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
 Socioinductive 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 
20052006 

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

20062007 

Charity Baker 
Motivational Strategies in an Urban High School Mathematics Classroom 
John Bragelman 
An Analysis of Time Management of a PreService Teacher 
Reagan Costen 
A SelfStudy 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 
PeerTeaching Through Group Assignments and Its Effect on Test Scores

20072008 

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 OrderThinking During Instruction 
Danika Woods 
Do Learning Based Activities Such as Games Affect Student Achievement on Chapter Test in Mathematics? 
20082009 

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 

Sherman Jefferson 
Student Engagement

20092010 

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 
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 HigherOrder Thinking While Learning Operations with Polynomials? 
Karen Tatum 
Show Me the Math 