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Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms
Abstract
As teachers and institutions continue to incorporate the flipped learning model for delivering curricula to students, more needs to be known about its efficacy in the classroom, especially in secondary classrooms, as the majority of published literature focuses on higher education settings. The goal of this research study was to identify teachers' perceptions regarding the use of the flipped learning model in various content areas, including English Language Arts (ELA). This research study took place in a progressive public high school in Manhattan where surveys were administered to the majority of the faculty, and follow-up interviews were conducted to determine teachers' perceptions of implementing the flipped learning model in their classrooms. Data showed many teacher-identified advantages and disadvantages of incorporating the flipped learning model into secondary classrooms.
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