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Looping as an Educational Practice in Deaf Education: A Grounded Theory Study
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Barnes, Yvonne Theresa Artis – ProQuest LLC, 2009
The current qualitative study, using a grounded theory approach, explores the benefits of looping as an instructional practice by comparing the success of deaf and hard-of-hearing students in looping classrooms to the success of hearing students in looping classrooms. Limited information is currently available about the success of looping as an…
Descriptors: Grounded Theory, Deafness, Educational Practices, Looping (Teachers)