Professional Documents
Culture Documents
Arturo Aviles
Elva Fanty
Susan Moss
Sarah Pentony
ETEC 543
A new approach to learning has made great strides in the field of education.
Flipped classrooms are receiving a lot of attention and quickly becoming a new learning
style in which students foster their own learning. A flipped classroom is an instructional
design method in which students receive the lecture aspect of a lesson at home and work
collaboratively, conduct research, and complete tasks during class (Roehl, Reddy,
Shannon, 2013). While there is a lot of interest in flipped classrooms, the learning
Districts close to the researchers, Desert Sands Unified School District and
Coachella Valley Unified School District, are starting to employ flipped classrooms.
These school districts, and their employees, will serve as the base for data collection, in
the forms of observation, interview, and survey, for this research project.
elementary school students. The literature review section of the proposal details flipped
classrooms and the effects that have been seen in such classrooms. The methodology
section previews how the research would be conducted, ie. through surveys and
interviews with teachers from both Coachella Valley Unified and Desert Sands Unified.
Both the interview questions and survey questions can be found in the appendix portion
of the proposal. There are many arguments that flipped classrooms have positive effects
on student engagement and participation in the classroom. This proposal seeks to find
Literature Review
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For this project several articles were read and analyzed, in an effort to learn the
effects of flipped classrooms in elementary schools. The articles covered the pros and
cons of a flipped classroom, some for the college level and some at the elementary level.
They provided a better understanding of the benefits and challenges of the flipped
classroom in general. Since the focus of this research proposal is at the elementary level,
the articles reviewed were those that most greatly impacted the research.
Students Through Active Learning Strategies written by Roehl, Reddy, & Shannon, the
allowed students the time they needed to focus on skill development, rather than lecture
based learning. The studies referenced in this article proved that student engagement and
success rates increased. Students were more likely to collaborate effectively with their
The cons of the flipped classroom, as stated in the article written by Roehl,
Reddy, & Shannon, were centered around the set up for the flipped classroom. Some
specifics mentioned in the article are the adaptability of the lessons to electronic lessons
and the responsibility and self-motivation among the students in the classrooms (Roehl,
Reddy, & Shannon, 2013). The article, How Children Regulate Their Own Collaborative
Learning written by Dekker, Elshout-Mohr, & Wood, suggested that young students can
collaborate within the classroom and take accountability for their learning. Dekker,
Elshout-Mohr, & Wood conducted research using a third grade classroom. Their results
showed that even young children can hold each other accountable when trying to
complete a task.
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After reading about the different types of research and the different ages and
grade levels that were used in the research, a better understanding has been developed
about the benefits and challenges of the flipped classroom. Since the focus of this
Methodology
Research Questions:
To answer our research questions we will take numerous steps to select our
subjects. The subjects of our research project will be teachers and students and the
There are 19 elementary schools in the Desert Sands Unified School District and 14
elementary schools in the Coachella Valley Unified School District. To make the
selection of schools random, we will number the list of elementary schools in the Desert
Sands Unified School District 1-19 by alphabetical order; 1 being the first school by
alphabetical order and 19 being the last school by alphabetical order. We will do the same
for Coachella Valley Unified School District but this time we will start from the number
20 and end with the number 33; the first school by alphabetical order will be 20 and the
last school by alphabetical order will be 33. We will make a list of 33 total schools and
utilize a random number generator from the website www.random.org to pick out a total
a survey via email to their administrators. The school principals, for some cases, vice
principles, of the 20 randomly selected schools will be the first to complete the survey
and approve of our research project for further analysis of their school teachers and
flipped classrooms. After the administrators have completed the survey, we will send the
survey to all of their teachers to complete via email as well. The survey section of our
research project will take approximately 30 days to complete; from January 1, 2016, to
February 1, 2016. After all surveys are completed, we will then exercise a mixed method
research design to analyze the data collected. Our analysis of the data will begin by using
a quantitative method. We will create bar graphs and pie charts to help with our analysis
of the data. After our quantitative analysis is done, we will create a word document and
color code our data obtained; this will help us with our qualitative analysis of the data.
After analyzing the data collected from the surveys, we will separate the teachers and
administrators into 2 groups. Group 1 will consist of teachers and administrators with
flipped classroom experience and Group 2 will consist of teachers and administrators
with no flipped classroom experience. Group 1 will continue to the second phase of our
research project, while Group 2 will be dismissed and thanked for their participation in
The second phase of our research will consist of interviews that will be face to
face and will take place at each school site. Administrators will interview in their own
office and teachers in their own classrooms. The selection of subjects for the interviews
from Group 1, will also go through a random selection process. We will gather and list all
names in alphabetical order then number them as we did for the random selection of
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schools. We will again utilize a random number generator and select 20 total teachers to
interview. There are 4 researchers in the project, each researcher will be responsible for
complete starting on February 2, 2016. When the interview process is completed, we will
collect the data and analyze it by using a qualitative research method; we will categorize
our data and color code through a word document. After the qualitative analysis is
recommendation.
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References
Blatchford, P., Baines, E., Rubie-Davies, C., Bassett, P., & Chowne, A. (2006). The effect
of a new approach to group work on pupil-pupil and teacher-pupil interactions.
Journal Of Educational Psychology, 98(4), 750-765. doi:10.1037/0022-
0663.98.4.750
Dekker, R., Elshout-Mohr, M., & Wood, T. (2006). How children regulate their own
collaborative learning. Educational Studies in Mathematics, 62(1), 57-79.
doi:10.1007/s10649-006-1688-4.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction
on undergraduate multimedia students at csun. TechTrends: Linking Research &
Practice to Improve Learning, 57(6), 14-27.
Fuchs, L. S., Fuchs, D., Yazdian, L., & Powell, S. R. (2002). Enhancing first-grade
children's mathematical development with peer-assisted learning strategies.
School Psychology Review, 31(4), 569-83.
Gullen, K., & Zimmerman, H. (2013). Saving time with technology. Educational
Leadership, 70(6), 63-66.
Hodges, T. S., & Weber, N. D. (2015). Making heads or tails of classroom flipping.
Kappa Delta Pi Record, 51(2), 57-63.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity
to engage millennial students through active learning strategies. Journal of
Family and Consumer Sciences, 105(2), 44-49.
Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-
assisted learning interventions with elementary school students: A meta-analytic
review. Journal Of Educational Psychology, 95(2), 240-257. doi:10.1037/0022-
0663.95.2.240.
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Appendix A
Technology Use and Flipped Classrooms Initial Survey
1. What is your job title?
2. How many years of experience do you have working in the school system?
0-2
3-5
6-10
11-15
16 and above
3. How often do you use technology in your classroom?
Multiple times a day
Daily
Weekly
Very rarely
Not applicable
4. Do you know what a flipped classroom is?
Yes
No
5. Have you participated in a flipped classroom?
Yes
No
6. What are your feelings surrounding flipped classrooms?
9. What trainings and supports would you need to run a flipped classroom?
15. What are the mean grade in your class for Language Arts, Writing, Math?