本文主要講的是翻轉課堂的案例分析，在這個特殊的案例中，皮爾森教育集團的研究團隊在克林頓戴爾高中進行了一個案例研究，同時比較過去幾年的不及格或及格率。學生和教育工作者都接受了採訪，以收集他們對翻轉課堂方法的看法(克林頓戴爾社區學校，2012)。通過與2009年至2010年和2010年至2011年兩個學期的通過率的對比，培生教育獲得了評估翻轉課堂的方法如何影響學生成績的能力。本篇論文 代寫 價格文章由美國論文通AssignmentPass輔導網整理，供大家參考閱讀。
In this particular case, a case study research had been conducted at Clintondale High School by the research team of Pearson Education, while comparing the rates of fail or pass from the past years. Both, the students and educators had been interviewed for gleaning their perceptions related to the approach of flipped class (Clintondale Community Schools, 2012). In comparison with the rate of passed student for the session years of 2009 to 2010 and 2010 to 2011, Pearson Education gained the ability of assessing how the approach of flipped classroom may have resulted in impacting the achievement of student.
From the interviews of student and educator, it had been discovered that satisfaction of education in teaching a class that was flipped had been identified as high (Clintondale Community Schools, 2012). And hence, the students showed preference in the model of instruction to the past classes. When the students had active engagement within the classroom, they had been highly encouraged for expressing themselves, communicating and participating in the classroom. The energy of the classroom used to be highly enhanced, and in such a scenario, it resulted in the translation of active participation. It had also been found by Tucker (2012) that the approach of flipped classroom towards active learning assisted them to deal with the challenge of asking student’s questions and motivating them to be engaged in class. Instead of reminding the students to listen and sit still, Tucker (2012) started to motivate students to speak up.
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