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ERIC Number: EJ1151092
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Flipped Instruction with English Language Learners at a Newcomer High School
Graziano, Kevin J.; Hall, John D.
Journal of Online Learning Research, v3 n2 p175-196 2017
Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to ELLs enrolled in the same course who received traditional instruction, and investigated ELLs' perceptions of flipped instruction. Findings indicate students enrolled in the flipped course enjoyed the course structure more than a traditional classroom and performed slightly higher than ELLs who received traditional instruction. However, there was no statistical significant mean difference in the academic performance from students enrolled in algebra with flipped instruction compared to students enrolled in the same course with no flipped instruction.
Descriptors: Blended Learning, Educational Technology, Technology Uses in Education, Homework, Video Technology, English Language Learners, High School Students, Teaching Methods, Algebra, Conventional Instruction, Comparative Analysis, Student Attitudes, Secondary School Mathematics, Mathematics Tests, Student Surveys, Accountability, Feedback (Response)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: firstname.lastname@example.org; Web site: https://www.aace.org/pubs/jolr/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A