The integration of technology into modern classrooms has enhanced learning opportunities for students. With increased access to educational content, students gain a better understanding of the concepts being taught. "Flipped Instruction: Breakthroughs in Research and Practice" is a comprehensive reference source for the latest scholarly perspectives on promoting flipped learning strategies, tools, and theories in classroom environments. Featuring a range of extensive coverage across innovative topics, such as student engagement, educational technologies, and online learning environments, this is an essential publication for educators, professionals, researchers, academics, and upper-level students interested in emerging developments in classroom and instructional design. Contents include: (1) Student Rates of Outside Preparation before Class Discussion of New Course Topics: A Case Study of a Flipped Classroom (Clare A. Francis); (2) Blending Face-to-Face and Technology: Implementing Flipped K-12 Classrooms (Philip G. Pulley); (3) Strategies to Promote Pedagogical Knowledge Interplay with Technology (Prince Hycy Bull and Gerrelyn C. Patterson); (4) The Acrobatics of Flipping: Reorienting the Learning Experience of the First Accounting Course (David Starr-Glass); (5) Employing Active Learning and the Flipped Classroom Model in Developing Countries: Opportunities and Challenges (Ajlan M. Alshehri); (6) Active Learning Strategies for Online and Blended Learning Environments (Cynthia Cummings, Diane Mason, Kaye Shelton, and Katie Baur); (7) Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition (Edo Forsythe); (8) Flipped Instruction for Language Learning (Hilda Galvez); (9) Academic Writing in the Flipped EFL Classroom: A Case Study on Student Engagement in Oman (Afef Ahmed Gasm and Michael Thomas); (10) Integrating Recent CALL Innovations into Flipped Instruction (Edo Forsythe); (11) Studies of Flipping Classes with Asian Students (John Paul Loucky); (12) Motivating and Empowering Students' Language Learning in Flipped Integrated English Classes (John Paul Loucky); (13) Gain Time and Differentiate to Meet Student Needs in University Learning Environments: A Flipped Learning Approach (Lauren Beth Rosen, Magara Maeda, and Natalia Roberts); (14) Flipped University Classrooms: Using Technology to Enable Sound Pedagogy (Michael Sankey and Lynne Hunt); (15) Harnessing Technology to Help Students Reveal an Authentic Research Process: Pictorial and Video Research Steps (Lisa Beckelhimer); (16) Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean (Jacqueline A. Morris and Ayles-Anne Wilson); (17) Evaluating the "Flipped" Face to Face Classroom and the Online Classroom in Teacher Education (Lori Severino and Mary Jean Tecce DeCarlo); (18) Flipping the Constitutional Law Classroom: Engaging First Year Law Students in Active Learning (Julia L. Ernst); (19) Ideation to Execution: Flipping an Undergraduate Pre-Calculus Course to Create Significant Learning Experiences (Denise Natasha Brewley, Priya Shilpa Boindala, and Jennifer L. Sinclair); (20) Hybrid, Online, and Flipped Classrooms in Health Science: Enhanced Learning Environments (Lynda Tierney Konecny); (21) Student-Driven Education with Flipped Learning and 20-Time (Thomas F. Driscoll, III and Katherine A. Petty); (22) The Flipped Approach: Past Research, Practical Applications, and Experiences in K-12 Science and Math Classrooms (Meghan Bagby); (23) The Flipped Model in an Advanced Placement United States History Course (Ronald H. Kotlik); and (24) Global Kitchen Project: Promoting Healthy Eating Habits and Developing 21st Century Skills among Children through a Flipped Classroom Model (Melda N. Yildiz, Altagracia Petela, and Brianne Mahoney). An index is included.