Action Research Projects
Partial fulfillment of TEAC 888, Teacher as Scholarly Practitioner
from the Department of Teaching, Learning, and Teacher Education
University of Nebraska-Lincoln
The requirements for the written product of teachers' action research projects differ for participants seeking MA and MAT degrees.
For those seeking MA degrees, the product of a teacher's action research is called a Summative Project and this, along with a Portfolio, are the requirements of the MA master's degree. The Summative Project for a MA degree is expected to be more in depth than an Action Research Report for a MAT degree with regard to the data analysis, discussion of findings, and conclusions sections and is, therefore, typically longer in length than MAT Action Research Reports.
For those seeking MAT degrees, the Action Research Report is only one component of the MAT master's degree exam, the rest of which is comprised of mathematics questions, including an expository paper.
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| Author | Title | Documents (PDF) | |
| Megan Kelly Abresch | A Study of Written Communication: Showing Your Steps | Abstract | Full Document |
| Deb Borgelt | Strategies and Precise Vocabulary Knowledge: Exploring the Relationships Among Mathematics Vocabulary, Problem Solving, and Conf | Abstract | Full Document |
| Joan Brethouwer | Vocabulary Instruction as a Tool for Helping Students of Diverse Backgrounds and Ability Levels to Understand Mathematical Conce | Abstract | Full Document |
| Carol Brown | It Is Not Just the Solution Anymore | Abstract | Full Document |
| Michael Cobelens | Student Problem Solving | Abstract | Full Document |
| Kathy DeLashmutt | A Study of the Role of Mnemonics in Learning Mathematics | Abstract | Full Document |
| Scott Eckman | Summarization in Math Class | Abstract | Full Document |
| Rachel Bunnett Fellows | Writing in the Mathematics Classroom: Does It Have an Effect on Students' Mathematical Reasoning? | Abstract | Full Document |
| Garold Furse | The Role of Habits-of-Mind Problems, Student Self-Assessments and Self Reflections in a 6th Grade Math Class | Abstract | Full Document |
| Kelly Georgius | Improving Communication about Mathematics through Vocabulary and Writing | Abstract | Full Document |
| Lisa Henjes | The Use of Think-Aloud Strategies to Solve Word Problems | Abstract | Full Document |
| Karen Hillen | Discourse and Cooperative Learning in the Math Classroom | Abstract | Full Document |
| Natalie Jenkins | Factors that Influence Mathematics Attitudes | Abstract | Full Document |
| Jill Kranda | Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement | Abstract | Full Document |
| Rachelle Mayo | Connections Between Communication | Abstract | Full Document |
| Amy Nebesniak | Using Cooperative Learning to Promote a Problem-Solving Classroom | Abstract | Full Document |
| Laura Parn | An In-Depth Study of Student Engagement | Abstract | Full Document |
| Janet Schlatmann | Improving Mathematics Problem Solving Through Written Explanations | Abstract | Full Document |
| Karen Schur | Building Math Esteem in Fifth Grade Students | Abstract | Full Document |
| Tara Schwanebeck | A Study of the Summarization of Word Problems | Abstract | Full Document |
| Dot Snesrud | Here is the Plan: So What is the Question? | Abstract | Full Document |
| Amanda Stark | Writing Relevant Word Problems: Seeking to Increase Student Mathematical Achievement | Abstract | Full Document |
| Danielle Swanson | Math Anxiety: What can teachers do to help their students overcome the feeling? | Abstract | Full Document |
| Cara Walz | Journal Writing in Mathematics: Exploring the Connections between Math Journals and the Completion of Homework Assignments | Abstract | Full Document |
| Andrea Weins | An Investigation into Careless Errors Made by 7th Grade Mathematics Students | Abstract | Full Document |
| Amy Wilson | Mathematical Communication Within a Daily Small-Group Learning Environment | Abstract | Full Document |
| Lori Ziemba | Increasing Student Confidence and Knowledge through Student Presentations | Abstract | Full Document |
| Author | Title | Documents (PDF) | |
| Val Adams | Building Confidence in Low Achievers through Building Mathematics Vocabulary | Abstract | Full Document |
| Stacey Aldag | Pre-Reading Mathematics Empowers Students | Abstract | Full Document |
| Julane Amen | Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom | Abstract | Full Document |
| Anna Anderson | An Uphill Battle: Incorporating cooperative learning using a largely individualized curriculum | Abstract | Full Document |
| Delise Andrews | Departmentalization in the 5th Grade Classroom. Rethinking the Elementary School Model | Abstract | Full Document |
| Vicki Barry | Using Descriptive Feedback In a Sixth Grade Mathematics Classroom | Abstract | Full Document |
| Tricia Buchanan | The Importance of Teaching Students How to Read to Comprehend Mathematical Language | Abstract | Full Document |
| Dean Davis | Cooperative Learning Groups in the Eighth Grade Math Classroom | Abstract | Full Document |
| Sandy Dean | Using Non-Traditional Activities to Enhance Mathematical Connections | Abstract | Full Document |
| Jill Edgren | Producing More Problem Solving by Emphasizing Vocabulary | Abstract | Full Document |
| Gary Eisenhauer | Cooperative Learning as an Effective Way to Interact | Abstract | Full Document |
| Monte Else | Reading as a Learning Strategy for Mathematics | Abstract | Full Document |
| Alisa Favinger | Investigating Mathematical Classroom Habits for Habit of the Mind Problems | Abstract | Full Document |
| Diana French | Daily Problem Solving Warm-ups: Harboring Mathematical Thinking in the Middle School Classroom | Abstract | Full Document |
| Jessica Fricke | Generating Interest in Mathematics through Discussion in the Middle School Classroom | Abstract | Full Document |
| Doug Glasshoff | Student Transition to College | Abstract | Full Document |
| Kyla Hall | Perceptions of Math Homework: Exploring the Connections between Written Explanations and Oral Presentations and the Influence on | Abstract | Full Document |
| Thomas Harrington | "Let's Review." A Look at the Effects of Re-teaching Basic Mathematic Skills | Abstract | Full Document |
| Kacy Heiser | Homework Presentations: Are They Worth the Time? | Abstract | Full Document |
| Cole Hilker | Reduce Late Assignments through Classroom Presentations | Abstract | Full Document |
| Kim Hirschfeld-Cotton | Mathematical Communication, Conceptual Understanding, and Students' Attitudes Toward Mathematics | Abstract | Full Document |
| Julie Hoaglund | Enhancing Thinking Skills: Will Daily Problem Solving Activities Help? | Abstract | Full Document |
| Kristin Johnson & Anne Schmidt | The Effects of Teaching Problem Solving Strategies to Low Achieving Students | Abstract | Full Document |
| Emy Jones | Can homework become more meaningful with the inclusion of oral presentations? | Abstract | Full Document |
| Darla Kelberlau-Berks | The Effects of Self-Assessment on Student Learning | Abstract | Full Document |
| Chad Larson | The Importance of Vocabulary Instruction in Everyday Mathematics | Abstract | Full Document |
| Emily Lashley | Confidence in Communication: Can My Whole Class Achieve This? | Abstract | Full Document |
| Stacie Leffer | Writing in a Mathematics Classroom: A Form of Communication and Reflection | Abstract | Full Document |
| Tiffany Lothrop | Math in the George Middle School | Abstract | Full Document |
| Micki McConnell | Exploring the Influence of Vocabulary Instruction on Students’ Understanding of Mathematical Concepts | Abstract | Full Document |
| Carmen Melliger | Understanding the Mathematical Language | Abstract | Full Document |
| Linda Moore | Writing for Understanding in Math Class | Abstract | Full Document |
| Shawn Mousel | Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students | Abstract | Full Document |
| Katie Pease | Using Relearning Groups to Help All Students Understand Learning Objectives Before Tests | Abstract | Full Document |
| Jim Pfeiffer | Self-Directed Learning in the Middle School Classroom | Abstract | Full Document |
| Kyle Poore | How to Better Prepare for Assessment and Create a More Technologically Advanced Classroom | Abstract | Full Document |
| Shelley Poore | Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom | Abstract | Full Document |
| Jeremy Renfro | How Student Self-Assessment Influences Mastery Of Objectives | Abstract | Full Document |
| Daniel Schaben | Improving Student Engagement and Verbal Behavior through Cooperative Learning | Abstract | Full Document |
| Amy Schutz | Oral Presentation: Exploring Oral Presentations of Homework Problems as a Means of Assessing Homework | Abstract | Full Document |
| Bryce Schwanke | RAP (Reasoning and Proof) Journals: I Am Here | Abstract | Full Document |
| Shelly Sehnert | Homework: Is There More To It Than Answers? | Abstract | Full Document |
| Josh Severin | Improving Students' Story Problem Solving Abilities | Abstract | Full Document |
| Christina Sheets | Calculators in the Classroom: Help or Hindrance? | Abstract | Full Document |
| JaLena Slack | Does Decoding Increase Word Problem Solving Skills? | Abstract | Full Document |
| Marcia Smith | Written Solutions of Mathematical Word Problems | Abstract | Full Document |
| Sandi Snyder | Cooperative Learning Groups in the Middle School Mathematics Classroom | Abstract | Full Document |
| Vicki Sorensen | Motivating Middle School Mathematics Students | Abstract | Full Document |
| Cindy Steinkruger | Do Students Progress if They Self-Assess? A Study in Small-Group Work | Abstract | Full Document |
| Shana Streeks | Why Are We Writing? This is Math Class! | Abstract | Full Document |
| Diane Swartzlander | Effects of Self-Assessment on Math Homework | Abstract | Full Document |
| Lindsey Thompson | Connections Between Communication | Abstract | Full Document |
| Tina Thompson | Increasing Teacher Involvement with Other Teachers Through Reflective Interaction | Abstract | Full Document |
| Janet Timoney | Increasing Conceptual Learning through Student Participation | Abstract | Full Document |
| Greg Vanderbeek | Improving the Effectiveness of Independent Practice with Corrective Feedback | Abstract | Full Document |
| Aubrey Weitzenkamp | Rubric Assessment of Mathematical Processes in Homework | Abstract | Full Document |
