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STEM Teacher Efficacy in Flipped Classrooms
ARTICLE

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Journal of STEM Education Volume 18, Number 4, ISSN 1557-5284 Publisher: Laboratory for Innovative Technology in Engineering Education (LITEE)

Abstract

The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying the practice. This study examines flipped classroom instructional model through the lens of teacher efficacy. In this case study, a transcendental phenomenological approach is used to describe the “essence\u201d of the flipped classroom model as experienced by the teachers using it in the classroom. This research adds to the literature, a framework from which to more deeply analyze those themes that contribute to the successes of the teachers studied.

Citation

Kelly, D. & Denson, C. (2017). STEM Teacher Efficacy in Flipped Classrooms. Journal of STEM Education, 18(4),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved May 28, 2020 from .

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