How Special Education Students React to a Flipped-Classroom Teaching Technique in a High School Geometry Course
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Helen Mary Hughesdon
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.
Mathematics, Teachers/ Teaching
Lewis, Emily R., "How Special Education Students React to a Flipped-Classroom Teaching Technique in a High School Geometry Course" (2014). School of Education Student Capstone Theses and Dissertations. 5.