Promoting Equity for Primary and Elementary Grade Students: The Flipped Classroom Model to Restructure Instruction for Student Engagement in Learning

Anne Katz; Jackie Hee-Young Kim; M. Cho

Promoting Equity for Primary and Elementary Grade Students: The Flipped Classroom Model to Restructure Instruction for Student Engagement in Learning

Anne Katz, Jackie Hee-Young Kim, M. Cho

Leadership, Technology, & Human Development

Georgia Southern University

Research output: Contribution to conference › Presentation

Abstract

Presentation at American Educational Research Association

Original language	American English
State	Published - Apr 16 2015
Event	American Educational Research Association - San Antonio, TX Duration: Apr 1 2017 → …

Conference

Conference	American Educational Research Association
Period	04/1/17 → …

DC Disciplines

Curriculum and Instruction
Curriculum and Social Inquiry

Cite this

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title = "Promoting Equity for Primary and Elementary Grade Students: The Flipped Classroom Model to Restructure Instruction for Student Engagement in Learning",

abstract = " Presentation at American Educational Research Association",

author = "Anne Katz and {Hee-Young Kim}, Jackie and M. Cho",

year = "2015",

month = apr,

day = "16",

language = "American English",

note = "American Educational Research Association ; Conference date: 01-04-2017",

}

TY - CONF

T1 - Promoting Equity for Primary and Elementary Grade Students: The Flipped Classroom Model to Restructure Instruction for Student Engagement in Learning

AU - Katz, Anne

AU - Hee-Young Kim, Jackie

AU - Cho, M.

PY - 2015/4/16

Y1 - 2015/4/16

N2 - Presentation at American Educational Research Association

AB - Presentation at American Educational Research Association

UR - https://digitalcommons.georgiasouthern.edu/curriculum-facpres/260

M3 - Presentation

T2 - American Educational Research Association

Y2 - 1 April 2017

ER -

Promoting Equity for Primary and Elementary Grade Students: The Flipped Classroom Model to Restructure Instruction for Student Engagement in Learning

Abstract

Conference

DC Disciplines

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Cite this