Week 5 REFLECTION ON EDLD 5301

Prior to beginning this course, EDLD 5301, I didn’t know what to expect.  I had only heard the term action research on one other occasion and I was not certain as to what it was or what it entailed.  Each week, I began by watching the video lectures.  Dr. Jenkins and Dr. Arterbury were reassuring and gave clear explanations and guidance throughout the course.  In week one, Dr. Arterbury suggested six tips for searching the literature and writing the literature review.   His tips included focus/stay on topic, create a visual roadmap for the reader, begin with an introductory statement that previews what is to come, use a general-to-specific flow, create a varied blend in writing style, and utilize a summary narrative.  These tips served to focus my ideas and get me started on the process.  As I progressed through the course, the lectures became more informative and helped me feel at ease when creating my action research plan.

This course required two textbooks, Leading with Passion and Knowledge: The Principal as Action Researcher by Nancy Fitchman Dana and Examining What We Do To Improve Our Schools by Sandra Harris, Stacey Edmondson, and Julie Combs.  While both texts were informative, I learned more from the Dana text.  The first reading assignment allowed us to examine the difference between traditional research and administrative inquiry.  The Dana text clearly defined administrator inquiry as “the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns  as a result of the inquiry.  Inquiring professionals seek out change and reflect on their practice by posing questions or “wonderings,” collecting data to gain insights into their wonderings, analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, and sharing findings with others” (Dana, 2005, pp. 2-3).  This definition helped to identify what this course would be about and was essential to the planning of my action research plan.

I found the assignments in this course to be very time consuming and frustrating at times.  However, the weekly video conferences were a valuable tool for asking questions and getting clarification on assignment expectations.  Our video conferences were typically held on Thursday evening.  I feel that it would be advantageous to hold these conferences earlier in the week. 
The class discussions were one of the most useful and stimulating components in this class.  It was nice to share ideas/wonderings with my colleagues and to get feedback and suggestions. While we don’t see each other face-to-face, I feel that the discussion board and our class Facebook page have allowed us to connect and begin to form personal and professional relationships that will continue to be beneficial throughout our coursework.    

Finally, blogging has been helpful to me because it has taught me how to reflect upon my learning.  The blog has been another avenue for sharing ideas and supporting others.  It has been very helpful to receive comments and feedback on my action research plan.  I have also enjoyed viewing my colleagues’ blogs to explore other action research topics and/or to find commonalities among our campuses.  The tools, resources and knowledge gained in this course will hopefully make the implementation of my action research project seamless and very rewarding. 

Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher.

Thousand Oaks, CA: Corwin Press.
   
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools, 8 steps from analysis to action.