Reflections On Multiage Looping: Building Relationships That Support Learning

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dc.contributor.authorFranceschini, Diane
dc.contributor.supervisorWiebe, Michelle
dc.date.accessioned2019-05-14T15:34:14Z
dc.date.available2019-05-14T15:34:14Z
dc.date.copyright2019en_US
dc.date.issued2019-05-14
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis project is a compilation and synthesis of qualitative and quantitative research on multiage looping (split grade classrooms where students spend two years with the same teacher) combined with the reflections from students, parents, teachers and the principal of my school, all of whom have experienced multiage looping in the last three years. Key findings revealed a strong correlation between the research and the feelings of the surveyed participants, suggesting that multiage looping builds strong connections and relationships which allow for the co-construction of learning opportunities amongst teachers and students. This encourages more personalized instruction that motivates students to take risks with their learning. The relationships developed with parents over the extended two year period of time also helps to create stronger, more supportive communities of learners.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/10876
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectmultiage
dc.subjectlooping
dc.subjectrelationships
dc.subjectcommunity
dc.titleReflections On Multiage Looping: Building Relationships That Support Learningen_US
dc.typeprojecten_US

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