Content Planning and Delivery in a Flipped Classroom: A Qualitative Examination

Autor/in	Oyola, Michelle
Titel	Content Planning and Delivery in a Flipped Classroom: A Qualitative Examination
Quelle	(2016), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Missouri Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-1703-2
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Blended Learning; Technology Uses in Education; Educational Technology; Elementary School Teachers; Teacher Surveys; Questionnaires; Teacher Attitudes; Interviews; Homework; Video Technology; Formative Evaluation; Student Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Lehrerverhalten; Interviewing; Interviewtechnik; Hausaufgabe; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The problem this qualitative case study addressed is the lack of a clear model for flipping all content planning and delivery in elementary classrooms. The purpose of this study was to create a model of how to flip all aspects of content planning and delivery in an elementary classroom. A total of 11 teachers were recruited to participate. All teachers completed a survey for background data, a questionnaire for behavioral and attitudinal data, and a letter of consent. Some teachers took part in one-on-one, open-ended interviews to provide further context, as well. The major findings of this study are as follows. When planning content in the flipped classroom, teachers should map objectives for entire units or other equally long increments. The implementation dates of these objectives should vary. Using data to make decisions, teachers should develop flexible student groups. Also, teachers should note which lessons will require at-home reinforcement. They should then create a video for parents to provide support for their children. When assessing student mastery in the flipped classroom, teachers should use more formative assessment as well as more reassessment of student mastery. During class time in the flipped classroom, teachers should arrange students in small groups or stations. This facilitates differentiation as well as personalization of instruction. Flipped education positively influences student achievement when it facilitates differentiation and re-teaching, increases student engagement, and encourages at-home involvement and reinforcement. The flipped approach can be used by teachers working with a high-need student population. Typically, teachers who choose to implement the flipped approach in their classrooms do so for most or all of their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01