Flipped Classrooms in PK-12 Settings: Research Review

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2021-12-29

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Abstract

<jats:p>Flipped classrooms have received more attention in recent years, primarily with a focus on their wide application in higher education settings. This article focuses on reviewing research on flipped classrooms as a potential contributor to educational reform in PK-12 settings. Review of research showed emergent themes within benefits found in classrooms across multiple levels and in many subject areas. Some of the primary benefits of flipped classrooms include student differentiation and improved engagement levels. As with any aspect of technology usage in schools and students’ homes, there are challenges to address. Ensuring that teachers and students are prepared to participate in this learning environment is a concern with increased participation in flipped classrooms. Evidence shows researchers need to study widely used flipped classroom platforms to uncover patterns of success and best practices in teaching and learning through flipped classrooms.</jats:p>

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10.32623/4.00007

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Holcomb, T Scott (2021). Flipped Classrooms in PK-12 Settings: Research Review. Voices of Reform. pp. 81–92. 10.32623/4.00007 Retrieved from https://hdl.handle.net/10161/25607.

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Holcomb

Scott Holcomb

Postdoctoral Associate

T. Scott Holcomb is a Postdoctoral Associate in the Trinity College of Arts & Sciences Program in Education at Duke University. His research interests include: educational leadership, rater-mediated assessment, inter-rater reliability, educator effectiveness, and teacher evaluation. Prior to earning his doctorate, Scott was an elementary school teacher (grades 3-5) and a K-5 math/literacy interventionist for over ten years in North Carolina and South Carolina public schools.

Education
Ph.D., University of North Carolina at Charlotte
Ed.S., University of Augusta (GA)
M.A., College of Charleston
B.B.A., James Madison University


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