Action Research Defined
Action research refers to
the process of a principal engaging in systematic, intentional study of his or
her own administrative practice and taking action for change based on what he
or she learns as a result of the inquiry. Administrators or educators who use
action research do so to execute some kind of positive change in their practice
and/or on their campus. Action research is a systematic inquiry that involves
posing questions, collecting data, analyzing data along with reading relevant
texts, making changes in practice based on findings or conclusions, and sharing
findings with others. (N.F. Dana, 2009) Action research is a proactive and
reflective form of research that allows educators and administrators an
opportunity to examine their practice and to be accountable leaders in school improvement.
Two
paradigms have been prevalent in educational research, "process-product
research" (Shulman, 1986) and qualitative or linear research.
Process-product research depicts teaching as a linear activity and teachers and
principals as technicians. The
qualitative/linear paradigm portrays teaching and schooling as highly complex,
context specific, interactive activities. In both of these traditional research
paradigms, the research is conducted by outsiders who are not familiar with the
campus or the day-to-day experiences of the practitioner. Additionally, the
practitioner's role in the process is quite limited. Carr and Kemmis (1986)
identified three benefits of action research: (1) theories and knowledge are
generated from research grounded in the realities of educational practice, (2)
practitioners become collaborators in educational research by investigating
their own problems, and (3) practitioners play a part in the research process,
which makes them more likely to facilitate change based on the knowledge they
generate. Action research is practitioner driven. The practitioner is involved
in a series of ongoing reflections and actions. The practitioner is engaged in
all aspects of the research process from questioning through data collection
and analysis, to the facilitation of change.
The Dana text identified
four ripe contexts for principal inquiry: university coursework,
superintendent/district meetings, leadership teams, and professional learning
communities. University coursework for educational degrees and advanced degrees
provides educators the opportunity to engage in action research as either a
portion of their coursework or as their culminating project or thesis. In
attempts to provide meaningful professional development activities, many districts
are beginning to reconceptualize their traditional monthly administrative
meetings to being partly or entirely devoted to principals’ engagement in
action research. Within the school, leadership teams share problems,
responsibilities and decision making with the administrator. Leadership teams
insure that inquiry is a part of the regular practice. Professional learning
communities (PLCs) serve to connect and network groups of professionals to do
what their name suggests, learn from practice. With my newfound knowledge of
action research and areas of concern indicated in my PLCs on my campus, I have
established a few action research questions: (1) Is assigning science based
reading homework an effective method for increasing scientific vocabulary and literacy?
(2) How can we use Cogat scores to identify low learners and what interventions
are needed to insure their success? and (3) Will incorporating problem based
learning scenarios (PBLS) into the curriculum enhance student participation and
improve student achievement? As a science teacher and a science curriculum
writer, I have a strong interest in the effects that PBL have on learner
knowledge and concept retention. Therefore, I believe this will be the
foundation of my action research plan.
Action
research enhances professional growth for administrators. Four distinct
benefits of action research are noted in the Dana text. First, engaging in
inquiry requires professionals to remove themselves from isolation and surround
themselves with other professionals conversing about practice in systematic and
meaningful ways. Second, by engaging in this process, administrators become a
role model for teachers and students. Additionally, engagement in this process
can help best practices to flourish at your school. Finally, by making and
taking time to engage in inquiry, administrators are forced to slow down the
frantic pace that characterizes their work. Action research is an invaluable
tool that serves to benefit the practitioner, their students and their campus
as a whole.
Dana, N. (2009). Leading
with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
