Engaging Adolescent Readers: Flipped Learning at an Urban High School

Engaging Adolescent Readers: Flipped Learning at an Urban High School

Michael Schulte1 and Matthew D. Campbell2
1Memphis Teacher Residency
2University of North Alabama

American journal of educational research and reviews

This study examines the efficacy of the flipped learning model within a secondary English classroom at a large, urban high school in the Southeastern United States. To understand the effectiveness of the flipped learning model, the primary author conducted an action research study designed to answer the following research question: will students see more growth than their peers in reading comprehension because of the flipped learning model? Over the course of a month-long instructional unit, students in two eleventh grade English classes encountered instruction via the flipped learning model or from a more traditional approach before being tested on their reading comprehension. Those students taking part in flipped learning scored higher than their peers who received instruction from a more traditional approach. Although modest, these findings suggest that the flipped learning model is effective at promoting reading comprehension.

Keywords: flipped learning; pedagogy; instructional strategies; instructional design

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How to cite this article:
Michael Schulte and Matthew D. Campbell.Engaging Adolescent Readers: Flipped Learning at an Urban High School. American Journal of Educational Research and Reviews, 2019,4:45. DOI: 10.28933/ajerr-2019-02-0406

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