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Flipped classrooms: How secondary in...

Offerman-Celentano, Alison.

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Flipped classrooms: How secondary instructors and administrators define and implement flipped instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Flipped classrooms: How secondary instructors and administrators define and implement flipped instruction./
Author:	Offerman-Celentano, Alison.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	336 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10668954
ISBN:	9780355348934

Flipped classrooms: How secondary instructors and administrators define and implement flipped instruction.
Offerman-Celentano, Alison.

Flipped classrooms: How secondary instructors and administrators define and implement flipped instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 336 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.

Flipped instruction has been growing in popularity in secondary schools across the country (FLN, 2014) yet most empirical studies have been done at the undergraduate level. This study examines the extent to which flipped instruction is being implemented in secondary classrooms, how teachers perceive flipping in their classrooms according to other formats, how instructors and administrators identify the use of flipped lessons in their classrooms and finally, to what extent teachers have shifted their pedagogical to incorporate other non-traditional practices. The participants in this study are secondary school teachers grades 6-12 (n=236) from across the United States and abroad. The participants are 60% female and have teaching experience spanning from 1 year to greater than 25 years. Most participants are from public (non-charter) schools and teach science and mathematics. This is an explanatory sequential mixed methods study using an adapted survey instrument and semi-structured interview data. The survey data was analyzed using IBM SPSS 24 and the interview data was analyzed using NVivo Pro 11. Cronbach's alpha was used to determine the scale reliability of the survey data (.940) and a principal component analysis revealed six factors to analyze within the revised community of inquiry framework. Each non-demographic survey item (n=36) was analyzed on a five-point Likert scale where the mean, median and mode were calculated. There was wide agreement that flipped classrooms have changed the way instruction is approached in the classroom, with more teachers individualizing and personalizing instruction. Teachers are differentiating more and students have increased self-determination to absorb content at their own pace and to have choice in expressing their content knowledge. Secondary teachers are using similar formats to implement flipped instruction, assigning videos for students to watch at home accompanied by notes and/or questions, followed with application-style activities in the classroom. While there is some agreement that instruction has become more student-centered and that teachers are implemented a more inquiry-based, constructivist approach, this was not universal and may evolve over time as more teachers continue to flip their instruction. The potential is there for an increase in non-traditional pedagogical practices and the implementation of the mastery, self-paced style with support of administrators and professional networks with increased professional development.

ISBN: 9780355348934Subjects--Topical Terms:

2122779
Secondary education.

Flipped classrooms: How secondary instructors and administrators define and implement flipped instruction.
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