Doctoral Student Looking for Before and After Data for Flipped Learning Dissertation

An Opportunity to Help Raise Awareness of the Effectiveness of Flipped Learning 

Darius Penikas is a High School principle at Archbishop Molloy HS in Briarwood, New York, and a doctoral student at St. John’s University in Queens, NY.  He reached out to the Flipped Learning Network last week to ask if we might be able to help spread the word about data he is seeking as he works to finalize a dissertation proposal focused on the efficacy of flipped learning. 

In a nutshell, my goal is to compare student performance in high school classes of teachers before and after the switch to a flipped instructional model.  I would also like to compare student achievement (as measured in state exam, final exam, or other summative exam scores) of flipped teachers to those who use a traditional approach.  In addition, I would like to make this a mixed methods study by interviewing teachers who have made this transition to find out whether their beliefs about the profession and their students have changed.  

While the literature on this topic has expanded greatly over that past five years most quantitative studies are constrained to one semester or one year of flipped instruction.  What would interest me would be the opportunity to speak with teachers and analyze student data for a number of school years.  I am open to any and all suggestions and amending my study to take advantage of data that may be available.  

So, in sum, any help that you could provide identifying potentially fruitful contact would be greatly appreciated.  Again, thank you so much and please let me know if you have any questions.

Mr. Penikas can be reached via email at flippedresearch@stanner.org.

 

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