loop

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References in periodicals archive ?
Principals of the elementary schools that used looping in the 1999-2000 school year were surveyed.
All teachers in the school system who were involved in looping were surveyed.
It should be noted that it was not possible to select teachers randomly for participation in looping, nor was it possible to assign teachers or students randomly to looping and non-looping classes.
The comparison of academic achievement for students in the Looping Sample and their counterparts in the Matching Sample was based on the results of the norm-referenced part of the FCAT administered in March 2000.
A paired-sample t-test was performed to determine whether the students in the Looping Sample, as a group, scored significantly higher on the reading comprehension section of the FCAT than did students in the Matching Sample.
Furthermore, the students in the Looping Sample consistently outperformed the students in the Matching Sample on the reading comprehension section of the FCAT across the different grade levels that the samples comprised.
It can be seen that students in the Looping Sample on average have substantially higher percentile scores than do their counterparts in the Matching Sample.
The mathematics applications section of the norm-referenced part of the FCAT was used to make academic achievement comparisons for students in the Looping and Matching Samples.