(Re) imagining where no child is left behind the relationships and experiences of a looped classroom
On January 7th, 2001 the No Child Left Behind legislation was signed into law by George W. Bush. The crux of this legislation revolves around increasing modes of accountability in order for schools to account for the educational learning of every student. This concept of accountability and standards however has equated into high levels of standardized testing and traditional modes of teaching essentially perpetuating a system that eliminates other equally important environments for social and emotional learning. This qualitative study investigates the atypical practice of looping in an effort to highlight the interconnectedness and effectiveness of the academic, social and emotional process of learning. Looping is a structure that enables the development of long lasting relationships for both the teacher and the students through the course of a child's holistic development. The importance of this study lies in its ability to examine how students achieve and experience education in a very different structure than that of a traditional classroom. This study on the practice of looping in one middle school in a high-needs setting in the Bronx from 1995 to 1999 investigates the implications that one innovative educational practice had on a particular group of students both during its initial implementation and as a prospectus for long-term effects for minority students in urban areas. While studying the practice of looping, many related categories began to play a role in my framework for understanding and learning including the importance of middle school education and the trajectory of life cycles for teachers. My story offers a lens for understanding how alternative classrooms structures can be both academically effective and personally meaningful for students. The telling of my story serves as a vehicle for understanding the larger conceptual life cycle many teachers progress through. Finally, my story offers a lens for understanding how alternative classrooms structures can be both academically effective and personally meaningful for students and teachers in an educational arena where the NCLB legislation initially intended to promote growth and change over time are ironically working in opposition to that goal.
Adviser: Ruth Vinz. Thesis (Ed.D.)--Teachers College, Columbia University, 2006. Electronic reproduction.Ann Arbor, MI :ProQuest Information and Learning Company,2006.System requirements: Adobe Acrobat Reader.Available via World Wide Web.Digital version of: (Re) imagining where no child is left behind : the relationships and experiences of a looped classroom.
- Language: eng
- Physical Description: 232 p.
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