Date of Award
Doctor of Education (EdD)
This qualitative study explores teachers’ and administrators’ experiences with the strategy looping in middle school settings. Whereas schools should seek to match ageappropriate, research-based strategies to the needs of students, introducing and sustaining change in public school settings is challenging. Whereas some schools fail to deliberately provide structures to support the development of positive student-teacher relationships, other schools with structures in place meet with varying degrees of success. Within interviews and focus groups, obstacles teachers and administrators experience implementing looping programs were explored using the following broad questions: (a) What are the lived experiences of teachers and administrators involved in looping programs? and (b) what conditions encourage the institutionalization of looping in school settings? Results of the study are relevant to teachers and administrators seeking to implement looping configurations in middle-level programs.
Smith, Darcy, "Sustainability of the Educational Strategy Looping in Middle School Settings" (2010). Education Doctoral. Paper 45.
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