Examining the Perspectives of Teachers and School Building Leaders on the Use of the Flipped Classroom Method in New York City Public Schools

Autor/in	Collins, Michael A.
Titel	Examining the Perspectives of Teachers and School Building Leaders on the Use of the Flipped Classroom Method in New York City Public Schools
Quelle	(2015), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6255-4
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Technology Uses in Education; Educational Technology; Blended Learning; Homework; Video Technology; Teaching Methods; Supervisors; Learner Engagement; Teaching Styles; Learning Processes; Evaluation Methods; Interviews; Teacher Attitudes; Administrator Attitudes; Correlation; Public Schools; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Learning process; Lernprozess; Interviewing; Interviewtechnik; Lehrerverhalten; Korrelation; Public school; Öffentliche Schule
Abstract	Engaging students within the classroom setting is a constant and evolving process for teachers today. Teachers have used unique methods to connect with toodays students in a meaningful way through the use of technology to increase the effectiveness of their instruction towards how students learn best. Many have turned towards using the flipped classroom method, which is an instructional strategy that utilizes technology to increase the amount of time that students engage with each other in class for more meaningful learning activities. The purpose of this study was to analyze the experiences of both teachers and supervisors on the implementation of the flipped classroom method within the New York City public school system. The study reviews specific teacher practices on their use of technology to appeal to students different learning styles and interests, and the supports they provide to students to increase the level of understanding within the content area. The study also reviews the role of supervisors in supporting teachers using the flipped classroom method, and its impact on overall teacher pedagogy and student engagement. The study analyzes how the implementation of the flipped classroom method depicts a change in how teachers teach, how students learn, methods that teachers use to assess student learning, and the support that teachers and supervisors provide to each other to ensure the success of the instructional strategy. Sixteen participants were interviewed which included ten teachers, four assistant principals, and two principals in Title 1 and non-Title 1 schools in New York City. The findings of the study show that 100% of the teacher participants required technology support at school and at home for the flipped classroom method to be successful. 100% of the supervisors referenced technical and non-technical support for teachers. All supervisors observed a change in the overall learning environment for both students and teachers. This study also found how implementing the instructional strategy increased the overall level of engagement for both students and parents. A correlation between the Danielson Framework for Teaching and the principals of the flipped classroom method is also mentioned as a finding of the study, depicting a change in the observation ratings for teachers who implemented the flipped classroom method. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01