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The purpose of this article is to outline a framework that can be used to examine issues of equity and mathematics reform. Adapted from an opportunity-to-learn framework proposed by Tate (2004), this model includes factors related to time, quality, and design. This framework is applied to the cases of two secondary mathematics teachers to illustrate how these factors can operate to shape teachers' implementation of reform. The differences between the two cases point to the significance of teaching context with respect to reform. The framework has equity implications insofar as the time and quality factors that constrain change appear to be more likely to impact students of color and students in high-poverty schools, thus denying them access to mathematics reform.

The chapter outlines best practices in the use of Flipped Classroom to promote active and meaningful learning in higher education, specifically preservice teacher preparation courses. The theoretical foundation supporting the use of Flipped Classroom is reviewed as well as issues related to its use. Recommendations as to how to integrate Flipped Classroom are examined as well. Linkage to the goals of teacher preparation programs are made to assure the reader’s understanding of the recommendations that follow.

The chapter outlines best practices in the use of Flipped Classroom to promote active and meaningful learning in higher education, specifically preservice teacher preparation courses. The theoretical foundation supporting the use of Flipped Classroom is reviewed as well as issues related to its use. Recommendations as to how to integrate Flipped Classroom are examined as well. Linkage to the goals of teacher preparation programs are made to assure the reader's understanding of the recommendations that follow.

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