Assessing the Effects of a Looping Program in a Middle School Setting.
Description of a study assessing the effects of a looping program serving grades seven and eight at a middle school located in northeastern Wisconsin on teachers, administrators, students, and parents. It measures the impact of looping on students’ academic motivation and attitudes toward school and school activities, identifies teachers’ perceptions of the benefits and drawbacks of looping for both students and teachers, and analyzes parents’ perceptions of the looping experience. Looping is defined as a classroom program in which students and their teacher stay together for at least two years. The study was a non-experimental, descriptive, quantitative, and qualitative study utilizing a data collection instrument called the School Attitude Measure (SAM) which measures respondents’ attitudes on five-attitudinal scales using a four-item response scale (Wick, 1990). The five-attitudinal scales are: Motivation for Schooling, Academic Self-Concept (Performance Based), Academic Self-Concept (Reference Based), Student’s Sense of Control over Performance, and Student Attitudes toward Instructional Mastery.
Keywords: Looping, Attitudes Towards School and School Activities, Middle School
Dr. Mette Baran
Assistant Professor, School of Education, Doctoral Program, Cardinal Stritch University
Dr. Baran teaches leadership and research in the doctoral department. Her background includes being a faculty member and senior executive at Robert Morris College including the positions as Campus Director, Director of Education, and Director of Development.
Her research interests and expertise includes looping, student attitudes, charter schools, and middle school education.