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Source: Practitioner
Abstract: Byron Public schools were low on funding not allowing funds for new math textbooks. The math department works together to create their own version of a math book online based on student needs. The took much of the teacher time to prepare for the upcoming school year. By the end of the year, their videos were successful and the school was able to receive $546,294 operating levy per year for the next six years.
Findings: The math mastery went from 29.9 percent in 2006 to 73.8 percent in 2011.ACT scores have also risen from an average composite score of 21.2 (on a scale of 36) in 2006 to 24.5 in 2011. In 2011 86.6 percent of Byron's seniors will have completed four or more credits of math.
APA citation: Inside the flipped classroom -- THE Journal. (2018). THE Journal. Retrieved 28 May 2018, from https://thejournal.com/Articles/2012/04/11/The-flipped-classroom.aspx?Page=3

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Source: Practitioner
Abstract: Jonathan Bergmann and Aaron Sams started videoing lessons for students that were absent. They did this because they did not have time to reteach the lesson. Once they posted the videos they had several students other than the ones absent watching them. Bergmann is now able to spend more time with struggling students. The flipped classroom is building better relationships, greater student engagement, and higher levels of motivation.
Findings: Struggling students are now working through challenging problems they gave up on prior to the flipped classroom. Advanced students have more freedom to learn independently.
APA citation:Tucker, B. (2011). The flipped classroom - Education Next. Education Next. Retrieved 28 May 2018, from http://educationnext.org/the-flipped-classroom/

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Teacher Use Flipped Classroom Tech to Make the Most of Student-Teacher Time

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Teacher Use Flipped Classroom Tech to Make the Most of Student-Teacher Time

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Source: Practitioner
Abstract: English teacher Cheryl Morris decide to stop sending her seventh graders home with work that they most needed support. She now makes videos for her class to access at home or in the class of herself discussing and reading assigned texts. Students then have the opportunity to do the reading on their own or watch the video.
Finding: According to department benchmarks, since Morris flipped her classroom the failure rate among her students has dropped from around 10 or 15 percent to zero.
APA citation: Peterson. (2015). Teachers use flipped classroom tech to make the most of student-teacher time. Technology Solutions That Drive Education. Retrieved 28 May 2018, from
https://edtechmagazine.com/k12/article/2017/03/teachers-use-flipped-classroom-tech-make-most-student-teacher-time

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Mizzou researchers study effectiveness of 'flipped' classroom instruction

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Mizzou researchers study effectiveness of 'flipped' classroom instruction

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Source: Popular
Abstract: Math teacher Lauren Coale has decided to have a flipped classroom. Her students watch videos at home leaving class time to guide and help her students through practice. Her students are able to move at their own pace to master the concept. Coale stated that the flipped instruction was a little stressful and did take some time to prepare.
Findings: Popular sources may not involve a study and may not include findings.
APA citation: Delaney, R. (2018). Mizzou researchers study effectiveness of &#039;flipped&#039; classroom instruction.News.stlpublicradio.org. Retrieved 28 May 2018, from http://news.stlpublicradio.org/post/mizzou-researchers-study-effectiveness-flipped-classroom-instruction#stream/0

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Source: Popular
Abstract: Flipped Instructions main purpose is to focus the teachers time on student needs and not on lectures. The following are pros of flipped classrooms: 4at’s going on, and if done properly it can be more efficient. Where there is a pro there are also a few cons. The cons of a flipped classroom: Students have more control,it promotes student-centered learning and collaboration,lessons and content are more accessible (provided there is tech access),easier for parents to see what’s going on,and it can be more efficient if done correctly. The cons of flipped instruction:it can create or exacerbate a digital divide, it relies on preparation and trust, there is significant work on the front-end, not naturally a test-prep form of learning, and time in front of screens–instead of people and places–is increased. Flipped classrooms can be effective if correctly addressed and assembled.
Findings:Popular sources may not involve a study and may not include findings.
APA citation: 10 Pros and cons of a flipped classroom. (2013). TeachThought. Retrieved 28 May 2018, from https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/

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Source: Popular
Abstract: Shelley Wright had a flipped classroom that overtime faded out. Her students start out by watching her video lecture and then started to branch off and find learning tools on their own. The students found ways of learning that best fit their individual need. Wright stated that she is no longer using flipped instruction because a lecture is still a lecture with in person or on a video. She states that her students learn the best learning how they want to learn whether it be textbook, computer, paper, and pencil, or whatever their preference may be.
Findings: When students own their learning, then deep, authentic, trans-formative things happen in a classroom. Students learn best in their own way.
APA citation: Wright, S. (2012). The flip: End of a love affair. Powerful Learning Practice. Retrieved 28 May 2018, from http://plpnetwork.com/2012/10/08/flip-love-affair/

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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Source:Peer Review
Abstract: In this research study both quantitative (a pre- and post-survey and a teacher-created unit test) and qualitative data ( student interviews, a focus group session, and notes documented in the researcher’s journal)were collected and analyzed. This study includes 42 ninth grade students who were enrolled in Algebra I courses. At the end of the flipped lesson, the students took a unit test that was grade based on district scales. Twelve students were then selected at random for an interview to discuss the experience with flipped instruction.
Findings: The pre and post survey show no significant difference between flipped and traditional instruction. The test score also showed no significant difference. Flipped 80.38 and traditional 80. However, the students in the flipped instruction did say that it encouraged active engagement and increased the participation.
APA citation: Clark, K. (2015). The effects of the flipped model of instruction on student engagement and performance in the econdary mathematics classroom. Journal Of Educators Online, 12(1), 91-115. Retrieved from https://eric.ed.gov/?id=EJ1051042

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Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies 

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Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies 

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Source: Peer Review
Abstract: In this study quantitative results where used the teacher used group discussion and let students continuously think about what they had learned. For the first stage, the students watch a teacher made a video before class and answered the designated questions to be used later in the lesson. In the second part, the teacher reviewed the important materials for 15 minutes. In the last stage each group comes up with the results and the teacher gives them feedback.
Findings: Through the flipped instruction students academic performance, learning confidence, problem-solving ability, and being able to be responsible increase.
APA citation:Hwang, G., Lai, C., & Wang, S. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal Of Computers In Education, 2(4), 449-473. doi:10.1007/s40692-015-0043-0

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Building a Cooperative Learning Environment in a Flipped Classroom

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Building a Cooperative Learning Environment in a Flipped Classroom

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Source:Peer Review
Abstract:  A qualitative study through online activities, quizzes, and written work was done to determine the effectiveness of flipped instruction. The students had to complete the following 5 milestones:  1. Team and Project Selection Memo, 2.Initiating and planning, 3.Project proposal,  4.Monitoring, controlling, and executing, 5.Group presentation and project close-up. The students had to work collaborative with their peers to accomplish the tasks.
Findings: Based on the written evaluation the students thought the combination of flipped classroom and collaborative learning was very valuable. Students also learned technical skills and project management.

APA citation: Electronic Resource Login . (2018). Eds.b.ebscohost.com.ezproxy.una.edu. Retrieved 27 May 2018, from http://eds.b.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=1&sid=b17bcad9-74d3-4fe2-8051-9fe7d207ede5%40sessionmgr102