Studying the Looping in early Childhood Public Education: A Multiple Case Study Analysis.

Studying the Looping in early Childhood Public Education: A Multiple Case Study Analysis. 

Title of Dissertation: Studying the Looping in early Childhood Public Education: A Multiple Case Study Analysis.

Author: Katherine Allsopp Thomas                

Problem

The author examined described how the looping cycle emerged and developed in public early childhood education and why the process is not more prevalent in early childhood public education. 

The Purpose, Participants, Methodology, Data Sources, and Conclusions

The purpose of the study was to describe the nature of the looping cycle for early childhood public education teachers and investigate why looping is not more prevalent practice in central Alabama public early childhood education. Existing literature on the impact of looping on student academic achievement was primarily quantitative and derived from standardized tests results. The purpose of this study was to describe the nature of the looping cycle for early childhood public education teachers and determine why looping is not more prevalent practice in central Alabama public early childhood education.

Purposeful sampling was used to select individuals and sites for this study. The researcher recruited six teachers from three separate elementary schools in Central Alabama to participate in the looping study. Interviews were the best source of data to collect information to describe the nature of the looping cycle. The participants also used a reflection journal to capture any information not included in the interview process. The researcher analyzed data within each single case and across other cases in different settings and contexts. Because the context is different for each case the researcher used a multiple case study approach to gain an understanding of the nature of the looping cycle and how this emerged and developed in early childhood public education.

Resources Relevance to Study

  Because this is a multiple-case study, the researcher utilized a cross-case synthesis to analyze the data collected in the study. One resource used by the author was Yin, R. K. (2009), to support the qualitative method used in the study. Yin (2009), states the need for case studies arises from the desire to understand a complex social situation within a context using a variety of data sources.

The second resource explained the relevance of purposeful sampling in data collection. According to Creswell (2007), purposeful sampling is used in qualitative research because select individuals and sites can purposefully inform an understanding of the research problem.

The third resource highlights the importance of supportive relationships between students, families and educators and their academic success. Howland. (2010) finds that looping environments support the development of nurturing relationships among teachers and families. This is important in urban settings where families may struggle financially and have limited access to resources necessary to make educational gains.

Teachers reported that relationships were the most significant part of the looping practice. The relationships formed during the looping cycle helped students, parents, and teachers to develop a sense of trust. Even though all participants reported a lack of knowledge about the practice of looping in early childhood public education educational settings, they indicated looping should be more prevalent and more of an option in early childhood public education. In addition, they felt looping was beneficial to specific special populations. The researcher also found the looping process emerged and developed between the first and second years in the looping cycle.

Fostering Supportive Learning Environments

This dissertation provided understanding the importance of supportive child-centered learning environments. I strive to have a willingness to adopt a new approach that may improve children’s learning. Developing trusting relationships with each child is the foundation for learning.

References

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Howland, A. (2010). The full purpose partnership model for promoting academic and socio-emotional success in school. School community journal, 20(1), 31-54.

Thomas, K. A. (2014). Studying the looping cycle in early childhood public education: A multiple case study analysis (Order No. 3668165). Available from ProQuest Dissertations & Theses Global. (1645769878). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search-proquest-com.ezp.waldenulibrary.org/docview/1645769878?accountid=14872

Yin, R. K. (2009). Case study research: Design and methods (applied social research methods). (4th ed.). Thousand Oaks, CA: Sage Public