Date of Conferral







Carla Lane-Johnson


AbstractThe flipped classroom model is expanding rapidly in school districts across the United States and abroad. In a flipped classroom, students complete hands-on collaborative activities in class and watch instructional videos at home. This relatively new method has been tentatively linked to improved learning outcomes, especially for struggling students. However, there is limited literature on how teachers perceive the flipped classroom in inclusive settings. The purpose of this study was to fill that gap by exploring high school teachers’ perceptions to better understand how the flipped classroom model supports students in inclusive settings. The framework for this study was the concerns-based adoption model. The research design for this study was the basic qualitative design. The in-depth interview was used to investigate the perceptions of 11 high school teachers who used flipped classroom techniques in inclusive environments. Participants were from the United States of America, Australia, Canada, the UK, and Peru The thematic inductive technique was used to analyze data. Results indicated that although some students with disabilities struggled to focus, their teachers still found the flipped model effective. Teachers implemented accommodations to support those students. Results also indicated that teachers switched their roles, placing students at the center of their learning. At the students’ level, the flipped model gave them more responsibilities. This study contributed to social change by providing qualitative evidence for decision-makers and stakeholders to help them consider using the flipped model in inclusive settings. Future researchers may focus on obstacles related to the implementation of the flipped model.