REFLECTING ON ACTION RESEARCH

 

 

     One thing I learned from this week's readings is that action research is not about reinventing the wheel.  It is about analyzing data and tearing it apart to find what is applicable on my campus.  The translation of data, or looking at similarities in demographics and academic needs, can lead you naturally in the selection of an action research topic. 

 

     Prior to meeting with my site supervisor, I explored several topics for my action research project.  I initially had a list of about eight topics.  I then thought about my interests and concerns within my practice which narrowed my scope to four topics/questions which I presented to my site supervisor:

 

1.     What is the best way to incorporate iPads into the classroom?  How can the iPads be used as an assessment tool and enhance student engagement?

·         My site supervisor immediately rejected the iPad topic due to a lack of funding.  We currently have 50 iPads for use on a campus of just under 900 students.  She did not see that it would be feasible to gain enough data with our limited resources and stated that no additional iPads were going to be purchased.

2.     How will the use of classroom/teacher blogs increase parent involvement in the classroom and on the campus?

·         My site supervisor and I discussed the parent involvement on our campus.  Through our discussion, we decided that we actually have very high parent involvement and this is not an area of concern on our campus.  Just for my personal knowledge and experience, I will be utilizing a classroom blog in addition to my class website next year.

3.     Is assigning science based reading homework an effective technique for increasing scientific literacy?

·         Because our STAAR scores in 5^th grade science were not where we would have liked them, this was a topic that sparked an interest from my principal.  While she did not feel that this would be the best topic for my research project, she would like to see this gradually implemented across all grade level K-5.

4.     How can incorporating problem based learning (PBLs) enhance student participation and attitudes, and improve student achievement?

·         Again, due to STAAR test results this is an area of need/concern on our campus and across our district. Therefore, I will be doing an action research project over the implementation of PBLs and student engagements and academic achievement.

After discussing these four topics, my site supervisor and I agreed upon the 4th topic: How can incorporating problem based learning (PBLs) enhance student participation and attitudes, and improve student achievements?  I have scheduled a follow up meeting with my site supervisor to make modifications to my original action research plan.  I will soon be joining a PBL cadre...and so the adventure begins!



    



 



Blogging for Educational Leaders

Educational leaders can utilize a blog as a digital journal. The blog can serve as a medium to capture their ideas and thinking, and to reflect upon their own thought processes. Blogging enables educators to keep a personal record of their actions, decisions, thought processes, successes and failures. Through sharing these processes, administrators are able to collaborate with their colleagues and build valuable professional networks.

Additionally, blogging can create a larger visual audience. An administrator's blog can be used to create a campus interactive website. This site may contain videoconferences, podcasts, parent/student/staff surveys, newsletters and other pertinent information. Anything posted to the blog would be instantly accessible to parents, students and staff, leading to the facilitation of valuable feedback.

Furthermore, the educational leader's blog could be utilized to facilitate positive communication between school and community as well as between administrator and staff. For example, the administrator could post a weekly video, audio or text segment sharing a positive and uplifting story about the learning experiences taking place in the school. Rather than a paper newsletter or a blanket e-mail, parents could see and hear what is taking place during their child's day; and therefore, feel more connected to their child's teacher and school.

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.