Assessing the Effects of a Middle School Looping Program

By Mette Baran.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This study assesses the effects of a looping program serving grades seven and eight at a middle school located in northeastern Wisconsin. It measures the impact of looping on students’ academic motivation and attitudes toward school and school activities. 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 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

The International Journal of Learning, Volume 15, Issue 7, pp.185-192. Article: Print (Spiral Bound). Article: Electronic (PDF File; 566.938KB).

Dr. Mette Baran

Assistant Professor, School of Education, Doctoral Program, Cardinal Stritch University, Milwaukee, WI, USA

Dr. Baran completed her Ed. D. in Administrative Leadership and Supervision from DePaul University. She obtained an M.B.A. in International Business and a baccalaureate degree in Marketing from DePaul 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.


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