Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Flipped classrooms; Teachers--In-service training;
Abstract
This action research study was designed to implement flipped classroom professional development for high school teachers, and investigate whether the flipped professional development could be transferred from the teacher learning into student learning. Over three months the teachers' flipped professional development covered the flipped classroom model, differentiated group work, and the technologies needed to flip a lesson. Each of the seven participants created and delivered three flipped lessons in their classrooms. The major findings suggest that the flipped learning skills were transferred from professional development to practice (with the aid of instructional coaching.) Recommendations for further professional development on classroom expectations and more technology tools are presented. In conclusion, the flipped model skills can be transferred into the classroom setting.
Year of Submission
2016
Degree Name
Master of Arts
Department
Department of Curriculum and Instruction
First Advisor
Ping Gao
Date Original
2016
Object Description
1 PDF file (49 pages)
Copyright
©2016 Alison J. Sauer
Language
en
File Format
application/pdf
Recommended Citation
Sauter, Alison J., "The transition of flipped instruction : from professional development to classroom" (2016). Graduate Research Papers. 698.
https://scholarworks.uni.edu/grp/698
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Teacher Education and Professional Development Commons
Comments
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