Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Autor/inn/en	Hodgson, Theodore R.; Cunningham, Abby; McGee, Daniel; Kinne, Lenore J.; Murphy, Teri J.
Titel	Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 5 (2017) 4, S.248-261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematics Instruction; Video Technology; Homework; Intervals; Comparative Analysis; Grade 9; Grade 11; Grade 12; Secondary School Students; Secondary School Teachers; Mathematics Teachers; Learner Engagement; Algebra; Secondary School Mathematics; Grade 7; Mixed Methods Research; Teaching Methods; Blended Learning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Hausaufgabe; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom research by assessing behavioral engagement in flipped and non-flipped settings using observational instruments in three precollege settings. Contrary to widely-reported results, this study found an increase in engagement in only one of the three observed settings. Analyses of the classroom contexts and teachers' actions in the three settings suggests that student engagement is not solely a function of instructional strategy (flipped versus non-flipped), but is also affected by student characteristics and teachers' skill and expectations. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01