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The Impact of the Flipped Classroom ...

Eisenhauer, Amy Marie.

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The Impact of the Flipped Classroom Pedagogy in a Physical Education Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of the Flipped Classroom Pedagogy in a Physical Education Classroom./
Author:	Eisenhauer, Amy Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	190 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Physical education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28157121
ISBN:	9798698578987

The Impact of the Flipped Classroom Pedagogy in a Physical Education Classroom.
Eisenhauer, Amy Marie.

The Impact of the Flipped Classroom Pedagogy in a Physical Education Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 190 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2020.

This item must not be sold to any third party vendors.

This mixed method case study looked to examine if the flipped classroom pedagogy is an effective learning strategy for eighth-grade middle school students who are enrolled at a Title 1, rural school. The first research questions focused on if students can transfer the knowledge gained from a video and apply the skills to their physical education class. Students had to watch a video prior to class and answer questions based on that video. Then students were asked to perform those skills/gameplays during the next class. The teacher and researcher assessed using separate rubrics. The second research questions help to provide insight into student's perceptions about the efficacy and experience with the flipped classroom. This was assessed by giving the students a survey at the end of class and bring together a focus group of six students. Results from this study indicate that students were able to take the knowledge gained from the video and transfer it to their physical education class. The second finding focused on students' perceptions about the flipped classroom. Students took a survey that the questions were gathered into five themes (a) mastery of skills/gameplay, (b) pacing, (c) time, (d) social media and videos, and (e) engagement and access. Lastly, six students were chosen to be a part of the focus group. The focus group discussed the advantages and disadvantages of the flipped classroom, usefulness regarding other subjects, improvements, and other comments. Students had an overwhelmingly positive experience with the flipped classroom pedagogy.

ISBN: 9798698578987Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Flipped classroom

The Impact of the Flipped Classroom Pedagogy in a Physical Education Classroom.
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245 1 4 $a The Impact of the Flipped Classroom Pedagogy in a Physical Education Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 190 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Kerry-Moran, Kelli Jo.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This mixed method case study looked to examine if the flipped classroom pedagogy is an effective learning strategy for eighth-grade middle school students who are enrolled at a Title 1, rural school. The first research questions focused on if students can transfer the knowledge gained from a video and apply the skills to their physical education class. Students had to watch a video prior to class and answer questions based on that video. Then students were asked to perform those skills/gameplays during the next class. The teacher and researcher assessed using separate rubrics. The second research questions help to provide insight into student's perceptions about the efficacy and experience with the flipped classroom. This was assessed by giving the students a survey at the end of class and bring together a focus group of six students. Results from this study indicate that students were able to take the knowledge gained from the video and transfer it to their physical education class. The second finding focused on students' perceptions about the flipped classroom. Students took a survey that the questions were gathered into five themes (a) mastery of skills/gameplay, (b) pacing, (c) time, (d) social media and videos, and (e) engagement and access. Lastly, six students were chosen to be a part of the focus group. The focus group discussed the advantages and disadvantages of the flipped classroom, usefulness regarding other subjects, improvements, and other comments. Students had an overwhelmingly positive experience with the flipped classroom pedagogy.
590 $a School code: 0318.
650 4 $a Physical education. $3 635343
650 4 $a Pedagogy. $3 2122828
650 4 $a Middle school education. $3 969762
653 $a Flipped classroom
653 $a Physical education
653 $a Transfer of knowledge
690 $a 0523
690 $a 0456
690 $a 0450
710 2 $a Indiana University of Pennsylvania. $b Professional Studies in Education. $3 1020763
773 0 $t Dissertations Abstracts International $g 82-06A.
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