This mixed-methods study investigated the effects of the flipped classroom on academic performance of high school advanced placement chemistry students. Student perceptions about the approach were also studied. The control group consisted of students from the 2011−2012 academic year, in which traditional teaching methods were used. The treatment group consisted of students from the 2012−2013 academic year, in which the flipped classroom approach was used. Identical assessments were administered and analyzed through both descriptive statistics and independent t tests. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind, and review lectures, as well as increased individualized learning and increased teacher availability. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement (AP) chemistry course redesign.

This study investigated the associations between student perceptions of their classroom psychosocial learning environment and their motivation to learn Mandarin Chinese in the United States. The students took two surveys that measured their perception of the Chinese classroom psychosocial learning environment and their motivation to learn Chinese. Descriptive and inferential statistics were used to analyze the data. There were statistically significant associations between student perception and motivation for learning the Chinese language. The three scales of Task Orientation, Involvement, and Equity emerged as having the most influence on students’ motivation to learn Chinese. The Task Orientation scale had the strongest relationship with student motivation.

A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers’ United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant.

This study compared teaching skill evaluations and professional disposition evaluations for candidates accepted and denied admission to an educator preparation program based upon GPA and testing requirements. The study sought to determine the relationship between academic and non-academic indicators and teaching skills. The data revealed academic indicators of GPA and test scores do not relate to teaching skills. A correlation was found between non-academic indicators, professional dispositions, and the teaching skills evaluation score. The results suggest professional dispositions may be a stronger indicator of success for admission to educator preparation programs and future licensure than GPA and test scores.