nurtured over time create responsive learning environments to best meet the unique developmental needs of adolescents. "IN THE LOOP" RESPONSES ABOUT LOOPING AT THE MIDDLE SCHOOL LEVEL. AS SEEN THROUGH DIFFERENT LENSES Deborah t ynn Kerr Educational Leadership Doctoral Program Approved: 'C -Chair, Dissertation Co mittee rogram Director Co-Chair, Dis at on Committee Ir r, Doctoral Pro Member, Dissertation Committee an s/0epresentativ I ert,tvexe-4) 4fli-ovier-4-4) /YAW g P2 Member, Dissertation Committee Date Approved Copies to: Student Dissertation Chair Director, Doctoral Programs Program Director BEST COPYAVAILABLE ii Acknowledgements It is with great appreciation and heartfelt thanks extended to the many wonderful individuals who collaborated with me on this research project.I thank the students, teachers, and parents of the looping teams who were willing to share their voices in an effort to help me learn more about looping practice. Thank you to the school district staff and administration for allowing access to conduct my research and special thanks to my present board of education and staff for supporting and encouraging me to continue this pursuit.I could not have attempted nor completed a project of this magnitude with out the love and support of my fellow educators and colleagues. As educator Robert Finch (1983) so eloquently states, True belonging is born of relationships not only to one another but also to a place of shared responsibilities and benefits. We love not so much what we have acquired as what we have made and whom we have made it with (p. 525). I am sincerely appreciative of the relationships developed with the members of my doctoral committee. Special thanks to my professors: Co-chairs Joanne Rooney and Pamela Keating for challenging me to become a writer of purpose and clarity, Charles Thomas for your insights and encouragement that helped me to better understand my looping story, Sue Hansen for helping me to find my voice and the voices of my participants through this inquiry, and Cynthia Mee for your continued inspiration of middle school philosophy. Thank you for believing in me as we journeyed through this qualitative inquiry. Finally, I thank my Mother-Tina, my sisters-Dawn and Deanna, special friend Sharon, and Ron for your continued love and support as we enjoy life's journey together. I have come to know that one of life's greatest rewards can be found in our relationships. Thank you all for being a special part of my life. iii Tables and Figures Table 1 Research Overview of Middle School Looping Case Study 17 Table 2 Student Themes of Middle School Looping Case Study 96 Table 3 Teacher Themes of Middle School Looping Case Study 136 Table 4 Parent SurveyTeam A School Year-2001 149 Table 5 Parent SurveyTeam B School Year 2002 151 Table 6 Parent Themes of Middle School Looping Case Study 157 Table 7 Emergent Themes of All Participants in Case Study 163 CONTENTS ABSTRACT ACKNOWLEDGEMENTS TABLES AND FIGURES CHAPTER ONE INTRODUCTION 1 Personal Perspective. 3 Background & Context of the Study.............................. 7 Conceptual Framework 9 Purpose of this Study. 12 Overview of Methodology 13 Research Outline........... ........ ..... .................. ...... ....... 17 Unique Characteristics of the Study.................. ............ 18 Definition of Key Terms 19 Preview and Concluding Remarks............ .................... 22 CHAPTER TWO REVIEW OF THE LITERATURE 24 Historical Perspective of Education..... ......................... 24 The Evolution of Middle Schools 35 The Organizational Pattern of Looping............ ....... ...... 48 Looping Research at the Middle School Level................. 53 The Benefits of Looping. 61 The Challenges and Limitations of Looping............. ...... 67 CHAPTER THREE METHODOLOGY 71 A Qualitative Inquiry - A Case Study Approach................ 72 Voices of the Participants. 75 My Role as Researcher 76 Research Context 78 Participants 82 Research Design 84 In-Depth Interviews................................ ................ 84 Observation............................ ................ ...... ....... 85 Open and Close-Ended Surveys................................. 86 Data Collection & Analysis 87 Verification of the Data ..... ......... ....... ..... .......... 90 Summary 92 CHAPTER FOUR DATA 94 STUDENTS.......................... ............... ...... 94 In-depth Interviews. 94 Open-ended Surveys 111 Emergent Themes from Student Surveys......... 113 7 CHAPTER FOUR Transition. 113 Sense of Knowing 116 Academic Accountability 118 Sustained Relationships with Teachers.................... 121 Sustained Relationships with Students 124 Alternative Perspectives. 126 Videotaped Looping Classrooms. 128 TEACHERS. 133 Team Interviews and Open-ended Surveys................ 134 Transition. 135 Emergent Themes from Teacher Data...... ............ 136 Academic Accountability........................... ....... 137 Sustained Relationships. 140 Curriculum Planning 141 Parent Involvement 144 Alternative Perspectives. 146 PARENTS. 146 Parent Surveys. 149 Alternative Perspectives............. ............... ............ 152 Transition. 153 Academic Accountability. 153 Sustained Relationships. 154 Parent Involvement. 154 In-depth Interviews._.... ... 155 Alternative Perspectives. 156 Emergent Themes from Parent Data 157 Transition............................ .......... 158 Academic Accountability 159 Sustained Relationships. 160 Parent Involvement. 161 Concluding Remarks. 162 Overview of Emergent Themes - All Participants............ 163 CHAPTER FIVE INTERPRETATIONS OF STUDY............... ............ ..... 164 The Emergent Themes of Looping....... ........... ............. 165 Sustained Relationships. 165 Teacher Relationships. 166 Student Relationships 168 Parent Relationships with Teachers and Students. 170 Sense of Knowing............... .................. ...... 170 Academic Accountability & Curriculum Planning.....
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