Week 1 - Building a Blog on Action Research

What I Have Learned About Action Research

What is Action Research?

I have learned that administrative inquiry or action research is the process where an administrator studies a specific topic or issue that is relevant to the administrators practice with the intent to make changes and improvements on his/her practices based on the outcomes of the inquiry. Administrators seek to satisfy their questions of curiosity by developing a plan, collecting data, analyzing literature and sharing results of the inquiry. Change is a result of inquiry research is the primary goal of the process. Administrators use the information they have collected to improve their practices and their schools. Administrators also use inquiry research for professional development and growth. “Administrators can use it to gain deeper insight into their practice as administrators and their leadership role in the school improvement efforts (Dana, 2009, p. 3).”

I have also learned that action research differs from traditional education research primarily because traditional educational research is done by “outsiders” (Dana, 2009, p. 5). Traditional education research is most often done by researchers who are not directly involved or affected by the research topic. Traditional educational research often “provides valuable insights in to the connections between theory and practice (Dana, 2009, p. 5).” However, at the same time, it does not allow administrators and teachers to participate in the research process. Unlike traditional educational research, action research allows administrators and teachers to participate and conduct research that is relevant to the issues that they encounter on a regular basis. Action research “focuses on the concerns of the practitioners (not outside researchers) and engages practitioners in the design, data collection, and interpretation of data around their question (Dana, 2009, p. 5).”

Contexts for Principal Inquiry

In this assignment I learned from my readings that there are four contexts that are ripe for principal inquiry. First, university coarse work can include principal inquiry in the form of “a portfolio project, paper, thesis, or even dissertation (Dana, 2009, p. 20).” Many programs include an entire course where inquiry skills are taught and practiced.

Next, superintendent meetings and district meetings are two places where inquiry research can be implemented as professional development. “Principals are organized into small groups to complete a series of interactive tasks to help each principal identify and area to study about his or her own practice (Dana, 2009, p. 20).” After the inquiry research, principal share their findings and new understandings with one another and as a result, better practices are adapted by the principals.

Leadership teams are also ripe for principal inquiry because they have a “culture of collaboration coupled with educational reform (Dana, 2009, p. 21).” The nature of the leadership teams is to solve problems and make decisions. Principals can use their leadership teams and engage them in the inquiry research process. As a result, the leadership team is learning and can then share the new information with their colleagues.

The last context is Professional Learning Communities are a prime group of professions to participate in action research. They are groups of people who meet regularly to discuss their teaching practices and student progress and how they can improve upon their current strategies. These groups could engage in the action research process to improve and grow their schools (Dana,2009, p. 22-23).

Three Examples of Action Research in Educational Settings

1) A literacy team investigating why students are not understanding their classroom text (Ringler, 2007, p. 21).

2) A math teacher inquiring why her students are “unable to translate the word problem into and equation (Ringler, 2007, p. 21).”

3) A leadership team investigating what motivates students to complete their homework to the best of their ability.

Benefits of Conducting Action Research

“A major benefit inherent in the process is the improvement of teaching when focusing on improving student achievement (Ringler, 2007, p.36). Action research improves “good-teaching” by allowing teachers to adapt and improve upon their practices after evaluating the effect on their students’ achievement. Conducting action research also holds teachers accountable and contributes to their growth professionally.

Importance of Reflection

Reflection is an important skill in leadership because it facilitates change. Reflection is a characteristic of an expert because experts “make adjustments as the go (Martin et al., 2005, p. 104).” Leaders who become experts know how to use prior knowledge and experiences to adjust their understanding and practices. Being able to adjust in the wake of new information is a valuable skill of a leader. A leader must be able to reflect, make changes and move forward for growth.

Reflection is an important aspect of action research because it encourages change and direction. Reflection “is thinking about how actions are connected to cultural norms, to initial experiences growing up, institutional histories, and on-the-job experience (Martin et al., 2005, p. 106).” Reflecting on prior knowledge as well as new understandings allows for growth and change of the topic being researched. Reflection allows the inquiry to take turns and develop throughout the process. Reflection is a way that leaders can take note of how the research and findings are affecting their practices and how they can improve upon them. Reflection helps leaders stay focused and personally involved in the action research process.

Educational Leaders Use of Blogs

Educational leaders can use blogs to share ideas, collaborate, and store information. Blogs can be used to brainstorm ideas, receive feedback from colleagues and stakeholders, and as a reflection tool for leaders. A leader can use a blog to collect his ideas and then use the blog as a reminder of the curiosities he or she wishes to explore. The leader can also use the blog to keep track of all of the data collected and new ideas when conducting inquiry research. Blogs can also be a collaboration tool for educational leaders. Bloggers can reflect their own ideas and have a collection of those reflections. They can also collaborate with colleagues from many areas about thoughts and ideas. Blogging “automatically connects you to a large audience of principals (Dana, 2009, p. 151).” Blogging can serve as an online diary for educational leaders to ponder curiosities, to record research, to collaborate, to share and to reflect.

Sources

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Martin, G. E., Wright, W. F., Danzig, A. B., Flanary, R. A. & Brown, F. (2005) School leadership internship: Developing, monitoring, and evaluating your leadership experience (2^nd ed.). Larchmont, NY: Eye on Education, Inc.

Ringler, M.C. (2007). Action research an effective instructional leadership skill for future public school leaders. Journal of Scholarship and Practice, 4(1), 27-37.