Elementary Teachers Who Use Flipped Teaching Describe Low Achieving Math Students' Engagement

Autor/in	Ricena, Madison
Titel	Elementary Teachers Who Use Flipped Teaching Describe Low Achieving Math Students' Engagement
Quelle	(2023), (228 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5568-6
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Flipped Classroom; Low Achievement; Mathematics Achievement; Learner Engagement; Active Learning; Conflict; Interpersonal Communication; Parent Role; Time Factors (Learning); Meetings; Computer Mediated Communication; Student Motivation; Self Esteem; Elementary School Students; Mathematics Instruction; Cooperative Learning; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Flipped classrooms; Flip teaching; Inverted teaching; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Aktives Lernen; Konflikt; Interpersonale Kommunikation; Parental role; Elternrolle; Meeting; Tagung; Computerkonferenz; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen
Abstract	The purpose of this qualitative descriptive study was to explore how elementary teachers, who use flipped teaching, describe low-achieving math students' engagement in central North Carolina. Two data sources, with 12 individual interviews and three member- checking focus groups, were conducted. The collaborative learning skills taxonomy of engagement was the theoretical foundation for this study in which three research questions were created. The first asked how elementary teachers, who use flipped teaching, describe low-achieving math students' engagement in terms of creative conflict (argue, mediate)? The second research question asked how elementary teachers, who use flipped teaching, describe low-achieving math students' engagement in terms of active learning (motivate, inform, request)? The final question asked how do elementary teachers, who use flipped teaching, describe low-achieving math students' engagement in terms of conversation (acknowledge, maintenance, task)? The resultant global themes that emerged from this research study were: (1) Parental Support Determined Conflict; (2) Limited Time Lessened Conflict; (3) Limited Attendance for Online Meetings; (4) Motivation/Participation Limited Active Learning; (5) Confidence Hindered Active Learning; (6) Inability to Focus Hindered Conversations; (7) Students Lacked Maturity to have Engaging Conversations; and (8) Students Needed a Growth Mindset to have Engaging Conversations. Based on the resultant themes it was concluded elementary students were not engaged in the flipped classroom. The researcher recommends more research to be conducted in the elementary flipped classroom with other subject areas and ability levels. Keywords: Active learning, collaborative learning, conversation, creative conflict, elementary, engagement, flipped classroom, flipped learning. [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	2024/1/01