How Special Education Students React to a Flipped-Classroom Teaching Technique in a High School Geometry Course

Term

Summer 8-7-2014

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Karen Moroz

Secondary Advisor/Reader One

Krissy Boyd

Peer-Reviewer/Reader Two

Helen Mary Hughesdon

Abstract

The research question addressed is, how will special-services students react to the flipped-classroom teaching technique in a high school geometry course? The motivating factor for this capstone was the struggle to meet the needs of all students, especially those receiving special services, in a high school geometry course using a traditional teaching technique. Recognizing a need for change with instruction, the author decided to fully implement the flipped-classroom teaching technique. Key influences for this capstone were Jonathan Bergmann and Aaron Sams, the pioneers of the flipped-classroom technique. The author applies a mixed methods approach, looking at acquired data through both a quantitative and a qualitative lens. She describes student and parent reactions to the flipped-classroom technique and concludes that both students and parents find the technique to be highly beneficial.

Keywords

Mathematics, Teachers/ Teaching

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