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Reviews literature and frames flipped learning as a blended approach that shifts direct instruction to out-of-class time, enabling interactive activities, collaborative work, guided inquiry, and formative support. Reports research design, methods, analysis procedures, and findings across school context factors and English-learner-specific practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-centered-learning-opportunities-for-adolescent-english-learners-in-flipped-classrooms-research-report/585579/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-centered-learning-opportunities-for-adolescent-english-learners-in-flipped-classrooms-research-report/585579.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the flipped classroom model discussed in the document?","Question",{"text":63,"@type":64},"In a flipped classroom, traditional roles are switched so students access direct instruction (including teacher lectures and online content) outside of class, while valuable class time is used for interactive activities, collaboration, and guided inquiry projects.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the study focus on adolescent English learners?",{"text":68,"@type":64},"English learners have been overlooked and underserved, and Massachusetts has seen substantial growth in this population. The study aims to understand how flipped learning affects adolescent English learners’ experiences and outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"What research topics are covered in the findings section?",{"text":72,"@type":64},"The findings include a situated definition of flipped learning, secondary-school context factors that support it, flipped learning with English learners, and innovative practices designed to support those learners.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585579,1792188742,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","STUDENT-CENTERED LEARNING OPPORTUNITIES FOR ADOLESCENT ENGLISH LEARNERS IN FLIPPED CLASSROOMS  \nPrincipal Investigators:  \nAvary Carhill-Poza, Ph. D.  \nPanayota Gounari, Ph. D. Department of Applied Linguistics University of Massachusetts Boston  \nIn Massachusetts, the English learner population grew by 149 percent to  \n71,000 students between 2002 and 2011, with English learners now comprising  \n7.1 percent of the state’s student population  \nIntroduction  \nReview of Literature .............................................................................................. p. 5  \nTheoretical Frame ................................................................................................. p. 6  \nThe Current Study................................................................................................. p. 7  \nResearch Design  \nStudy Overview ..................................................................................................... p. 8  \nResearch Setting .................................................................................................. p. 8  \nResearch Participants ........................................................................................... p. 8  \nResearch Methods................................................................................................ p. 9  \nAnalysis ............................................................................................................. p. 11  \nFindings  \nSituating Flipped Learning in a Secondary School .................................................. p. 12  \nA Situated Definition of Flipped Learning............................................................... p. 16  \nSchool Context Factors That Support Flipped Learning .......................................... p. 20  \nFlipped Learning with English Learners.................................................................. p. 25  \nInnovative Practices for English Learners ............................................................... p. 27  \nDiscussion  \nDissemination of Findings.................................................................................... p. 32  \nFuture Directions ................................................................................................ p. 32  \nReferences  \n......................................................................................................................... p. 33  \nAppendices  \nA. Delphi Interview Protocol ................................................................................. p. 35  \nB. Classroom Observation Protocol ....................................................................... p. 35  \nTables  \n1. Descriptive Statistics School ............................................................................ p. 13  \n2. A Situated Definition of Flipped Learning........................................................... p. 16  \n3. School Context Factors Supporting Flipped Learning .......................................... p. 20  \n4. Affordances of Flipped Learning with EL students............................................... p. 26  \nStudent-Centered Learning Opportunities for Adolescent English Learners in Flipped Classrooms 3  \nINTRODUCTION  \nT  \noday, more than five million  \nstudents in United States schools speak a language other than English at home and are classified as having limited English proficiency (NCELA, 2011) . As the fastest-growing segment of the school-age population, English learners have long been overlooked and  \nunderserved (Gándara & Contreras, 2008; Ruiz-deVelasco & Fix, 2001) . In Massachusetts, the English learner population grew by 149 percent to 71,000 students between 2002 and 2011, with English learners now comprising 7.1 percent of the state’s student population (Massachusetts Department of Elementary and Secondary Education, 2012) . At the same time, the implementation of Common Core State Standards (CCSS), a concurrent curriculum and assessment movement, has incr","cbCailuH2vsWysPZ","https://ap.wps.com/l/cbCailuH2vsWysPZ","pdf",6839543,36,"English","# Introduction\n## Review of Literature\n## Theoretical Frame\n## The Current Study\n# Research Design\n## Study Overview\n## Research Setting\n## Research Participants\n## Research Methods\n## Analysis\n# Findings\n## Situating Flipped Learning in a Secondary School\n## A Situated Definition of Flipped Learning\n## School Context Factors That Support Flipped Learning\n## Flipped Learning with English Learners\n## Innovative Practices for English Learners\n# Discussion\n## Dissemination of Findings\n## Future Directions\n# References\n# Appendices\n## Delphi Interview Protocol\n## Classroom Observation Protocol\n# Tables\n## Descriptive Statistics School\n## A Situated Definition of Flipped Learning\n## School Context Factors Supporting Flipped Learning\n## Affordances of Flipped Learning with EL students","[{\"question\":\"What is the flipped classroom model discussed in the document?\",\"answer\":\"In a flipped classroom, traditional roles are switched so students access direct instruction (including teacher lectures and online content) outside of class, while valuable class time is used for interactive activities, collaboration, and guided inquiry projects.\"},{\"question\":\"Why does the study focus on adolescent English learners?\",\"answer\":\"English learners have been overlooked and underserved, and Massachusetts has seen substantial growth in this population. The study aims to understand how flipped learning affects adolescent English learners’ experiences and outcomes.\"},{\"question\":\"What research topics are covered in the findings section?\",\"answer\":\"The findings include a situated definition of flipped learning, secondary-school context factors that support it, flipped learning with English learners, and innovative practices designed to support those learners.\"}]","STUDENT-CENTERED LEARNING OPPORTUNITIES FOR ADOLESCENT ENGLISH LEARNERS IN FLIPPED CLASSROOMS - Research report | PDF",1792055160,91]