Action research is important for learning and school improvement. Action
research, or sometimes called classroom research or practitioner inquiry, is a
process in which the teacher or principal reflect on current teaching practices
for learning and create a plan that has a scientific approach for improving the
school. (Dana, 2009). This inquiry
process supports what lots of professionals in education always mention in
school’s visions and mission statements about being a life-long learner. It is important
to never stop learning and make sure your organization is action research
oriented. As I mentioned before this is the first time that I have had a clear definition
and explanation of what action research consist of. In learning about this
process I have reflected on actions that my own principal has done at our
school. She is a believer of action research; I just did not know how to
recognize it. I wish that when I was a teacher she would have involved me in
the process. If I would have done this in my classroom I would have helped with
student achievement. Granted I did look at the trends in the data and tried my
best with trying to close the achievement gap. How much more effective would I
have been if I would have implemented a program or a strategy and monitored the
success? If the administrators would have involved me in the process this would
have built capacity among the teachers and give the staff a sense of ownership
in our school’s success (Dana, 2009).
Finding time to engage in inquiry can be rewarding. Administrative
inquiry is very important for a campus principal to practice. Time has to be
found in their busy schedule to engage in inquiry. When the principal makes
themselves the “head learner” it shows the rest of the staff a great model of
how inquiry will increase the effectiveness of a school, (Dana, 2009). When
starting an action research project a problem is defined, literature on the subject
is found and reviewed, changes are made based on new findings and
understandings, and data is taken. Once all the data is collected over an
extended period of time, it is looked at for trends and analyzed to give
information if instruction improved or the problem was solved. This type of research encourages discussions
with all stakeholders about how to improve student achievement and
instructional practices.
Not only did I learn from my readings, but I learned from my colleagues
when blogging. I was able to look at samples of other action research plans. It
is very beneficial to see samples and compare and contrast my understandings
with others. I was very hesitant when I heard I had to blog. I have avoided
anything to do with technology because of my lack of understanding. Looking at
it know I am glad that I was challenged and had assignments dealing with
blogging. I also was able to see that I was not the only person that had to
edit my plan over and over again. I was also able to see that other campuses
had similar challenges as my school. Receiving comments from my followers also
assisted me with my learning. Having another pair of eyes to look at my plan I
was made aware of things I did not think about and ways to make my project
better. For example, I was told I needed to be specific on the types of
interventions that I would be using in my research. I was also told that I
needed to mention that I was only focusing on one certain content area, which I
did not mention in my plan. I also had comments that made me think about how I
would support my findings with literature. I am still unsure about where to
find these resources, but I will be sure to blog about this because I am sure
someone will have some ideas.
The discussion board was another resource that helped me grow. By reading
others thoughts and reflection I was able to see the process. The discussion
board helped me with generating wonderings and finding the purpose of my action
plan. Here I was also given comments that helped me narrow down my focus. I was
questioned about certain aspects of my plan, which caused me to be rethink my
explanations. This forced me to make sure I was clear with my explanations and
everyone could understand my purpose and why I chose my goal.
I also enjoyed the interviews with administrators from other school
districts. The interview that made me think and caused me to reflect is the one
with Dr. Timothy Chargois. Listening to him opened my eyes to the importance of
research on the campus and classroom level. One of the most powerful statements
that are sticking with me is “The old adage of saying if I only touched one kid
I’ve done….no sir that doesn’t work under today’s accountability”. I think it
was an honest statement. It is alright to acknowledge you made a child feel
better about them self, but it is always important that student progresses
academically. Until the laws change about testing, this is a fact of education,
student achievement is critical. His advice about being a lifelong learner
being a key to students’ success is also very true.
“Never stop learning. If your green your growing, if you’re brown your
dying”.
The concept of changing quantifying qualitative data is also a concept
that made me think. Teachers have to produce results and have to use data to
impact their instruction. Instructional strategies and methods have to be
looked at and monitored to promote student achievement. No longer should teachers be only
knowledgeable in pedagogy and content, but also have to understand the benefits
of performing research within their own classroom to produce results. Being action
research oriented is important for teachers to accomplish results.
I feel as if I am ready to pursue my research. I am looking forward to this opportunity to help my campus and especially the teachers.
Dana, Nancy Fichtman (2009). Leading
with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.
