Canadian Journal of Action Research Volume 17, Issue 2, 2016, pages 33-55 AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADE MATH INSTRUCTION Teresa D’addato, Clovis Unified School District, Fresno, CA Libbi R. Miller, California State University, Fresno, CA. ABSTRACT The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher’s class. Data was collected in the form of classroom observations, teacher reflections and surveys from both parents and students. Findings indicated that a flipped learning methodology shifted the role of the teacher to that of a classroom facilitator. Flipped learning also created an engaging instructional environment, which afforded students the opportunity to experience a greater sense a responsibility over their learning process. While parents responded to flipped learning in mixed ways, they overall reported positive changes in their children as a result of the shift in instructional methods. Conclusions and implications for practice are discussed. As the nation focuses and debates the newest educational policies that drive instructional decisions, such as the 21 st Century Skills Framework and Common Core State Standards (CCSS), millions of students, economically advantaged and disadvantaged, continue their journey through the American educational system. These students are guided by teachers, such as myself, who are striving to ride the waves of trends, fads and administrative directives with the goal and hope of positively impacting those young lives to enable more options for their future (Hardiman, 2012). This problematic issue of legislation affecting curriculum (Robinson, 1961) and constant change emerged as topics of concern in the 1960s and has continued since then (Schiro, 1992). More recent analysis of the effects of