Action research has always been a part of my teaching career; even though I did not have a formal name for my search for more strategies to help my students learn. Now I recognize these times as “...systematic, intentional study of own administrative practice and taking action for change based on what is learned as result of inquiry,” (Dana, 2009, p. 2) in hopes that my students’ learning and lives would be improved. As I progress toward my goal of school leadership, I agree with what I have learned about inquiry being one “step to establishing a strong foundation for school improvement.” (Harris, Edmonson, & Combs, 2009, p. 4). Along with collecting and analyzing both quantitative and qualitative data, questioning, and requesting more information, action research requires logical reasoning (metacognition) and reflection (Harris, Edmonson, & Combs, 2009, p. 4-5). Action research differs from traditional educational research on several points despite the practice dating back to Dewey in 1933. Using the differences listed, I feel the main distinction can be noted and summarized as “action research is intended to bring change” while “traditional research is process-product research” as stated by Dr. Dana (2009, p.4). I must find the time for inquiry and reflection because of the benefits both personally and professionally.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, Sandra, Edmonson, Stacey, & Combs, Julie. (2009). Examining what we do to improve our schools. Larchmont, NY: Eye on Education.
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Isn't it funny how we have been doing things for years and years but didn't have a "term" for them. I too have been doing action research but never knew that was what it was called.
ReplyDeleteYour blog was great! I am glad I found someone who found out something new like I did!