Looping: The Cognitive, Social and Emotional Impacts

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Looping: The Cognitive, Social and Emotional Impacts

HISTORY OF LOOPING

WALDORF

THE TEACHER'S WORK Armon (1997)

self-reflection

CHILD-CENTERED APPROACH

HUMANISTIC EDUCATION

MORAL EDUCATION

THE HUMANISTIC APPROACH

Carl Rogers

Maslow

Implication for social change Gregory (2009)

moral education Veugelers (2011)

Khatib et al. (2013)

Weinstein and Fantini Model

Social

Eliminating Hidden Curriculum

Modelling Leadership skills Bowman (2013)

Sense of community

Trust

facilitation of social construct of knowledge Themes in Education

time spent on developing social skills Themes in Education

reduced apprehension about new school year Themes in Education

Emotional

supporting Mental Health

nsvigsting children's social worlds Dobransky&Frymeir (2004)

motivational perspectives Dobransky&Frymeir (2004)

attachment perspectives Dobransky&Frymier (2004)

Trust Themes in Education Dobransky&Frymier(2004)

Stability Lindsay et al. (2008)

Reducing the feeling of alienation Lindsey et al. (2008)

relational self-worth Ryan et al.(2013)

Academic

Language Arts achievements Cistone &Shneyderman (2004) Gregory (2009)

mathematics achievements Cistone and Shneyderman (2004) Franz et al.(2010) Gregory (2009)

attendance Cistone&Shneyderman (2004)

knowing the students Lindsay et al. (2008)

Intimate classroom environment Lindsay et al. (2008)

diverse academic needs of AFrican American students (Lindsay et al. (2008)

regaining academic interest Franz et al. (2010)

student-teacher familiarity Hill& Jones (2018)