An Inquiry into Flipped Learning in Fourth Grade Math Instruction

Autor/inn/en	D'addato, Teresa; Miller, Libbi R.
Titel	An Inquiry into Flipped Learning in Fourth Grade Math Instruction
Quelle	In: Canadian Journal of Action Research, 17 (2016) 2, S.33-55 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Blended Learning; Educational Technology; Homework; Technology Uses in Education; Teaching Methods; Video Technology; Grade 4; Mathematics Instruction; Elementary School Mathematics; Action Research; Research Projects; Socioeconomic Status; Disadvantaged Youth; Observation; Reflection; Student Surveys; Parent Surveys; Research Methodology; Likert Scales; California + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Projektforschung; Forschungsvorhaben; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; Beobachtung; Schülerbefragung; Research method; Forschungsmethode; Likert-Skala; Kalifornien
Abstract	The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations, teacher reflections and surveys from both parents and students. Findings indicated that a flipped learning methodology shifted the role of the teacher to that of a classroom facilitator. Flipped learning also created an engaging instructional environment, which afforded students the opportunity to experience a greater sense a responsibility over their learning process. While parents responded to flipped learning in mixed ways, they overall reported positive changes in their children as a result of the shift in instructional methods. Conclusions and implications for practice are discussed. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01