The purpose of this thesis is to apply knowledge gained from reviewing the literature on flipped classrooms to a middle school geography unit. The history of the flipped classroom model, varying models of flipped classrooms, the need for flipped classrooms and the importance of flipped learning are introduced to support the rationale and purpose of the research. Literature on academic performance, student achievement, instructor impact, and technology are reviewed to give benefits and challenges to flipping a middle school geography unit. An application emphasis is included to further discuss the audience, sustainability and resources required to flip a middle school geography unit. Limitations of the research are noted along with implications for future research.
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Norman, J. (2018). How Flipped Classrooms Impact K-12 Student Achievement: Flipping a Middle School Geography Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/474