Download or read book The Effects of Flipped Learning on Middle School Students Achievement with Common Core Mathematics written by Jared Montgomery and published by . This book was released on 2015 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common Core State Standards (CCSS) has caused K-12 math teachers to search for new pedagogical strategies to instruct their students. This study investigated whether a popular learning environment called flipped learning is a valuable instructional technique to be used with a seventh grade CCSS's math curriculum that emphasizes problem-based learning. Flipped learning is a form of blended learning that combines information and communication technology with instruction that switches the focus of the classroom instruction from one that is teacher-centered to one that is student-centered. Literature is limited with flipped learning being integrated in a K-12 math classroom. However, literature suggests that flipped learning and California CCSS Mathematics Framework share a commonality based on technology-supported learning, student-centered instruction and problem-based learning activities. This study used a quasi-experimental methodology with a repeated measures design to compare the effects flipped learning had on a group of middle school students' academic achievement in a seventh grade CCSS math class. The two cohorts' (control and intervention group) results from three measures (pre-test and two post-tests) were analyzed using three analyses: difference in average scaled scores, Repeated Measures Analysis of Variance, and t-tests to determine if there was a difference in performance. Though the findings show the effects of flipped learning were insignificant; the results from this study still suggest that flipped learning is equally an effective learning environment for student-centered instruction and/or blending other learning environments for K-12 teachers.
Download or read book Effects of flipped classroom instruction on middle grade students mathematics achievement written by Aubree Marian Williams and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Flipping a Middle School Classroom on Student Achievement written by Dee Metcalf and published by . This book was released on 2015 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact the flipped teaching model had on student achievement at the middle school level as well as examine student perception of the learning experience. Eighty-five students, 4 classes, were taught the same math material with two groups receiving instruction using the flipped model and two groups receiving instruction using the traditional classroom model. Pre- and post-assessment data were collected from each group to measure student achievement. Each class also had data collected from exit slips as well as homework scores. A survey was also administered to the flipped classes to measure students' attitudes toward and perceptions of the learning experience. The results demonstrated that the treatment group had statistically significant higher levels of achievement on exit slip scores, homework scores and the change from the pre- to post-test scores. However when controlling for existing differences between groups, no significant differences were found. The results also demonstrate that there was no interaction between treatment and English Learner (EL) status on post-test scores, exit slip scores and homework scores, but that ELs performed at lower levels than non-ELs on the post-test and homework. Results on the student survey indicated the flipped model of instruction had an overall favorable impact on student perception during the flipped classroom learning experience.
Download or read book Analyzing Middle School Students Mathematical Understanding written by Paige Rosprim and published by . This book was released on 2021 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This explanatory sequential mixed methods study investigated the use of a flipped classroom model in a middle school mathematics classroom. The flipped classroom was implemented over the course of one semester in an effort to reach the needs of all students including gifted and talented, special education, and English language learners. The flipped classroom is a form of learning where instruction and technology are combined to foster a student-centered learning environment. This study gathered data from student test scores over two semesters, one semester with a traditional classroom format and the second semester with a flipped classroom approach. A survey was administered to students to gather perceptions about the flipped classroom regarding instruction. Survey results showed positive and negative perceptions of the flipped classroom. The findings of this study show the effects of the flipped classroom were statistically insignificant for all student groups. The flipped classroom was successful for the gifted and talented group but not the other student groups.
Download or read book Flipped in the Middle written by Danielle Haslauer and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Flipped Instruction on Middle School Mathematics Achievement written by Amanda Grace Martin and published by . This book was released on 2015 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Flipped Learning in the Sixth grade Mathematics Classroom written by Angela Flick and published by . This book was released on 2019 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Flipped Instructional Method on Sixth Graders Mathematics Learning written by Darren Ripley and published by . This book was released on 2015 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a widely held belief among stakeholders in the field of mathematics education that we as a nation are losing ground when it comes to educating our students. In the past, technology has been used by educators to augment student learning. However, as we move deeper into the twenty-first century, the role of technology is beginning to change from that of supporting instruction to actively teaching students. Classroom flipping is an example of how technology can be used in this manner, and it has been posited that it could change the educational landscape forever. Classroom Flipping is the practice of taking direct instruction and moving it from the group learning environment to the individual learning environment (Mussalam, 2012). The concept of classroom flipping is a relatively new idea in the field of education, but is becoming increasing prevalent in the educational lexicon, as well as the research literature. Recent surveys in the field demonstrate an increase in the number of teachers, administrators and stake holders who are interested in the practice and believe it is a valid teaching method that will, for many content areas, become the preferred method of content delivery. Research in the field at the secondary and post-secondary level is becoming more readily available; however there has been very little published research at the elementary level. Research at this level is fraught with ethical, legal, and logistical difficulties. As traditional experimental methods are not always practical to educators and researchers, this study explored the use of a statistical method known as Propensity Score Matching (PSM). PSM enables researchers to use data from observational studies to create a “quasi-experimental” setting that mimics a randomized controlled trial in order to determine treatment effects (Rosenbaum and Rubin, 1983). PSM also has been shown to reduce the biases known to plague observational studies when attempting to use them to determine treatment effects. PSM relies heavily on the ability of users to establish covariate balance through the use of propensity scores, and this dissertation will provide readers with the criteria by which researchers can ensure covariate balance. For this study, statistical and graphical tools were used to determine that a 1:5 treatment to control group ratio, without replacement of control subjects, and with a .1 caliper distance used to match control units was optimal for the purposes of matching subjects. Second, utilizing PSM, this study determined that there were no statistically significant differences between the learning outcomes of sixth graders who have received a flipped learning experience and those who haven’t on a standardized assessment. This study utilized the data from a teacher in the Washoe County School District (WCSD) known to have used the flipped learning method with her sixth grade math students and compared their learning outcomes on the Math Criterion Reference Test (CRT) to other sixth grade students who did not receive flipped instruction in their sixth mathematics classes. Third, this study used survey responses from WCSD teachers who have flipped their math and science classes to explore their perceptions of (a) what constitutes a flipped classroom, (b) how student performance has changed as a result of flipping their classes, and (c) how their roles as educators has changed as a consequence of flipping their classes. The survey results showed that teachers’ beliefs about what constitutes a flipped classroom is consistent with the literature. They also believe that student performance has improved as a result of flipping their classes. Lastly, they believe their roles as educators have changed into more collaborative roles, where they are able to spend more time and explore deeper concepts with their students. This study will add to the growing body of literature around classroom flipping and Propensity Score Matching in educational research. Ideally, educational researchers will use this study as a starting point to continue and expand upon the ideas introduced in this study, and conclusively determine a concrete set of best practices both for educators choosing to flip their classes and educational researchers wanting to use PSM in their work.
Download or read book Time for Learning written by Kathleen P. Fulton and published by Corwin Press. This book was released on 2014-05-22 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The guide school leaders need to reap the rewards of education’s most exciting new trend. Flipping classrooms—using class time for hands-on learning and "off loading" the lecture portion of lessons to teacher-created videos or other technology presentations assigned as homework—is taking schools by storm. But like all hot trends, it is important to apply this innovation intelligently, especially at the system-wide level. This book makes a persuasive case to leaders for the potential benefits of flipping. Backed by powerful data and compelling anecdotes, this book covers: Data on positive student outcomes in terms of achievement and motivation How flipping gives teachers more time to work with students one-on-one and encourage peer learning Ways flipping can benefit teacher learning and collaboration Why flipping encourages students to take responsibility for their own learning How flipping engages students in 21st century skills Ways flipping is budget and resource-friendly With this book, you can take a major step towards the future of education, utilizing technology and advanced understanding of how students learn best. "Flipped classrooms empower teachers to engage students in deeper learning. This book gives readers ten reasons for joining forces to make this possibility a reality." —Tom Carroll, President National Commission on Teaching and America’s Future "I highly recommend this book for any educator interested in flipping the classroom to reinvent the learning process. The stories show how flipping is energizing teachers and students—with powerful results!" —Lisa Schmucki, Founder and CEO edweb.net
Download or read book A Flipped Classroom written by Laura E. Blackburn-Ervin and published by . This book was released on 2020 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Flip Your Classroom written by Jonathan Bergmann and published by International Society for Technology in Education. This book was released on 2012-06-21 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
Download or read book The Effects of Professional Learning Communities on Middle School Math Teachers in Developing Curriculum Instruction and Assessments for Common Core written by Jessika Kim and published by . This book was released on 2016 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The world of education in the K--12 setting is constantly changing. The most recent shift in educational reform is the Common Core State Standards (CCSS). These new standards require students to think critically and demonstrate higher depths of knowledge. As a result, teachers are faced with the large task of realigning curriculum, instruction, and assessments to meet the new demands of Common Core. Unfortunately, with new standards and new expectations for assessments, teachers may feel overwhelmed and overextended. Professional Learning Communities (PLCs) offer a structure in which educators are able to collaborate and align content across grade levels. The six guiding principles outlined by DuFour, DuFour, and Eaker require PLC teams to state a shared vision, maintain a collaborative culture, collective inquiry, action orientation, commitment to continuous improvement, and result orientation. These principles, when combined with curriculum, instruction, and assessments, and the key elements of the CCSS provided the conceptual framework for this study. This study confirms when PLC structures are implemented with authenticity; individual members are better equipped to withstand the unpredictable changes in education. This qualitative case study sought to better understand the manner in which PLC structures supported the development of curriculum, instruction, and assessments for 7th and 8th grade Common Core math. Through semi-structured interviews during the beginning and end of the first semester, multiple observations of PLC meetings, and document analysis, this study determined the following findings. First, this case study found that curriculum development for the Common Core Standards was supported as individual members built capacity between each other to redevelop new district-mandated textbooks. Second, instruction strategies for the new standards was maintained as PLC members demonstrated high levels of trust with each other in an effort to share individual shortcomings and challenges. Third, assessment development required teachers to reflect on both curriculum and instruction in an effort to promote student achievement. Finally, an unexpected finding of shared decision making was determined through participant interviews. Participants longed for greater autonomy within their PLC structures, and hoped to have greater input in the larger overarching decisions made school wide. The implications of this study encourage educators in various school settings—urban, suburban, and rural—to continuously improve year after year through PLCs. Regardless of new reforms in education, PLC structures provide a stable environment for educators to professionally learn in their site communities. The recommendations for this qualitative case study include suggestions for policy, practice, and future research. For policy, district members and officials would be well advised to provide additional professional development days for all certificated staff on how to authentically implement PLC structures at school sites. For practice, the major themes of capacity building, trust, reflection, and shared decision making can guide PLC teams as they practice true collaboration through PLC structures. Once PLC structures are authentically implemented, curriculum development can begin, instructional strategies can be shared and improved, and assessments can be effectively aligned to new standards. For future research, it is recommended that the scope of study be expanded to include the K--12 grades as well as extend the study for multiple years. As educators and school sites continue to make greater meaning of the CCSS, the impact of PLC structures in relation to student achievement will improve. Therefore, additional research on the effectiveness of PLC structures in relation to curriculum, instruction, and assessments will be richer as Common Core continues to be implemented.
Download or read book The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement written by Lesa Maria Covington Clarkson and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Flipped Instruction on Fifth Grade Mathematics written by Nicole Holmes and published by . This book was released on 2018 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore how flipped instruction impacts academic achievement in fifth-grade mathematics. Data were collected from two fifth-grade classes attending the same school in the central valley of California. One fifth-grade class was taught in a flipped format. Students received direct instruction and independent practice for homework while classwork was used for students to solve complex word problems in small groups with their peers. The other class was taught in a traditional format in which students received direct instruction and independent practice in class, and were assigned problems to do for homework. A pre-benchmark assessment, daily digital quick checks, four unit assessments, and a post-benchmark assessment were given to both classes. The data from these assessments from both classes were analyzed. The results from the analyses showed that while both classes had a significant difference in achievement between the pre-benchmark and post-benchmark, students who received flipped treatment had a greater change. Results also indicated that there was a significant difference in scores on the digital quick check and the unit assessments. Flipped instruction students had greater achievement levels on all assessments than students who received traditional instruction. Results from the study, along with a discussion of results and limitations are presented.
Download or read book We the Students and Teachers written by Robert W. Maloy and published by State University of New York Press. This book was released on 2015-01-03 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: We, the Students and Teachers shows history and social studies educators how to make school classrooms into democratic spaces for teaching and learning. The book offers practical strategies and lesson ideas for transforming democratic theory into instructional practice. It stresses the importance of students and teachers working together to create community and change. The book serves as an essential text for history and social studies teaching methods courses as well as professional development and inservice programs for history and social studies teachers at all grade levels.
Download or read book Core Connections written by and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Instructional Approach and Mathematics Achievement written by Dustin Daniel Files and published by . This book was released on 2016 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship three different instructional models had with students' mathematics achievement. The research factors included group membership (flipped, online, and traditional), student demographics (gender, age, and race/ethnicity), and students' affective domain (attitudes toward mathematics, mathematics self-efficacy with respect to algebra, and locus of control). The study used a quasi-experimental, modified nonrandomized pretest-posttest control group, involving intact classes of 117 students during the fall 2015 semester. The data collection instruments consisted of several different assessments: (a) a four-section questionnaire, (b) a test of prerequisite skills (TPRS), (c) three unit examinations, and (d) an end-of-semester comprehensive final examination. A hierarchical multiple regression strategy was used to analyze the data. Results showed: (a) students in the flipped group scored on average 2.57 and 1.67 units respectively, higher on the final examination, which was the measure of student achievement, than students in the online group and traditional group; (b) student age had a significant and negative effect on student achievement; (c) mathematics self-efficacy had a significant and direct relationship on student achievement; and (d) there were no significant interactions between group membership and the other research factors relative to student achievement. Stepwise regression analysis confirmed the results of the hierarchical multiple regression analysis. The results were consistent with cognitive and social constructivism, and self-efficacy theory. The findings inform the mathematics education community about the effect/influence the flipped classroom model has on student achievement in college algebra. Findings also confirm the pronounced role self-efficacy plays with respect to student achievement. Findings also confirm that gender, race/ethnicity, and students' attitudes toward mathematics make little contribution to explaining the variance in final exam scores.
