rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: Flipped Classroom
    sub title: An Examination of Veteran Teachers' Practices When Flipping Their Classrooms for the First Time
  name:
    name part: Merrill, Julie
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Li, Yeping
    role:
      role term: thesis advisor.
  name:
    name part: Torres, Mario S.
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2015
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: Advances in instructional practices have not kept up with the changing educational needs of today's learners. Ubiquitous technologies permeate students' lives and as such, the traditional classroom is at odds with the needs of digital learners. This research used a case study approach to investigate teacher practices in the flipped classroom. The flipped classroom is a pedagogical model that utilizes technologies to move the lecture outside of the classroom, thereby freeing up class time to allow for practice, collaboration, and extension in a student-centered learning environment. The intent of this record of study was to examine veteran teachers' practices and perceptions when flipping their classes for the first time, and to try to determine the factors that contribute to effective implementation of the model. The findings suggest that teachers perceive that a student-centered learning environment, in which the focus is on learning as opposed to the delivery of instruction, resulted in an increase in student engagement and understanding. Recommendations for further research include examining the model across subject lines and investigating how teachers adjust their practices as they continue with the model in subsequent years. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155313
  note: by Julie Merrill.
  note: "Major Subject: Curriculum and Instruction"
  note: Includes vita.
  note: Doctor of Education Texas A & M University 2015 http://hdl.handle.net/1969.1/155313
  note: Includes bibliographical references.
  note: Text (Record Of Study)
  subject:
    topic: Major Curriculum and Instruction
  subject:
    topic: flipped classroom
  subject:
    topic: teacher experiences
  identifier: http://hdl.handle.net/1969.1/155313
  record info:
    record content source: TXA
    record creation date: 160225
    record change date: 20170928111947.0
    record identifier: in00003612263
    language of cataloging:
      language term: eng