Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools
The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped‐Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served t...
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Veröffentlicht in: | British journal of educational technology 2020-07, Vol.51 (4), p.1420-1435 |
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creator | Chou, Chih‐Lun Hung, Min‐Ling Tsai, Chia‐Wen Chang, Yu‐Chih |
description | The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped‐Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self‐efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms. |
doi_str_mv | 10.1111/bjet.12895 |
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Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self‐efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.</description><identifier>ISSN: 0007-1013</identifier><identifier>EISSN: 1467-8535</identifier><identifier>DOI: 10.1111/bjet.12895</identifier><language>eng</language><publisher>Coventry: Wiley-Blackwell</publisher><subject>Blended Learning ; Classrooms ; Construct Validity ; Discriminant analysis ; Factor Analysis ; Foreign Countries ; Geographical locations ; Instructional Design ; Junior High School Teachers ; Measures (Individuals) ; Middle school teachers ; Self Efficacy ; Teacher Attitudes ; Teachers ; Teaching Methods ; Technological Literacy</subject><ispartof>British journal of educational technology, 2020-07, Vol.51 (4), p.1420-1435</ispartof><rights>2019 British Educational Research Association</rights><rights>2020 British Educational Research Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3235-1223e147c3955b79463b683b59b6c1aa48895d14a7cdc06eec8982958a36520b3</citedby><cites>FETCH-LOGICAL-c3235-1223e147c3955b79463b683b59b6c1aa48895d14a7cdc06eec8982958a36520b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fbjet.12895$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fbjet.12895$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1416,27915,27916,45565,45566</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1257328$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Chou, Chih‐Lun</creatorcontrib><creatorcontrib>Hung, Min‐Ling</creatorcontrib><creatorcontrib>Tsai, Chia‐Wen</creatorcontrib><creatorcontrib>Chang, Yu‐Chih</creatorcontrib><title>Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools</title><title>British journal of educational technology</title><description>The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped‐Classroom Teacher Scale (FCTS). 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Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.</description><subject>Blended Learning</subject><subject>Classrooms</subject><subject>Construct Validity</subject><subject>Discriminant analysis</subject><subject>Factor Analysis</subject><subject>Foreign Countries</subject><subject>Geographical locations</subject><subject>Instructional Design</subject><subject>Junior High School Teachers</subject><subject>Measures (Individuals)</subject><subject>Middle school teachers</subject><subject>Self Efficacy</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Technological Literacy</subject><issn>0007-1013</issn><issn>1467-8535</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><recordid>eNp9kL1OwzAUhS0EEqWwsCNZYkNK8U-cOCOU8lNVYilz5Di3ras0DnYDYuM12PosfRSeBLdBjHixjs-nc68PQueUDGg418US1gPKZCYOUI_GSRpJwcUh6hFC0ogSyo_RiffLIAkXcQ-1d_AGlW1MPceqLvGbqkyp1nu53XitKthuZtbhFSjfut37GpRegPPfn1_YgSpNDd7jHTOrTNNAiXWlvHfWrjw2NV62tQnmwswX2OuFtZU_RUczVXk4-7376OV-NB0-RpPnh6fhzSTSnHERUcY40DjVPBOiSLM44UUieSGyItFUqViGj5Y0VqkuNUkAtMwky4RUPBGMFLyPLrvcxtnXFvw6X9rW1WFkzuIQHGdMkkBddZR2NuwNs7xxZqXcR05Jvqs139Wa72sN8EUHgzP6DxyNKRMpZzL4tPPfTQUf_yTlt-PRtMv8AWqRhy0</recordid><startdate>202007</startdate><enddate>202007</enddate><creator>Chou, Chih‐Lun</creator><creator>Hung, Min‐Ling</creator><creator>Tsai, Chia‐Wen</creator><creator>Chang, Yu‐Chih</creator><general>Wiley-Blackwell</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope></search><sort><creationdate>202007</creationdate><title>Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools</title><author>Chou, Chih‐Lun ; 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Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self‐efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.</abstract><cop>Coventry</cop><pub>Wiley-Blackwell</pub><doi>10.1111/bjet.12895</doi><tpages>16</tpages></addata></record> |
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subjects | Blended Learning Classrooms Construct Validity Discriminant analysis Factor Analysis Foreign Countries Geographical locations Instructional Design Junior High School Teachers Measures (Individuals) Middle school teachers Self Efficacy Teacher Attitudes Teachers Teaching Methods Technological Literacy |
title | Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools |
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