School scheduling and at-risk students: Looped perspectives for academic support. Students are graduating without requisite skills needed for life beyond high school- or not graduating at all (Institute of Education, 2014; New American Education, 2014). How do current school scheduling models affect the learning of students for academic support? Does a looping model affect students’ academically or socially? This qualitative case study examines the perspectives of high school students who are at-risk in both looped and non-looped classes, as well as their teachers, through interviews, written reflections, and archival data. Findings include academic achievement, self-efficacy, and relationships with teachers, students, and the school community. Students who participated in a loop for purposes of academic support expressed deeper relationships with their teachers and perceptions of academic improvement and self-confidence.
|Commitee:||Medina, Adriana, O'Brien, Chris, Rickelman, Bob|
|School:||The University of North Carolina at Charlotte|
|Department:||Curriculum and Instruction|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Reading instruction|
|Keywords:||Academic success, At-risk, High school, Looping, School scheduling, Student perspectives|
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