Division C - Learning and Instruction / Division C - Section 3a: Learning Environments

Yu-Chun Kuo, Rowan University

Achievement Goals, Behavioral Engagement, and Achievement in a Flipped Undergraduate Anatomy Course - John Ranellucci, Michigan State University; Joshua Michael Rosenberg, Michigan State University; Hannah Klautke, Michigan State University; Kristy Amber Robinson, Michigan State University; William Saltarelli, Central Michigan University; Lisa Linnenbrink-Garcia, Michigan State University; Cary J. Roseth, Michigan State University

Comparing Motivation and Achievement in a Flipped and a Traditional Classroom: The Role of Self-Regulated Learning - You-kyung Lee, Michigan State University; Joshua Michael Rosenberg, Michigan State University; Kristy Amber Robinson, Michigan State University; Hannah Klautke, Michigan State University; Christopher Seals, Michigan State University; John Ranellucci, Michigan State University; William Saltarelli, Central Michigan University; Lisa Linnenbrink-Garcia, Michigan State University; Cary J. Roseth, Michigan State University

Implementing Flipped Instruction in High School Biology Classrooms: Learning Outcomes and Student Perceptions - Lynne Zummo, Stanford University; Bryan A. Brown, Stanford University

The Impact of Instructional Practices on Conceptual Calculus Learning: An Item Response Theory–Based Differential Item Functioning Study - Guadalupe Lozano, The University of Arizona

Kirsten R. Butcher, University of Utah