Action Research

Action Research in the Robert Noyce Project Urban Mathematics Educator Program

One of our objectives in terms of achieving our goal of retaining scholars was to transform our educational space into one that values and conducts research that can serve as a potential pathway for the professional growth and development of the teachers with whom we work and whom we serve as teacher educators.  One of the ways in which we did this was by collaborating and encouraging students to participate in an action research course which they did alongside their teaching practice (integrating content knowledge, pedagogy and action research methodology). The goal of the course in action research was to not only provide them with the tools and the skills necessary to do action research but to encourage them to explore issues surrounding themselves as becoming mathematics teachers and to look at how they were combining their content and pedagogical knowledge in the process. We therefore adopted this definition of action research: “a systematic, intentional inquiry by practitioners to improve teaching and learning” (Feldman and Capobianco’s 2000, p. 2). Action research was viewed as:

  • Real time method of change
  • Socio-inductive process
  • Having the capacity to enhance the personal and social growth of students

The goal was to also facilitate their understandings of themselves as becoming teachers and how they were impacting their students’ learning of mathematics. There were challenges and we came to realize:

  • Quality secondary school mathematics teachers who value research as a professional development tool is not a one and done activity/event
  • Challenges inherent in the process
  • Outcomes are not predictable
  • Implementation requires significant collaboration and trust
  • Time consuming

Participants are able to identify:

  • Skills
  • Competencies
  • Resources within themselves
  • Able to move forward
  • How process can become emancipatory for some participants

 

Scholars

Title of  Action Research Projects

2005-2006

Linda Brasher

Will Giving Detention Reduce Disruptive Behavior in the Classroom?

Rebecca Jones

Do We Really Need Closure?

Adaobi Princewill

Cooperative Learning As Effective Motivational and Classroom Management Tool

Rabia Shahbaz

Students’ Perspective of Effective Teaching

John Wamsted

The First Few Minutes: A New Teacher’s Struggle to Start a Math Class On Time

Angelle Whittington

Classroom Management of Student Behavior in my Urban classrooms

 

2006-2007

Charity Baker

Motivational Strategies in an Urban High School Mathematics Classroom

John Bragelman

An Analysis of Time Management of a Pre-Service Teacher

Reagan Costen

A Self-Study to Becoming a Mathematics Teacher

Dave Erhman

How Will Grading Homework for Accuracy, on a Daily Basis, and Providing Students with Homework Solution Improve the Test Scores of Algebra III Students?

Nellie Horton

Using Visual Organizers to Teach Algebra II

Corie Kuykendall

Writing in the Mathematics Classroom: An Exploration of Math Journals

Nakia Salam

Peer-Teaching Through Group Assignments and Its Effect on Test Scores

 

2007-2008

Lisa Love

Planning Period Use

Ariel McIntyre

Collaborative Learning

Sharina Moore

Extra Credit or Extra Work?

Mai Nguyen

Collaborative Learning: No Grade Involved, Only Learning

Zakiya Willis

Affecting Habits of Higher Order-Thinking During Instruction

Danika Woods

Do Learning Based Activities Such as Games Affect Student Achievement on Chapter Test in Mathematics?

2008-2009

 

Sharika Boddie

Writing in Mathematics

Joie Bullock

Cheaters Never Prosper? The Impact on the Performance of Second Semester Geometry Students Using Cheat Sheets During Exams

Joseph Kyiamah

Technology and Teaching Mathematics

Barbara Miller

Fraction Reaction

Thucnha D. Nguyen

One Teaches: Two Learn

Sherman Jefferson

Student Engagement

 

2009-2010

Cherrish Foger

How Does the Use of Manipulatives Such as Algebra tiles Help Students Uunderstand and Retain the Concept of factoring trinomials into binomials when a=1?

Tahira Hyman

 

Kimberly Jones

Simplifying Fractions and Radicals: Cooperative Learning in a Unit of Right Angle Trigonometry

Marcellin Mutuyimana

How Does the Implementation of differentiated Instruction  Based on Students’ Readiness
Affect Their Understanding of Probability in an 11th Grade  Classroom?

Sarrita Scott

Note Taking Guides That Work: An Action Research Plan

Alison Shows

 

Paik Sung Tan

How Do Levels of Questions Being Asked in the Classroom Foster Higher-Order Thinking While Learning Operations with Polynomials?

Karen Tatum

Show Me the Math