The cases presented describe two levels of struggle. One level identifies two student teachers (ST) and their mentors failing to meet one another’s expectations. Another level presents school administration as it seeks to find ways of meeting STs’ needs while maintaining a positive and productive school climate. Relevant research is presented to help guide possible explanations for how these issues can be ameliorated for STs, mentors, and school administrators.

This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method's principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates that some students felt more engaged by the flipped method, while others did not. The results of the research indicate that the flipped method might be effective, in part, in an ELA classroom, but not as a sole means of instruction.

Flipping the classroom is one of the hottest new educational ideas that promises to increase student engagement. However, recent research suggests that not all content areas are equal when it comes to flipping. English language arts and humanities-based subjects may not benefit as much as math and science classes and, in fact, decrease student engagement. The authors posit five key questions that teachers and administrators should consider before advocating a flipped classroom approach.

This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method’s principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates that some students felt more engaged by the flipped method, while others did not. The results of the research indicate that the flipped method might be effective, in part, in an ELA classroom, but not as a sole means of instruction.

No abstract