Teachers' Perceptions of Looping in Elementary Schools in Relation to Select Academic and Classroom Environment Variables

Abstract

The purpose of this study was to determine whether looping, a multi-year teaching arrangement where the teacher remains with the same group of students for two or more years is a practicable alternative, as assessed by teacher opinion, to the typical one year grouping of students. Because the teacher is the pivotal figure within the classroom and the one who is a major participant in the looping process, it is the teacher around which this investigation is built. This study gathers the perceptions of looping teachers and compares those perceptions with the existing body of research. An intensive literature review was conducted and interview questions were developed based on the recurring themes of the literature. An electronic survey was sent to all public elementary schools in Iowa, Kansas, Missouri, and Nebraska to identify educators who have completed a looping cycle in grades pre K - 5. From responses to that broad survey, a sample of twenty teachers was selected based on their willingness to participate and teaching experience. Interviews were conducted with these educators who have participated in and completed at least one full looping cycle. Data was collected through an interview of pre K - 5 teachers who have completed a looping cycle. Results indicate that the looping teachers perceived benefits in the areas of academic achievement, instructional climate, and relationships between teacher, student, and families.