https://padlet.com/kmullins5/y6h7sr8cuubw Research abstracts from Popular, Practitioner, and Peer-reviewed Sources en-us 2016-11-16 13:00:56 UTC 2025-04-06 12:24:21 UTC hello@padlet.com kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138048000 Source: Popular
Abstract:
In this article, the author is observing a 5th grade classroom teacher using Khan Academy to guide her instruction. The teacher uses Khan Academy to assign videos for students to watch outside of class, and then uses normal class time to help the students who have become stuck in the assignments. The instructor is able to determine who needs help from the data than Khan Academy offers to guide who needs instruction.

Findings:
The results from using this flipped atmosphere showed staggering positive results, but the author also emphasizes and discusses the value of a physical teacher being present to guide too.

APA Citation:
Flipping the Classroom. (2011, September 17). Retrieved November 16, 2016, from The Economist: http://www.economist.com/node/21529062

Link: http://www.economist.com/node/21529062

]]> 2016-11-16 13:12:15 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138048000 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138437508 Source: Peer-reviewed
Methods:
Quantitative

This quantitative study surveyed 58 teachers, elementary through high school grade levels, with varied years of teaching experience. Only 15 of the 58 teachers surveyed were knowledgeable about flipped instruction. Only 3 teachers of the 58 teachers were using flipped classroom instruction.
One was a high school math teacher, another a high school social studies teacher, and the last one an elementary teacher. Each of the three teachers used the flipped classroom strategy in varied ways due to technological restraints, but all of the teachers used the method of flipped instruction to guide their future instruction. For example the instructors could gain instant feedback from assignments and discussions from things done outside of class and use it to meet the needs of the individual student.

Findings:
The flipped classroom involves a great deal of additional work for the teacher and may be limited by technological resources, but all the instructors using flipped instruction reported an increase in engagement, increased scores, and a decrease of incomplete assignments. Students also felt that this instructional method provided increased support for problems and projects.

APA Citation:
Schmidt, Stacy M. P.; Ralph, David L. (2016). The Flipped Classroom: A Twist on Teaching. Contemporary Issues in Education Research, 9(1), 1-6.
Link:
http://files.eric.ed.gov/fulltext/EJ1087603.pdf]]> 2016-11-17 15:27:59 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138437508 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138572389 Source: Popular
Abstract:
In this article, the author discusses the value that flipped instruction can have on a student, but it also shares that if a student is not willing or the video lectures are not engaging then students would be unprepared for class, thus requiring you to lecture anyway. If further discusses that having a flipped classroom is not easy on the teacher, but actually it requires more from the instructor.

Findings:
While the trend may be to have flipped classes, teachers that choose to flipped their classes need to create high quality material that engages students, and have a plan for what to do during actually class time.

APA Citation:
Jawaharial, M. (2016, June 24). To Flip or Not to Flip? Retrieved November 17, 2016, from www.huffingtonpost.com: www/huffingtonpost.com/dr-mariappan-jawaharlal/to-flip-or-not-to-flip_b_7659758.html

Link:
http://www.huffingtonpost.com/dr-mariappan-jawaharlal/to-flip-or-not-to-flip_b_7659758.html


]]> 2016-11-17 21:35:53 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138572389 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138765861 Source: Popular
Abstract:
In this article, the author begins by describing flipped instruction, and the real benefit of flipping. The he moves to the three ways that flipping a classroom leads to student mastery: personalized learning, choice assessments, and standards based grading. The author stresses that while these items may seem the norm for many, even if the classroom in not flipped; he states the as a result of flipping the classroom these factors would become the norm for all instructors.

Findings:
Flipping the instructional aspect of teaching leads instructors to not only change the delivery of information, but also the format of grading, thus leading to a more accurate reflection of learning.

APA Citation:
NooNoo, S. (2016, August 15). 3 Ways the Flipped Classroom Leads to Better Subject Mastery. Retrieved November 17, 2016, from www.eschoolnews.com: http://www.eschoolnews.com/2016/08/15/3-ways-the-flipped-classroom-leads-to-better-subject-mastery

Link:
http://www.eschoolnews.com/2016/08/15/3-ways-the-flipped-classroom-leads-to-better-subject-mastery/

]]> 2016-11-18 17:04:07 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138765861 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138820480 Source: Practitioner
Abstract:
 In this article, the author describes what a flipped classroom looks like through a scenario, and further talks about what it is, how it works, who is doing it, why it is significant, what the downsides are, where is possible will lead, and the implications it could have for both students and teachers.

Findings:
The concept of flipped instruction is beyond just watching lectures outside of class, it is learning the basic skills and knowledge outside the classroom and applying it during normal class time, making it more relative to the student. However, on the instructor's side it will require more planning and preparation.

APA Citation:
7 Things You Should Know About... Flipped Classrooms. (2012, February). Retrieved November 17, 2016, from www.educause.edu: http://net.educause.edu/ir/library/pdf/eli7081.pdf

Link:
http://net.educause.edu/ir/library/pdf/eli7081.pdf]]> 2016-11-18 19:36:25 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138820480 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138838484 Source: Peer-Reviewed
Method(s):
 Quasi-experimental
Abstract:
In this study of 181 college freshman, students were given the freedom to choose their course format either traditional or flipped format. Due to an overwhelming number of interest in the experimental group, 143, the first 90 were taken and the remaining placed in the traditional class. To determine a baseline all students were given a pretest that. At the conclusion of the semester the students were given the same test, as well as interviews, to determine learning achievement differences.

Findings:
The findings from the study indicated that the students in the experimental group scored higher in learning achievement. While there was no difference between the groups in regard to interactions with peers and teachers, and discussions, the students in the experimental group however, did have opportunities for clarification and interactive learning experiences that thus increased their learning achievement.

APA Citation:
Sun, J. C.-Y., & Wu, Y.-T. (2016, January). Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms. International Review of Research in Open and Distributed Learning , pp. 79-99.

Link:
https://eric.ed.gov/?q=flipped+classroom+&pr=on&ft=on&id=EJ1090880

]]> 2016-11-18 21:13:18 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138838484 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138838698 Source: Peer-Reviewed
Method:
 Action Science Research Design

Abstract:
The researcher in this study conducted the project at a rural high school and had 42 Algebra 1 regular education classroom students with multiple diversities participating. Data was collected with a pre and post survey, as well as, through interviews and conversations with the classroom instructor and students. Students watched lectures and completed notes outside the normal classroom time and completed hands on real world applications using the content they had learning during normal class time.

Findings:
The results indicated that the participates responded favorably to the flipped classroom experience and increased in their engagement in class activities as apposed to their traditional counterparts. The participants in the study also expressed that the quality of instruction they received actually improved; however as far as academic achievement, both the flipped and traditional class had no distinct differences.

APA Citation:
Clark, K. R. (2015, January). The Effects of the Flipped Model of Instruction on Student Engagement and Performance. Journal of Educators Online , pp. 91-115.

Link:
https://eric.ed.gov/?q=flipped+classroom+&pr=on&ft=on&pg=2&id=EJ1051042]]> 2016-11-18 21:15:10 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/138838698 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/139091642 Source: Practitioner
Abstract:
In this article, the authors began by given a history of the flipped classroom model and why they were trying it out themselves. They make mention that one of the key reasons for trying it, is to see if student engagement and productivity actually does increase. Two different approaches to the flipped classroom were implemented for one unit of study to determine the impact on a student's education.

Findings:
The findings from there use of a flipped classroom model showed that it did not differ in the approach of the flipped, and students in both classes increased in engagement and the quality of mathematical work and constructive thinking.

APA Citation:
Moore, A., Gillett, M., & Steele, M. (2014, February). Fostering Student Engagement with the Flip. Mathematics Teacher , pp. 420-425.

Link:
http://www.nctm.org/Publications/mathematics-teacher/2014/Vol107/Issue6/Fostering-Student-Engagement-with-the-Flip/

]]> 2016-11-21 14:12:16 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/139091642 kmullins5 https://padlet.com/kmullins5/y6h7sr8cuubw/wish/139094204 Source: Practitioner
Abstract:
In this article, it suggests that even though there is not solid scientific research to support a flipped classroom does not mean teachers should not try it. It also states that the idea of flipping the classroom is growing each year, and that by using the flipped classroom aspect for instruction gives more time for teachers to interact with their students and offer effective feedback in a timely manner. While flipping the classroom may not be for everyone, neither is lecturing for every student. We all learn at different rates, and as teachers we need to be aware and respective of this trait.

Findings:
The findings in this article suggest that it is not the flipped model itself that increases student engagement and performance, but rather the interaction they are able to have with the teacher and the feedback given back in a timely manner. It also states that the flipped model may be having success due the way many students learn today, for example many students turn to the internet for information and instruction, and by having a similar format many students are more inclined to learn.
 
APA Citation:
Goodwin, B., & Miller, K. (2013, March). Research Says / Evidence on Flipped Classrooms Is Still Coming In. Educational Leadership , pp. 78-80.

Link:
http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

]]> 2016-11-21 14:18:20 UTC https://padlet.com/kmullins5/y6h7sr8cuubw/wish/139094204