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2015 - LRA 65th Annual Conference Pages: unavailable || Words: unavailable || 
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1. Hardin, Brooke. and Koppenhaver, David. "Flipped or Flopped: Evaluating Teacher Response to Flipped Literacy Professional Development" Paper presented at the annual meeting of the LRA 65th Annual Conference, Omni La Costa Resort and Spa, Carlsbad, CA, Dec 02, 2015 Online <PDF>. 2019-11-16 <http://citation.allacademic.com/meta/p1027801_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

2012 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: 1564 words || 
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2. Bowers, Janet. and Zazkis, Dov. "Do Students Flip Over the “Flipped Classroom” Model for Learning College Calculus?" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Radisson Hotel, Kalamazoo, MI, Nov 01, 2012 Online <PDF>. 2019-11-16 <http://citation.allacademic.com/meta/p571516_index.html>
Publication Type: Brief Research Report
Review Method: Peer Reviewed
Abstract: The “flipped” classroom model, wherein students watch online lectures for homework and do traditional homework sets in class, has fueled significant role transitions for both teachers and students. In this ongoing study of one flipped college calculus course, the role of the teacher transitioned from lecturer to problem set designer. The role of the students is still in flux: Initial reports indicate students prefer their role as collaborators but many indicate their uneasiness regarding the first exam. We are currently investigating the stages of several transitions including the students’ changing views and the ongoing reflections of the TAs and instructor.

2011 - ISPP 34th Annual Scientific Meeting Pages: unavailable || Words: 3453 words || 
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3. van de Wetering, Sven. and Hughes, Andrea. "Is system derogation the flip side of system justification?" Paper presented at the annual meeting of the ISPP 34th Annual Scientific Meeting, Bilgi University, Istanbul, Turkey, Jul 09, 2011 Online <PDF>. 2019-11-16 <http://citation.allacademic.com/meta/p510956_index.html>
Publication Type: Paper (prepared oral presentation)
Review Method: Peer Reviewed
Abstract: This study examines the political psychological phenomenon of system justification. System justification has been postulated to underlie a number of social psychological processes such as stereotyping and other dynamic processes relating to social attitudes. However, many of the psychological phenomena that have been attributed to system justification processes appear to be special cases of cognitive dissonance. Accordingly, the current study was designed to use manipulations similar to those used by Kay et al (2009) to arouse system justification, except that cognitive dissonance was such that we expected to obtain system derogation. We had participants read descriptions of the partial privatization of the Canadian health care system that either emphasized (high dissonance condition) or failed to emphasize (low dissonance condition) the unfairness that sometimes results from such privatization. We also manipulated perceived dependence on the health care system by either making salient (low dependence condition) or failing to make salient (high dependence condition) the role of exercise in maintaining health. It was anticipated that system derogation would be strongest for participants in the high dissonance, high dependence conditions. However, no statistically reliable effects were found. At this time, a second study with stronger manipulations is in preparation.

2014 - American Sociological Association Annual Meeting Pages: unavailable || Words: 3750 words || 
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4. Fitzgerald, Lisa. and Mutch, Allyson. "Teaching Hard Times: Using the Flipped Classroom to Examine Social Determinants of Health in Community Settings" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton San Francisco Union Square and Parc 55 Wyndham San Francisco, San Francisco, CA, Aug 15, 2014 Online <PDF>. 2019-11-16 <http://citation.allacademic.com/meta/p725470_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: PUBH7620 Social Perspectives is a core course in the University of Queensland School of Population Health Masters of Population Health programme. The course includes a major focus on social inequalities and the social determinants of health. However, many students are challenged in understanding health inequalities and relative poverty in resource rich settings such as Australia.

In response to the need for more active and applied learning PUBH7620 moved to a ‘flipped classroom’ style of teaching in 2013. Flipping the classroom involves students gaining exposure to new material outside the classroom via blended learning and coming together in class time to explore content through active learning and engagement strategies.

We outline the process of flipping the classroom to facilitate learning about the social determinants of health in community settings. A facilitated walk ‘to examine the social determinants of health around us’ was undertaken as a fieldwork activity. Preparation involved a pre-recorded session and key readings. Students undertook a directed community walk and visited a number of community agencies. Students were invited to use their senses in their learning and to take visual images in the form of photographs and post them onto a class flickr site, where they were invited to comment on each other’s images. Students wrote reflective journals on the experience as part of their assessment.

We will describe the evaluation of this fieldwork activity and illustrate how the flipped classroom can be effectively utilized to develop and facilitate community based contextual learning and illuminate the sociological imagination.

2015 - AAAL Annual Conference Words: 40 words || 
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5. Nishimura, Naoaki. and Kagata, Tetsuya. "The Content-Focused Flipped Classroom: Enhancing English Speaking Skills for EFL Learners" Paper presented at the annual meeting of the AAAL Annual Conference, Fairmont Royal York, Toronto, ON, Canada, Mar 21, 2015 <Not Available>. 2019-11-16 <http://citation.allacademic.com/meta/p963911_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This study investigated how a flipped classroom focusing on content introduction affected university EFL students’ oral proficiency. Participants watched explanatory videos before class; compared with a traditional-classroom control group, flipped-classroom participants showed notable improvements, particularly in lexical resource and pronunciation.

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