Dissertation/Thesis Abstract

Secondary Teachers' Perception of a Flipped Classroom: Are You Even a "Real" Teacher?
by Klabo, Mallory, M.Ed., Minot State University, 2018, 45; 13424482
Abstract (Summary)

This research study examined secondary teachers’ perception of the flipped classroom strategy. The purpose of this qualitative phenomenology research study was to evaluate how high school teachers implement the flipped classroom strategy into their classroom, the advantages and disadvantages of the strategy compared to the traditional classroom strategy at the high school level, and their view on the approach. Participants included business, math, and English teachers that teach at secondary schools all over the United States. The participants have implemented the flipped classroom strategy range from one to six years. Data was collected through two focus group discussions. Data analysis revealed the majority of the teachers view the strategy as a valuable strategy to implement into a secondary classroom. The teachers recognized that implementing a new strategy would require them to continually adjust the strategy until they found a method that worked best for everyone. Overall, they believe the advantages outweigh the disadvantages as five of the six participants plan to continue to implement the flipped classroom strategy into their classroom.

Indexing (document details)
Advisor: Conn, Daniel
Commitee: Berg, Kristi, Repnow, Jan
School: Minot State University
Department: Education
School Location: United States -- North Dakota
Source: MAI 58/03M(E), Masters Abstracts International
Subjects: Secondary education
Publication Number: 13424482
ISBN: 9780438754256
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