The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels

Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education

Thank you very much for reading designing professional development for teachers of science and mathematics. As you may know, people have look hundreds times for their favorite readings like this designing professional development for teachers of science and mathematics, but end up in harmful downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their desktop computer.

Designing Professional Development For Teachers Of Science And Mathematics

The concept of the flipped classroom has generated considerable interest in the educational context in recent years, especially in higher education. However, research to date has been controversial with regard to the effectiveness of flipped classroom instructions on college student learning outcomes. The purpose of the present study was to identify high-quality empirical publications that examine the learning outcomes of college students and to utilize meta-analyses to determine the overall effectiveness of flipped classroom instructions. A systematic database search that included the Web of Science, the Education Resources Information Center, and Elsevier ScienceDirect, was conducted to identify peer-reviewed studies that met the inclusion criteria. A total of 33 studies were included in this systematic review. Two reviewers independently performed both study identification and data extraction. The meta-analysis was conducted using Review Manager 5.3 software, and the calculated effect sizes showed that flipped classroom instructions can positively influence college students’ cognitive learning outcomes compared to traditional lectures. Moderator variable analysis suggests that the pedagogical approach was the only significant factor examined that influences the effectiveness of flipped classroom instruction. These results indicate that the flipped classroom instructional model helps college students to improve their cognitive learning across a wide-reaching synthesis of currently available interdisciplinary research reports. The flipped classroom was also found to be more effective when instructors integrate individualized active and collaborative pedagogical approaches.

College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature

In this open access edited volume, international researchers of the field describe and discuss the systematic review method in its application to research in education. Alongside fundamental methodical considerations, reflections and practice examples are included and provide an introduction and overview on systematic reviews in education research.; Open Access With contributions from international experts First volume with a special focus on systematic reviews in educational research Contains practical examples Takes ethical considerations into account.

Systematic Reviews in Educational Research: Methodology, Perspectives and Application

This study investigates the effects of applying an inverted classroom model in a second-semester calculus course at a large regional university in the southwest during the Spring of 2013. The sample consisted of four class sections with the same instructor, with a total of 173 students; two class sections were in the experimental group, whereas the other two sections served as a control group. In the experimental sections, students watched video lectures of the course content outside of class, and class time was dedicated to solving problems associated with the content. Learning gains and academic differences between the two groups were investigated by analyzing exam scores and homework grades. In addition a survey (Motivated Strategies for Learning Questionnaire) was used to measure the students’ motivational orientations and their use of various learning strategies. Results showed there was a significant difference between the two groups on conceptual portions of some exams, where the control gr...

Inverted Pedagogy in Second Semester Calculus

A systemic approach to improving K-12 astronomy education using NASA's Internet resources

Doing Real Science on the Web: Bringing Authentic Investigations to Your Classroom.

A statistically literate citizenry is essential in any society. Teachers play a vital role in developing this expertise so it is very important to continually develop their capacity to teach statistics to the next generation. Teachers, however, are also often placeand time-bound and cannot commute to university cities between 9-5 to take face-to-face coursework. Connections: Statistics and Probability for Teachers, is an on-line course focused on preparing secondary and community college teachers to effectively teach statistics. This research-based course blends emphases on statistics content and pedagogy, and is part of a program focused on strengthening the depth of content knowledge, instructional strategies, and reflective practice of middle, high school, and community college teachers. This paper describes the structure and format of the course and how it fits into the overall program. Examples from the course and reflections from students are also shared.

http://iase-web.org/icots/9/proceedings/pdfs/ICOTS9_C105_HOVERMILL.pdf

Distance education of teachers of statistics

Attitudes Towards Technology use in Mathematics Among Pre-Service K-6 Teachers

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