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Source- Peer-reviewed

Abstract- In this study, the teachers are looking for mastery of each particular lesson. Students work at their own paced, but are unable to move onto the next unit until they have demonstrated mastery in that content area. In this study this is known as self-paced learning. It is a flexible classroom where students can still feel in charge of their own learning.

Findings-
This study showed that the students in these classes really felt impowered and in charge of their own learning. They were given the opportunity to retake sections until they have mastered that area, making the instruction unique to each student. They got the resources they needed to be successful in the classroom.

Citation- Sams, A., & Bergmann, J. (2013). Flip Your Students Learning. Retrieved May 30, 2018, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students-Learning.aspx

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Flipping a math content course for pre-service elementary school teachers

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Flipping a math content course for pre-service elementary school teachers

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Source- Peer-reviewed

Abstract- Pari, a pre-service elementary professor shared her experiences flipping a math course for pre-service teachers. These students received instruction outside of the classroom through videos or lectures. They worked on "homework" in the classroom, i.e. flipping the classroom around.

Findings- The study showed that the students were more engaged than previous classes that were not flipped classrooms. The students had more time for class discussions. In previous classes, the teacher was unsure if students were understanding the lesson, but with the flipped lesson she can see of students are grasping the concept or not.

Citation- Primus, 25(4), 369-380. doi:10.1080/10511970.2014.981902

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Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

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Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

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Source- Peer-Reviewed

Abstract- This study was conducted during a science class. The class was divided into two groups; one group followed a traditional class method while the other group had a flipped classroom. The groups had lessons on the same material, but the presentation was the main difference.

Findings: After looking over the data comparing the flipped classroom to the traditional classroom there was a significant difference. The flipped classroom performed significantly higher on average and they had a more favorable outlook on the classroom than students who had the traditional classroom. Students who were apart of the flipped classroom said their learning was individualized and and liked being able to pause, rewind and review the lectures at their own pace.

Citation- González-Gómez, D., Jeong, J. S., Rodríguez, D. A., & Cañada-Cañada, F. (2016). Performance and perception in the flipped learning model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom. Journal of Science Education and Technology, 25(3), 450-459. doi:10.1007/s10956-016-9605-9

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Source- Popular

Abstract- Dr. Joanne Meier, a former 2nd grade teacher wrote about flipped classrooms being a hot topic right now. She talked about how a flipped classroom is reversed from a traditional classroom, meaning students get the bulk of their instruction online while they use class time for applying the strategy they learned online. She mentioned that this really stated in the upper grades, but noted how beneficial it would be for elementary aged students. They could be introduced to a topic in class, study and explore it at home, then come back to class ready to apply what they have learned.

Findings- This was a popular source that did not include a study.

Citation- Meier, J. (2015, August 10). Flipping the elementary classroom. Retrieved May 30, 2018, from http://www.readingrockets.org/blogs/sounditout/55627

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Source- Popular

Abstract- Elementary students at Egan Junior High use Khan Academy to flip their classroom. The students do not get a typical lecture from their teacher, but instead get it from their flipped lesson. The teacher is able to monitor her students and can see the students data instantly and is able to see who she needs to conference with first to better meet their needs.

Findings- Ms. Cadwell found that having a flipped classroom definitely has its advantages. She noticed that students are not afraid to ask questions online like they are in the traditional classroom. She thought to have a successful classroom that she need to de-emphasized lecture and emphasized active problem solving, which she felt that a flipped classroom did. She quoted "Math is social now". This is a huge step in any classroom, getting students involved and engaged in the lesson.

Citation- Flipping the classroom. (2011, September 17). Retrieved May 30, 2018, from
https://www.economist.com/node/21529062

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Source- Popular

Abstract- Jon Bergmann wrote about how to get the most out of flipped classrooms. His intended audience was administrators, students, and parents. His goal was to open up parents minds about flipping the classroom. He thought that it would lend itself to more individualized instruction and a better education overall.

Findings- Bergmann found that flipped lessons were a great way for students to be in charge of their own learning. They are able to go at their own learning pace and decide when they need to pause or rewind. This also allowed the teacher more individual time with each student, as the introduction to skills was taught at home and online. He also found that parents are able to watch exactly how the teacher is presenting the material so there is no homework frustration.

Citation- Ingram, D., Wiley, B., Miller, C., & Wyberg, T. (2014). A study of the flipped math classroom in the elementary grades. Retrieved May 29, 2018, from https://conference.iste.org/uploads/ISTE2015/HANDOUTS/KEY_94297144/FlippedClassroomReportMarch212014.pdf

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What 'Flipped' Classrooms Can (and Can't) Do for Education

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What 'Flipped' Classrooms Can (and Can't) Do for Education

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Source- Practitioner

Abstract- This study was done by Johnstone, a middle school math teacher. He integrated flipped lessons into his classroom and was looking to see how effective they have been. He posts 4 lessons a week that is instructional material and uses class time to help students comprehend the material better.

Findings- Johnstone found that using flipped lessons for homework kept students more engaged. He even noticed some students were rewatching the lessons, something that could not happen in a typical classroom. Parent involvement also increased, as parents were also watching the videos to see what their child was doing. He noticed that while he only has about 70 students his videos were being viewed close to 150 times a night. I think that stands for itself; students are engaged and invested in the flipped lessons.

Citation- Graham, E. (2013). What ‘flipped’ classrooms can (and can’t) do for education. Retrieved May 29, 2018, from http://neatoday.org/2013/03/29/what-flipped-classrooms-can-and-cant-do-for-education/

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Study Assesses Effectiveness of Flipped Classroom Approach

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Study Assesses Effectiveness of Flipped Classroom Approach

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Source- Practitioner

Abstract- New York math teachers Amy Kilmer and Ed Ventry flipped their classrooms starting in 2013. Their goal was to have more time for instruction and problem solving face-to-face. They started the flipped classrooms in their math classes and it soon expanded to other subject areas.

Findings- 83% of students passed their Regents exam compared to only 71% of students in the previous year where they did not use the flipped classroom method. They saw a big jump in homework completion and even say changes in other subject's grades as they also began to integrate flipped lessons into their classrooms.

Citation- Granata, K. (n.d.). Study assesses effectiveness of. Study Assesses Effectiveness of Flipped Classroom Approach. Retrieved May 29, 2018, from http://www.educationworld.com/a_curr/case-studies-effectiveness-flipped-learning-classroom.shtml
https://goo.gl/Ihpz6j

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A Study of the Flipped Math Classroom in the Elementary Grades.

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A Study of the Flipped Math Classroom in the Elementary Grades.

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Source- Practitioner

Abstract-This study was created by four professors at the University of Minnesota. They studied 4th and 5th grade classrooms in their local public school system. They were looking to compare the effectiveness of flipped lessons vs. traditional face to face instruction and the extent of differences in students experiences of learning math in a flipped classroom vs a traditional classroom.

Findings- Teachers from these classrooms noticed that their students were excited about the flipped lessons, and therefore more engaged. Teachers used these flipped lessons to show the instruction before class and then used class time for experiments and practicing the material. Overall, 82% of students who participated in the study said it was easy to learn math using the flipped classroom and 18% said it was kind of hard to use the flipped classroom. Teachers reported that they planned to use the flipped lessons in future years and that they liked the flipped classroom.

Citation- Ingram, D., Wiley, B., Miller, C., & Wyberg, T. (2014). A study of the flipped math classroom in the elementary grades. Retrieved May 29, 2018, from https://conference.iste.org/uploads/ISTE2015/HANDOUTS/KEY_94297144/FlippedClassroomReportMarch212014.pdf