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Source: Popular
Abstract: The flipped classroom model can provide students time in class to participate in project based learning activities.  They can watch short videos at home and free up class time to engage in projects.  Project based learning and the flipped classroom complement each other.
Findings: There were not any findings in this popular article.
APA Citation: Miller, A. (2014). 5 Tips for Flipping Your PBL Classroom. Edutopia. Retrieved 27 November 2017, from https://www.edutopia.org/blog/5-tips-flipping-pbl-classroom-andrew-miller

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Source: Popular
Abstract: The flipped classroom provides multiple pathways to gain knowledge and understanding and new learning opportunities can emerge.  The flipped classroom can be implemented as a spinning instead of flipping approach where students accessed the materials at school instead of at home.
Findings:  There were not any findings in this popular article.
APA Citation: Holland, B. (2013). The Flipped Mobile Classroom: Learning "Upside Down". Edutopia. Retrieved 27 November 2017, from https://www.edutopia.org/blog/flipped-classroom-learning-upside-down-beth-holland

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Source: Popular
Abstract: Flipped instruction is being implemented due to a dissatisfaction with the traditional lecture in chemistry classes. Most lecturers don't identify with the typical model and need some form of engagement or activity during a lecture.
Findings: The study found that students who withdrew during a lecture model stayed on course more with the flipped approach.  It was noted that high performing students still do well with the flipped approach, while students who tend not to get good marks improved their performance as much as one letter grade.
APA Citation: Seery, M. (2015). What does research say about flipped teaching?. Education in Chemistry. Retrieved 26 November 2017, from https://eic.rsc.org/analysis/what-does-research-say-about-flipped-teaching/2010163.article

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Source: Practitioner
Abstract: The flipped classroom is compared to Blooms Taxonomy.  The lower levels of cognitive work such as gaining knowledge and comprehension are happening outside of class.  The higher forms of cognitive work that involve application, analysis, synthesis and evaluation are taking place in class where the students have the support of their peers and their instructor.
Findings: During the twelfth week of the semester, one section was “flipped,” with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses. Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class. The students completed a multiple choice test . The flipped classroom resulted in an average score of 74 where as the regular classroom averaged a 41.
APA Citation: Flipping the Classroom. (2017). Vanderbilt University. Retrieved 27 November 2017, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

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Source: Practitioner
Abstract: Jonathan Bergmann and Aaron Sams began the flipped classroom because they began to notice they could not find the time to reteach lessons to absent students. Bergmann and Sams are Woodland Park High School chemistry teachers.   The core idea is to flip the common instructional approach where teacher created videos can be accessed from home in advance of class.
Findings:  The absent students appreciated the opportunity to see the lesson they missed in class but it was also found to be beneficial for the students who had not missed class. The online material was used to review and reinforce classroom lessons for all students.  It has also been found that an effective flipped classroom can't just be the instructional video but how it is integrated into the overall approach such as notes, questions, etc.
APA Citation: Tucker, B. (2011). The Flipped Classroom - Education Next. Education Next. Retrieved 26 November 2017, from http://educationnext.org/the-flipped-classroom/

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Source: Practitioner
Abstract: The flipped classroom seems to be catching on.  The lack of hard scientific evidence doesn't mean teachers should not flip their classrooms; indeed, if we only implemented strategies supported by decades of research, we'd never try anything new.
Findings: To date, there's no scientific research base to indicate exactly how well flipped classrooms work. But some preliminary nonscientific data suggest that flipping the classroom may produce benefits. In one survey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes; and 99 percent said they would flip their classrooms again next year.
APA Citation: Educational Leadership:Technology-Rich Learning:Evidence on Flipped Classrooms Is Still Coming In

Educational Leadership:Technology-Rich Learning:Evidence on Flipped Classrooms Is Still Coming In . (2017). Ascd.org. Retrieved 26 November 2017, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

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Source: Peer Reviewed
Abstract:  This study used both qualitative and quantitative data.  The study used pre-test, post-test data, questionnaire survey, student interviews, and teacher interviews to gather the data from the study.  The study was conducted on 12th grade math students.
Findings: The students reported that the flipped approach facilitated their learning.  The students also reported that the flipped classroom was more engaging than the traditional classroom.  The pre test and post-test showed significant gains in both studies.  The use of the flipped classroom is effective with both under performing and high performing students.
APA Citation:

Electronic Resource Login . (2017). Eds.a.ebscohost.com.ezproxy.una.edu. Retrieved 27 November 2017, from http://eds.a.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=8&sid=c91ce50c-4db0-4a50-bc47-c7c62c0191fa%40sessionmgr4008

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Source:
Abstract: The purpose of this action research was to investigate the implementation of the flipped classroom model to determine if the flipped model can improve students' learning outcomes and lead to better use of classroom time.  This study looks at primary grades adopting the flipped classroom in social studies classes.  This was an action research study that took place over 1 years time.  The participants of the study were 49 eleven–year old students who attended the “Roman and Byzantine
History” course at the Greek – French “Jeanne d’ Arc” Primary School in Greece in two different classes of Grade 5.
Findings: Regarding students’ learning outcomes, the data showed that the flipped classroom model had a low positive impact on developing students’ traditional historical content memorization achievement scores between the two groups. This means that both study groups had similar learning outcomes in historical content memorization although the students of the control group spent significantly more classroom time with teacher’s lectures compared to the
students of the experimental group who spent no time for live lectures during classroom-based face-to-face sessions.   Overall no statistical significance was evident between the groups.
APA Citation: Electronic Resource Login . (2017). Eds.b.ebscohost.com.ezproxy.una.edu. Retrieved 27 November 2017, from http://eds.b.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=3&sid=dcbf6431-b349-440a-9c04-2506ecdfc550%40sessionmgr101

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Source: Peer Reviewed
Abstract:  This study examined the effectiveness of the flipped classroom model focusing on the learning environment,  learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the Mathematics Achievement Test (MAT) and Course Interest Survey (CIS). A pretest post-test quasi-experimental design was employed for this study. A total of 82 high-school students participated in this study, divided into experimental and control groups. The experimental group (41) was taught trigonometry using the flipped classroom method, while the control group (41) was taught by traditional teaching methods.
Findings: The statistical results of this study indicated that students in the experimental
group outperformed in the post-test than the control group. This suggests that the flipped classroom environment
improved learning achievement of the students in the experimental group.
APA Citation: Electronic Resource Login . (2017). Eds.b.ebscohost.com.ezproxy.una.edu. Retrieved 27 November 2017, from http://eds.b.ebscohost.com.ezproxy.una.edu/eds/detail/detail?vid=8&sid=dcbf6431-b349-440a-9c04-2506ecdfc550%40sessionmgr101&bdat