Over the duration of this course, I have learned
about many different topics surrounding action research from how and why to develop an action research
plan to the most effective way of sharing action research with others. There have been several resources of
information provided which led the way of my studies in this class including:
text reading, interviews with experienced action researchers, communication
with peers about action research, referencing my administrator about my own
action research plan and template ideas for developing an action research plan.
The interviews that were provided gave much insight
from three respected action researchers, Dr. Kirk Lewis, Dr. Tim Chargois and Principal
Johnny Briseno. These interviews made it
very clear that action research in education has a specific purpose: using data
to drive student growth by focusing on teaching strategies. All
of the interviews provided really set the stage for why action research is so
important to the field of education and how being able to conduct action
research is an asset to your knowledge bank as an educator.
Different methods of choosing a topic that were
introduced were the Delphi method, Force Field Analysis and Nominal Group Technique. These are significant sources to use when
choosing a topic of research and when working to sustain improvement. The Delhi Method, for example, “is an
excellent tool for developing deeper understanding, it is also an important
strategy for identifying ways to sustain improvement and looking futuristically
at school needs” (Harris, Edmonson & Combs, 2010, pg95). These are all great ways to take a deeper
look at which areas of the school need the most change and which will be the
most likely to be positively affected by action research. The CARE model is also presented in this
section of the text which focuses on “examin[ing] improvement with a focus on
sustainability while building for the future” (Harris, Edmonson & Combs,
2010, pg97). This is an excellent tool to use when looking at all aspects of
the action research plan and determine what strengths can be drawn from and need
to be maintained.
Another highlight of my experiences during this
course was my meeting with my course administrator, Mr. Brown. During this meeting it was brought to my
attention that my action research plan was rather vague and “bare bones” as he
called it and needed to have “more meat” included in it. He suggested that rather than make statements
such as “develop more programs” that I should truly “have a mindset of what
programs that I look to create” to give my focus more direction (L. Brown,
personal communication, February 14, 2012).
This was helpful to lead me toward making some meaningful changes to my
action research plan.
This course also brought to my attention how phenomenal
blogs can be when tracking research and when sharing it with a large group of
people. A blog is fairly easy to create
and upkeep, but allows many followers to quickly check in and learn from what
you have found in your action research project.
It also allows others to give meaningful input on how you can improve
your plan which is very helpful. In Leading with Passion and Knowledge: The
Principal as Action Researcher, it states that “sharing your inquiry in the
form of a blog will help you play with, develop, and challenge ideas that have
developed about your administrative practice as a result of engaging in inquiry”
(Dana, 2009, pg150). I have really been
able to see this first hand with my own blog which I created in this class and
I look forward to maintaining this blog as I continue my project.
The topic of action research in education has taught
me so much about taking an active stand in solving problems or researching
issues that arise in education either as a classroom teacher or an
administrator. It truly gives no excuse
for waiting for the right research to come out when anyone can begin and lead
their own research based on specific needs within their class and school. This has been a very beneficial course which
could easily benefit any educator.
References:
Dana, N.F. (2009). Leading with Passion and
Knowledge: The Principal as Action Researcher. California: Corwin
Harris,
S., Edmonson, S., & Combs, J. (2010). Examining What We Do To Improve Our Schools:
8 Steps from Analysis to Action. New York: Eye on Education
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