As I reflect on the last 5 weeks, I am amazed at all that I have learned. This course revealed the use of action research or action inquiry as opposed to traditional research methods. Traditional research is conducted objectively by outside researchers and establishes generalities and explanations. Nolen and Putten (2007) relied on Mills(2003) to define action research as any systematic inquiry conducted by teachers, administrators, counselors, or others with a vested interest in the teaching and learning process, for the purpose of gathering data about how their particular schools operate, how they teach, and how students learn. This view was supported b y Dana (2009), “In a fashion similar to the ways teachers utilize this process to gain better understandings of themselves and their teaching practice, administrators can use it to gain deeper insights into their practice as administrators and their leadership role in school improvement efforts.” These insiders look at wonderings or questions that can help them better understand a current practice and determine a way to improve this practice. They can also use the action research method to determine the best way to implement a new technique and determine its success. Action research facilities a localized approached to the cycle of inquiry, reflection and improvement.
As I have progressed through this course, I have realized the importance of detailed planning of the action research steps which required reflection and revision. During the process of conducting the entire action research plan, a continuous process of revision and reflection is normal. The constructive comments provided by my site supervisor, school librarian and peers have proved invaluable in my understanding of the importance of collaboration. Because of the continuous process of inquiry, collaboration, reflection, and improvement, the product of my action research plan will be stronger and more relevant.
This course has given me an awareness of the importance of action research as a method to provide positive change. I have gained the confidence to develop and conduct an action research plan knowing that the results of this inquiry will be beneficial to my campus.
Fichtman, Nancy Dana (2009). Leading with passion and knowledge: the principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson,S., & Combs,J. (2009) Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education.
Mills, G. (2003). Action research: A guide for the teacher researcher (2nd
ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Nolen, A. and Vander Putten, J. (2007) Action research in education: addressing gaps in ethical principles and practices. Educational Researcher, (36) 7, 401–407. Retrieved from http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3607/10EDR07_401-407.pdf
