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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>. 2020-01-29 <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Publication Type: Conference Paper/Unpublished Manuscript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+.

2007 - American Association of Colleges for Teacher Education Pages: 3 pages || Words: 1634 words || 
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2. Ferrara, Margaret. "Is Gender a Factor in Classroom Management: Looking From Within a Single-Gender Classroom?" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY, Feb 22, 2007 Online <PDF>. 2020-01-29 <http://citation.allacademic.com/meta/p141507_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In the past five years, there has been an extraordinary surge of interest in single-gender public education with a growing recognition that there are clear differences in learning that might affect positively the discipline of students in schools. The purpose of the study is to compare the discipline infractions of a set of single-gender middle school classrooms of males and females in three grade levels and in contrast to students in mixed gender middle school classroom.

2008 - American Sociological Association Annual Meeting Pages: 21 pages || Words: 6704 words || 
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3. Moss, John. "Classroom Management, Boredom and Boyhood Masculinity: A Case of Attention Deficit Hyperactivity Disorder (ADHD) in a First Grade Classroom" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston, MA, Jul 31, 2008 Online <PDF>. 2020-01-29 <http://citation.allacademic.com/meta/p242131_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Attention Deficit Hyperactivity Disorder (ADHD) in children is a mental illness that is usually first noticed by teachers (Sax and Kautz 2003). To understand what a case of ADHD looks like during everyday classroom routines, I report here on fieldwork I conducted over a period of 10 months in a 1st grade classroom located on the central coast of California. Over the course of fieldwork, one boy was diagnosed with ADHD. I report on this case, arguing that the medical disorder of ADHD can be understood as behavior that is non compliant with the rules of the classroom which demand that children comport themselves properly and obey authorities. In this particular case, boredom in the classroom and expressions of traditional working class masculinity were exacerbating factors leading to the expression of behavior that was later medicalized as ADHD.

2010 - ATE Annual Meeting Pages: unavailable || Words: 422 words || 
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4. Levandowski, Barbara. and Sweeney, Donya. "Transition from the University Classroom to the Beginning Teacher’s Classroom: The Need for Collaboration" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2020-01-29 <http://citation.allacademic.com/meta/p379848_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: The initial role of collaboration between the university and beginning teachers is bridging the gap between theory and practice. New teachers have a feeling of isolation and feel they lack the strategies required for effective teaching. The focus is on putting theory into practice through a university-new teacher partnership.

2014 - Advancing Teacher Education that Matters in Teaching, Learning, and Schooling. Pages: unavailable || Words: 563 words || 
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5. Long, Sheila. "African American Males Early Childhood: A look at Home and Classroom Literacy Gaps in the Classroom." Paper presented at the annual meeting of the Advancing Teacher Education that Matters in Teaching, Learning, and Schooling., Hyatt Regency St. Louis Riverfront, St. Louis, MO, Feb 14, 2014 Online <PDF>. 2020-01-29 <http://citation.allacademic.com/meta/p678806_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: African American Males are in a critical state of Emergency. Pre-conceived notions and low
expectations of teachers result in low literacy scores. Literature suggests that
these students are at risk for difficulties in reading and writing.

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