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.