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The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach

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The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach

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Source: Peer Review
Abstract: The purpose of this paper was to look into the professional learning of teachers implementing a flipped classroom approach. It took place within a two year action research project that engaged teachers in collaborative planning, implementation, observation and reflection. Data collection relied on interviews, teacher reflections , plan of action, and multimedia artefact.
Findings: The findings revealed that teachers with varying levels of subject area expertise, comfort with technology, and experience with teaching improved their practice by expanding their network.
Citings: Goodnough, K and Murphy, E (2017). Canadian Journal of Learning and Technology. Retrieved November 29, 2017. from http://eds.b.ebscohost.com.ezproxy.una.edu/eds/detail/detail?vid=3&sid=01b00127-9f4d-44c4-8498-727f3160790c%40pdc-v-sessmgr01&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d#AN=EJ1137648&db=eric

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Mathematics Teachers' motivations for, conceptions of, and experiences with flipped instruction 

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Mathematics Teachers' motivations for, conceptions of, and experiences with flipped instruction 

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Source: Peer Review
Abstract:  Flipped instruction in math classrooms are becoming more frequent. In this article, teachers were more motivated to flip classrooms based on their colleagues recommendations and potential benefits for students. Teachers discussed changed to their instruction as a result of transitioning to the flipped classroom.
Findings: The study investigated two teachers' motivations and conceptions and experiences with the flipped classroom. The findings show that teachers were more motivated to flip off of their colleagues recommendations and what most benefited the students.
APA Citations:
Zandra, D (2017).  Teaching and Teacher Education. Retrieved November 29, 2017. http://eds.b.ebscohost.com.ezproxy.una.edu/eds/detail/detail?vid=5&sid=5dc9abdb-bfe6-42e9-a99a-b314b8a4cfc8%40sessionmgr120&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d#AN=edsgcl.477168233&db=edsgao

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Effects of flipped instruction on the performance of high school students in mathematics 

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Effects of flipped instruction on the performance of high school students in mathematics 

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Source: Peer Review
Abstract: This study was done to determine the effects of flipped classroom in performance and attitude of high school students in math. The study was done specifically in regards to the pretest and posttest design. There showed significant gains on the comparison group for performance but no significant difference on the level of attitude. Overall, there is a very weak positive relationship that existed between performance and attitude.
Findings: The study showed that there was no significant difference on the level of attitude of the participants in terms of their confidence in learning mathematics by the flipped instruction method.
APA Citations:
Casem, R (2017) European Journal of STEM. Retrieved November 28, 2017. from http://eds.a.ebscohost.com.ezproxy.una.edu/eds/detail/detail?vid=5&sid=c49919a3-70ff-4261-9986-d93647aa3385%40sessionmgr4008&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d#AN=edsdoj.25904a9e05f419184ffb88fcbfdf43c&db=edsdoj

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The flipped classroom: for active, effective and increased learning-especially for low achievers 

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The flipped classroom: for active, effective and increased learning-especially for low achievers 

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Source: Practitioner
Abstract: Higher education has been pressured to shift towards student-centered teaching strategies. A study was done to examine the students' perception of flipped classroom and its methods. Low achiever reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool.
Findings: 240 students were examined and 180 students expressed a positive attitude to flipped classroom after the course. (75%)
APA Citations:
Nouri, J (2016) International Journal of Educational Technology in Higher Education. Retrieved November 28, 2017. from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0032-z

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Evaluation of a "Flipped Classroom" Approach in Management Education

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Evaluation of a "Flipped Classroom" Approach in Management Education

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Source: Practitioner
Abstract:  In this paper, the approach to using flipped classroom is evaluated. The results showed that students prepare better for lectures, are more satisfied with the course, and achieve slightly better grades. Fewer students actually received lower grades.
Findings:  Students were asked to complete an electronic survey. Forty-five students completed the survey. The analysis is conducted on three different databases. Most students supplemented their quantitative responses with sensible and interesting verbal comments. The overall impression is very well aligned with the quantitative results.
APA Citations: Bergfjord, Ole Jakob and Heggernes, Tarjei, Evaluation of a “Flipped Classroom” Approach in
Management Education, Journal of University Teaching & Learning Practice, 13(5), 2016. Retrieved November 26, 2017, from https://files.eric.ed.gov/fulltext/EJ1124429.pdf

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Source: Popular
Abstract:  In this blog post, Mary Beth Hertz talks about what the flipped classroom is and what are the pros and cons of it. What makes it work in the classroom and why does it not work? Hertz shares that in her reflections the reason it works is because students can now move at their own pace, they can review when they need to, and the teacher is more able to work one on one with students. Her reasoning for why it doesn't work is similar to most. We still have a majority of our students who live in rural or urban areas with no computer and internet access. Also, if everyone starts flipping their classrooms, the students will end up sitting in front of a screen for hours every night watching the required videos.
Findings: Popular sources may not involve a study and not include findings.
APA Citations: Hertz, M (2012). The Flipped Classroom: Pro and Con. Retrieved November 26, 2017. from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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Source: Practitioner
Abstract: In Tucker's study on the flipped classroom, he finds that it's not the instructional videos on their own but how they are integrated into an overall approach that makes the difference. He also talks about how the traditional classroom interactions are also flipped. You are able to spend more time with the struggling students who no longer give up but will work through the challenging problems while in class.
Findings: For over a decade, dozens of colleges have successfully experimented  with similar ideas across math, science, English, and many other disciplines. NCAT's (National Center for Academic Transformation) increasingly body of practice shows that course redesigns lead to improving learning.
APA Citations:
Tucker, B (2017).  The Flipped Classroom.  Retrieved November 26, 2017 from  http://educationnext.org/the-flipped-classroom/

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A Path to Successful Flipped Instruction and Two Easy Ways to Get Started 

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A Path to Successful Flipped Instruction and Two Easy Ways to Get Started 

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Source: Popular
Abstract: Cassandra Knutson is a high school chemistry teacher that explains how she has used flipped instruction in the classroom and how it works best for her. She explains how she flipped her understanding of how it works and after she changed her outlook on what it truly meant to "Flip a classroom" she was able to really become more effective with flipping in her classroom. She really talks about how true flipped instruction focuses on lower level  learning to save time for higher level learning while in the classroom.
Findings: Popular sources may not involve a study and may not include findings.
APA Citations:
Knutson, C, (2016). A Path to Successful Flipped Instruction and Two Easy Ways to Get Started. Retrieved November 26, 2017, from https://www.schoology.com/blog/a-path-to-successful-flipped-instruction-and-two-easy-ways-to-get-started

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What is Flipped Instruction? Theoretical and Practical Foundations 

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What is Flipped Instruction? Theoretical and Practical Foundations 

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Source: Popular
Abstract: This blog post explains what makes a classroom a "flipped" classroom.  Most higher education classrooms have been leaning towards some sort of flipped classroom for some time now. What determines the "flippedness" of a course ? Examples such as class community, instructional strategies, learning activities, and environment. Connections to theories and models are also supported by flipped strategies. Some of these include learning-by-doing and learning as participation in practice. Because the spectrum of "flipped Instruction" is so broad, it's likely that many instructors are participating in the movement without knowing it.
Findings: Popular sources may not involve a study and may not include findings.
APA Citations:
Instructional Technology Group (ITG) 2015. What is flipped instruction? Theoretical and practical Foundations. Retrieved November 26, 2017, from https://blogs.brown.edu/itg/2015/09/what-is-flipped-instruction-theoretical-and-practical-foundations/