Springer Flipped Classrooms with Diverse Learners: International Perspectives (Springer Texts in Education)

This book addresses the background of classroom flipping, explores the theoretical underpinnings for why flipping works, and shares current success stories in practice. It provides diverse international examples of classroom flipping for all ages, includes discussions of the authors’ studies in the context of the existing research, and illustrates the impact that classroom flipping has had across a range of educational settings instead of focusing on a specific domain or learner context. Intended as a handbook for practitioners, the analysis of commonly used, highly effective techniques for learners of various ages fills a major gap in the literature. It offers a valuable resource for educators, helping them make the flipped learning experience an impactful and meaningful one. From the Back Cover This book addresses the background of classroom flipping, explores the theoretical underpinnings for why flipping works, and shares current success stories in practice. It provides diverse international examples of classroom flipping for all ages, includes discussions of the authors’ studies in the context of the existing research, and illustrates the impact that classroom flipping has had across a range of educational settings instead of focusing on a specific domain or learner context. Intended as a handbook for practitioners, the analysis of commonly used, highly effective techniques for learners of various ages fills a major gap in the literature. It offers a valuable resource for educators, helping them make the flipped learning experience an impactful and meaningful one. About the Author Dr. Zachary Walker is a faculty member at the Institute of Education, University College London. He has worked in the United States, Asia, England, Europe, Central America, and the Caribbean, and with UNESCO’s International Bureau of Education, on issues related to inclusive educational policy. His current research focuses on innovative pedagogies, inclusive practices, and leadership.  Desiree S. Tan is a Research Assistant at the National Institute of Education, Nanyang Technological University. Her ongoing research includes a wide variety of topics such as curriculum design, employment preparation, flipped learning, intellectual and developmental disabilities, mathematics difficulties, mobile technology usage, simulation and serious gaming, special education, the technology acceptance model, team-based learning, translating neuroscience for educators, and virtual and augmented reality usage.  Dr. Koh Noi Keng, Ph.D is the Director of Research, Curtin University, Singapore, after serving 17 years at the National Institute of Education, Nanyang Technological University, Singapore as Director of the Center for Financial Literacy. She was the programme leader who designed and taught postgraduate courses for accounting, business, economics, and finance education and was a Principal Investigator for mobile learning, technology-rich learning environment and engaging pedagogies for learners' research projects.  She was also a consultant to the National Healthcare Group, Pearson and Citigroup.