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A Survey On The Effectiveness Of The Flipped Classroom In The Communication Sciences, Amanda Bange
A Survey On The Effectiveness Of The Flipped Classroom In The Communication Sciences, Amanda Bange
Honors Theses
This study examines how the flipped classroom model impacts student performance in the communication sciences. The flipped classroom is defined as an educational technique that utilizes technology to provide lecture materials outside of class time, while students complete projects and engage in discussion in class with the professor. Twenty-six participants responded to a survey regarding their flipped classroom experiences in four spring semester speech language pathology and audiology classes. Responses were mixed, indicating a dislike of the formatting of the style while appreciating the extra practice, question-and-answer time, and thorough engagement with the topic that the flipped classroom model provided.
Positive Discipline As A Part Of Effective Classroom Management, Allison Stevens
Positive Discipline As A Part Of Effective Classroom Management, Allison Stevens
Honors Theses
This study was driven by the researcher’s interest in learning more about classroom management, and in particular, how experienced teachers thought about positive discipline as part of a management system. The researcher was a teaching intern in an elementary suburban school, where she interviewed 5 teachers and the building principal about classroom management and positive discipline. Interviews were transcribed, and patterns across responses were sought. Findings revealed common pieces of effective classroom management: 1) setting clear expectations and rules, 2) consistency in applying rules and expectations, and 3) having good parent communication. All teachers used tangible extrinsic rewards to motivate …
Launch-Explore-Summarize In High School Calculus, Nate Mattis
Launch-Explore-Summarize In High School Calculus, Nate Mattis
Honors Theses
Current research on high school calculus instruction indicates that students often possess a procedural knowledge of differentiation and integration as opposed to a conceptual knowledge (Orton, 1983; Ferrini-Mundy & Graham, 1994). Given the prominence of traditional lecture and textbook-based calculus classes in the United States, students are not always given the opportunity to expand their conceptual knowledge of essential calculus concepts. This project introduces calculus students to a more active and communal method of teaching: Launch-Explore-Summarize (LES) (CMP, n.d.). This methodology places students at the center of their learning and emphasizes inquiry-based thinking during a class. Specifically, two LES lessons …