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2015 - 59th Annual Conference of the Comparative and International Education Society Words: 738 words || 
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1. El Zorkani, Ahmed. "Teaching beyond classroom walls: an intervention study of classroom action research on applying the flipped classroom model" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2019-03-24 <http://citation.allacademic.com/meta/p976403_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Teaching Beyond Classroom Walls: An Intervention Study of Classroom Action Research on Applying the Flipped Classroom Model

Ahmad A. Zorkani

Graduate School of Education
International & Comparative Education Masters (Fall 2014)
The American University in Cairo

Manager, Multimedia Services
Center for Learning & Teaching
The American University in Cairo

Ahmad.zorkani@aucegypt.edu
00201207880338




Students spend considerably more of their studying time in their homes and/or at different other locations, such as the library, than the time they spend face-to-face with their instructors in a classroom. Thus, this limited classroom time is precious and needs to be utilized to the maximum benefit of the learners.
Traditional teaching methods that utilize one-way lecturing of theoretical parts of the syllabus inside the classroom, use-up this valuable and limited classroom time, leaving little time for interactive activities and active learning to take place. In addition, those lectures become something in the past of the learner, having already happened, and learners will never re-live them again. Furthermore, good note takers could have been able to take notes, while slow ones, or absent ones, may not have such good notes.
Instead, flipping the classroom can be utilized to free most of the face-to-face time. The model is that the conceptual and theoretical parts of the content, which used to be lectured in the classroom, get delivered as online videos, interactive online modules, or even as readings. Students view these online deliverables at their homes before going to class. Enabling them to view them at their own pace, take notes at their leisure, and have the luxury of reviewing them repeatedly when needed. Then the practical aspects of the content, that used to be homework, are carried out inside the classroom. Class time can then be used to carry out active, collaborative, and cooperative learning (Tucker, 2012). Transforming the instructor to a guide, a facilitator, and a mentor for active learning in the classroom, rather than a lecturer. Utilizing student-centered instructional strategies such as cooperative learning, inquiry-based learning, and peer instruction to allow the learners a greater level of independence. This would motivate the learners and enhance their twenty first century skills such as creativity, critical thinking, communication and collaboration, as well as life skills like being flexible and adaptable to change (PMIEF, 2014). This allows for emphasis to be put on complex problems and advanced concepts, while the instructor guides and scaffolds the learners.
So the intended definition of flipping the classroom, for the purposes of this research, is exchanging the one way instructor-to-students lecturing from happening during face-to-face class time to being carried out at home using various mediums of delivery, while using the released face-to-face class time to carry out the aforementioned active learning activities.
This research will attempt to provide evidence that flipping the classroom at the School of Sciences and Engineering, and the Professional Educator Diploma program at the Graduate School of Education has the potential to enhance the quality of teaching.


Methodology
This research will rely on action research as the methodology and different data sources such as class observations, semi-structured student and faculty interviews, and repeated random sampled student focus groups as well as participatory action research to gather, analyze and triangulate the data.
This research targets faculty members teaching undergraduate students at the American University in Cairo’s School of Sciences and Engineering. In addition to graduate students at GSE’s Professional Educators Diploma during fall 2014.
Recent lecture capture technologies, and other online delivery tools, will be used to help faculty members pre-record their lectures. Faculty members will be provided with advice and scaffolding on the implementation of student-centered instructional techniques during the face-to-face time. These techniques include, cooperative learning, experiential learning, scaffolding, peer instructions, assessment and feedback.
This research is my Masters of International & Comparative Education thesis (Fall 2014), and seeks to test the extent to which implementing the Flipped Classroom Model can enhance teaching quality at The School of Sciences and Engineering at AUC, as well as the PED program at GSE. It is expected that, once the program success has been proven, it may be recommended to other Sciences faculty members, and the AUC community at large. Then publicizing it, at CIES2015 for example, will hopefully get more faculty members to adopt it; enhancing teaching and learning.


References
Project Management Institute Educational Foundation. (2014, March). 21st century skills map - project management for learning. Retrieved from http://www.p21.org/storage/documents/SkillsMap/Project_Management_Skills_Map_Final.pdf
Tucker, B. (2012). The flipped classroom: online instruction at home frees class time for learning. Education Next, 12(1), 82+.

2017 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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2. Albert, Katelin. "Negotiating State Policy in the Improvised Classroom: An Ethnographic Inquiry into Sexual Health Classrooms" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Palais des Congrès de Montréal, Montreal, Canada, Aug 12, 2017 Online <PDF>. 2019-03-24 <http://citation.allacademic.com/meta/p1247405_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In September 2015, the Ontario government updated their public school sexual-health curriculum causing outrage among parents. Meanwhile, teachers are tasked with navigating formal curriculum, parents’ concerns, students, and their own personal histories while teaching this class. Unlike much policy research on sexual health education which is concerned with sex education policy making, which debates types of sexual-health education given to students, or which questions whether the education is comprehensive, good or bad, this paper i) maps out the organization of the sexual-health classroom (and the larger political and social realm in which the classroom is a part) to discover how the organization of the classroom coordinates sexual-health lessons, and ii) uncovers the ways in which gender, class, and race are produced in these spaces. This paper is based on data generated through classroom-based ethnographic observation and interviews with four Ontario public school teachers responsible for health and sexual-health curriculum, as well as interviews with five other health teachers to supplement the ethnographic data. I find that the sexual-health classroom is organized around teachers’ negotiations of formal (institutional) and informal goals, inter-personal relations (such as imagined parents or inquisitive teens), and teachers’ own personal beliefs and histories, which significantly coordinates sexual health lessons. Moreover, teacher’s assumptions, such as about gender relations and student class-based life trajectories impact what and how they teach. In conclusion, this paper illuminates the interconnectedness of institutional, personal, and inter-personal relations of the classroom and educational landscape by mapping out the complicated work that sexual-health teachers do.

2007 - Midwest Political Science Association Pages: 18 pages || Words: 4675 words || 
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3. Towner, Terri. and VanHorn, Abigaile. "Facebook: Classroom Tool for a Classroom Community?" Paper presented at the annual meeting of the Midwest Political Science Association, Palmer House Hotel, Chicago, IL, Apr 12, 2007 <Not Available>. 2019-03-24 <http://citation.allacademic.com/meta/p197133_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper examines student usage and attitudes about an online network popularly known as “The Facebook.” It addresses increasingly important research questions in today’s world of classroom technology. The prevalence and proliferation of internet resources and web-based pedagogical mediums make this research particularly poignant as it addresses the way in which Facebook encourages classroom participation through the development of a virtual learning community. Do students use Facebook as a class-related tool? Can Facebook be employed as an effective pedagogical tool as well? What is the impact of Facebook on classroom behavior as evidenced in the comparison between its users and non-users? Preliminary data in the form of student surveys conducted during the spring semester of 2006 reveal that students use Facebook as a class related tool. Such findings suggest a forthcoming avenue of opportunity for teaching through the development of a learning community. Since its first journal appearances in the mid-nineties, the literature on pedagogical web-related resources has become increasingly popular. This paper serves to further this culturally relevant literature by directing instructors and scholars alike to the possible teaching assets that Facebook and similar resources provide.

2008 - ACTFL Annual Convention and World Languages Expo Words: 47 words || 
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4. Garatti, Marinella. "Perceived Efficacy of Classroom Response Systems in the Italian Classroom" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Disney Swan and Dolphin Hotels, Orlando, Florida, Nov 21, 2008 <Not Available>. 2019-03-24 <http://citation.allacademic.com/meta/p238995_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This presentation explores the use of electronic classroom response systems (CRS) for language instruction. Literature findings are compared and contrasted with perceived benefits and drawbacks of CRS for the communicative, collaborative language classroom drawn from the presenter’s own experience and student surveys in postsecondary Italian classes.

2010 - ATE Annual Meeting Pages: unavailable || Words: 596 words || 
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5. Wimmer, Jennifer. "Technology in the classroom: Preparing teachers for classroom 2.0" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2019-03-24 <http://citation.allacademic.com/meta/p380224_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: This session will focus on the development of the knowledge, skills, and dispositions that are necessary for preservice teachers to effectively integrate technology into teaching.

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