EXAMINING THE ADOPTION AND IMPLEMENTATION OF THE FLIPPED CLASSROOM IN ...

301 Pages·2016·2 MB·English

by  Dean Whitfield

EXAMINING THE ADOPTION AND IMPLEMENTATION OF THE FLIPPED
CLASSROOM IN PRIVATE SCHOOLS: A MULTI-SITE CASE STUDY

By

Dean Whitfield

A Dissertation

Presented to the faculty of

Towson University

in partial fulfillment

of the requirement for the degree

Doctor of Education

Department of Educational Technology and Literacy

Towson University
8000 York Rd. Towson, MD 21252

December, 2016
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ACKNOWLEDGEMENTS

Thank you Dr. Sarah Lohnes Watulak and Dr. William Sadera for your tireless
commitment to my progress through the ISTC program. Without your contributions this
research would not have been possible. Thank you to my committee members for your
time and support of my studies. Thank you to my research participants, without whom,
none of the insights and findings from this work would have been realized. Thank you to
Lexi Pulice-Farrow, Writing Assistant in the Towson University Writing Center. Your
proofing skills in APA are unsurpassed. Thank you to my family for your never-ending
support and love. Lastly, thank you to my wife, Elizabeth. This would not have been
possible without you.

This work is dedicated to Dr. Alan George Smulian, better known it his grandchildren
and son as “Pops.”

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ABSTRACT

Examining the Adoption and Implementation of the Flipped Classroom in Private
Schools: A Multi-Site Case Study

Dean Whitfield

This study explores the adoption and implementation of the flipped classroom in four
private schools in the Mid-Atlantic. Its purpose was to understand why teachers choose
the flipped classroom, and to describe in rich detail the pedagogical and technological
approaches teachers utilized in their unique contextual classroom settings. It utilized a
qualitative, multi-site case study methodology and Rogers’ (2003) Innovation Diffusion
Theory (IDT) as a theoretical lens. The cross-case analysis revealed five major themes
including: competing definitions of the flipped classroom; a spectrum of practice utilizing
technology; varied adoption pathways including re-invention, problem solving, and trial
and error; variation in the participants’ perceived relative advantages and affordances of
flipped classroom; and sentiments of isolation among some participants. These findings
begin to address a gap in the literature regarding adoption and implementation of the
flipped classroom in K-12 private schools and point to several recommendations. First,
continued research should help to refine a definition of practice that is grounded in
pedagogical theory in K-12 contexts. Second, the impact of adoption pathways on the
application of novel instructional practices like the flipped classroom needs to be
explored further. Third, policy experts should consider their role in establishing
Professional Learning Communities that foster adoption pathways for new pedagogies.
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Fourth, teachers must consider discipline-specific practices within the context of the
variable technology practices found with the flipped classroom. The ultimate impact of
the flipped classroom on instruction and learning will reside in its adoption pathway,
implementation, and capacity to foster student-centered learning environments.
Key Terms:
Flipped Classroom, Adoption, Innovation Diffusion Theory (IDT), K-12, Secondary
Schools, Middle Schools, Elementary Schools, Multi-Site Case Study, Professional
Learning Communities (PLC)
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TABLE OF CONTENTS

Title Page i
Approval Page ii
Acknowledgements iii
Abstract iv
Table of Contents vi
List of Tables xii
List of Figures xiii
Chapter I: Introduction and Theoretical Framework 1
Introduction 2
Emergence of the Flipped Classroom 3
Problem Statement 6
Research Questions 9
Research Positionality Statement 9
Theoretical Framework – Rogers’ Diffusion of Innovations 11
Definition of Terms 16
Limitations and Delimitations 17
Chapter I Summary 18
Chapter II: Literature Review 20
Introduction 20
Search Methodology 20
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Findings 22
Working Definitions of the Model 22
Flipped Classroom: Method or Model? 26
Proposed Advantages and Concerns Regarding the Flipped Classroom 36
Gaps in the Literature 41
Poor Definition 41
Adoption 43
Rich Description of Practice 44
Chapter II Summary 46
Chapter III: Methodology 49
Introduction 49
Rationale for Case Study Research Design 50
Settings 53
Bardwell 54
Fairfield 55
Lowell 56
Edgeworth 57
Selection of Participants 58
Teacher Sampling 59
Technology Professional and Administrator Sampling 60
Data Collection 61
Pilot Study 61
Research Procedure 62
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Observations 64
Interviews 66
Secondary Source Data 68
Data Analysis 68
Validation 70
Design Limitations 71
Chapter III Summary 72
Chapter IV: Inter-Case Descriptions 75
Brian 75
An Introduction 75
Adoption Context 78
Practice 85
Brian’s Case Summary 94
Megan 95
An Introduction 95
Adoption Context 99
Practice 105
Megan’s Case Summary 113
Frank 114
An Introduction 114
Adoption Context 116
Practice 125
Frank’s Case Summary 134
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Sean 136
An Introduction 136
Adoption Context 138
Practice 144
Sean’s Case Summary 155
Allison 157
An Introduction 157
Adoption Context 160
Practice 166
Allison’s Case Summary 173
Chapter V: Cross Case Analysis 175
Introduction 175
Data Analysis and Emergent Themes 176
Findings 178
Theme 1: What is Flip? Two Emerging, Competing Definitions 178
Theme 2: Spectrum of Technology Use and Classroom Practice 187
Theme 3: Re-Invention, Problem Solving, and Triability 196
Theme 4: Relative Advantages and Affordances 207
Theme 5: Isolation in Adoption and Contrast to Professional Learning 213
Communities

Chapter V Summary 222
Chapter VI: Discussion and Recommendations 224
Introduction 224
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Research Summary 225
Review of Emerging Themes 226
Two Competing, Emerging Definitions of the Flipped Classroom 226
Spectrum of Technology Use and Classroom Practice 229
Re-invention, Problem Solving, Triability 231
Relative Advantages and Affordances 232
Isolation in Adoption and Contrast to Professional Learning Communities 233
Discussion 234
Research Question 1: Adoption 234
Research Question 2: Implementation 236
Adoption Informing Practice: Connections Between the Two Research 236
Questions

Recommendations 237
Research 237
Policy 240
Practice 241
Intersections Between Research, Policy, and Practice 242
Conclusion 243
Appendices 245
A: IRB Approval 245
B: Search Schema 246
C: Recruitment Letter to Technology Leaders 247
D: Technology Leaders Follow-up 248
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