NSF GK-12
2011-2012
Action Research Project
Action research is informal research conducted by teachers, concurrent with their teaching,
designed for direct application to a behavior or to a situation. We will take a slightly different
bent on this approach, as it will be the graduate fellow conducting the informal classroom
research along with the classroom teacher. The goal of the action research is not to conduct
a study worthy of publication, but to conduct a systematic inquiry to gather information, and
then take action based upon that information. This reflective process is used to help inform
one’s teaching and understanding of student learning. This process is cyclical in the sense
that change and understanding are pursued at the same time, with action and critical
reflection taking place concurrently. The reflection is used to review the previous action and
plan for the subsequent ones.
A complete Action Research Project will consist of four parts, each of which will be
uploaded to ePortfolio over the academic year. Each of these parts is described in further
detail below:
1) Action Research Project Proposal
2) Midterm Progress Report
3) Presentation
4) Final Paper
Action Research Project Proposal
The Action Research Project Proposal will be developed through collaboration between
graduate fellow and cooperating teacher. This proposal should describe a Specific,
Measurable, Appropriate, Relevant and Time-bound goal for study in your particular
educational setting. As you develop this proposal, think about including specific action
steps that will help guide your investigation of your topic this academic year.
Your proposal and plan should address the following questions:
1) What topic/question do you want to investigate?
2) What will you specifically do to investigate this topic/question?
3) What evidence will you gather in this process?
4) Is your proposal Specific? Measureable? Appropriate? Relevant? and Time-bound?
Midterm Progress Report
The Midterm Progress Report will consist of the following:
1) Compose an introduction describing related background information on the topic.
Provide context and a rationale/justification for the research question.
2) State the research question addressed in this project.
3) Describe the methodology being used to answer the research question.
4) Describe the preliminary results obtained. Include how these results will lead to a
new action and inform future investigation.
Cycle through parts three and four as many times as possible during the school year. Reflect
on how the use of different approaches relates to your understanding of the intended
research question.
Presentation
Each graduate fellow will present their action research project results toward the end of the
school year. This presentation will share each of the items listed in the Final Paper. This
presentation will tell the story of what was done throughout the school year, how it relates to
the goals of the NSF GK-12 program objectives, and how the project informs future
practice.
Final Paper
The Final Paper will consist of the following:
1) Compose an introduction describing related background information and
justification for investigating the research question.
2) State the research question that was addressed in this project.
3) Describe the method(s) that was/were used to answer the research question.
4) Describe the results that were obtained during the research process. Include how
these results led to new actions and informed teaching and learning.
5) Compose a conclusion that summarizes the process and any final determinations
reached.
6) Include any references or sources that were used in the research process.
Mini-example:
1) Students do not like to do mathematics. They have math anxiety.
2) How can mathematics anxiety be reduced?
3) a: We could give a “Problem of the Day” to try to increase students’ sense of success
with mathematics and build confidence. We will survey their math anxiety prior to
beginning the “Problem of the Day” and again after three months.
4) a: Three months later, the math anxiety was lower, but still too high and higher than
expected. Perhaps students don’t identify with mathematics and see its relevance in
their lives. Maybe they don’t think “normal” people do mathematics. Start giving a
weekly five-minute talk on careers in mathematics. After three months, measure their
math anxiety again.
3) b: The career idea did not lower students’ math anxiety. We will try to give an
application from students’ real lives for many of the math topics studied, and see if
this approach increases students’ enthusiasm and then lowers their math anxiety.
After three months, measure their math anxiety again.
4) b: Three months later, the math anxiety is lower than when we started. We are out
of time for trying new ideas and approaches.
5) Mathematics anxiety seemed to be lower after using the “Problems of the Day” and
providing applications of how mathematics can be relevant to students’ lives. We will
continue to try these approaches in combination. The math career idea didn’t seem
to make as much of a difference, but it didn’t seem to harm anything either. It might
have made a difference on some other level.
6) Buxton, L. (1991). Math Panic. Heinemann: Portsmouth, NH.