Throughout this course I have come to realize the importance of action research. However, I must admit that I was somewhat confused in the beginning. Action research to me is best described as a way to research our own “wonderings” and/or questions about the challenges we face on our campus. The beauty of this process is that most of the research can be done on campus, utilizing your own staff of highly qualified professionals. Dana (2009) states that the difference between action research and traditional research is, action research focuses on the inside of the school, rather than the outside of it. In other words, action research enables the principal-researcher to ask questions based on current problems within his/her specific school. Often times we are handed new programs and policies from above, whether it may be from the state, district level, or research done at the collegiate level.
The idea of action research began to excite me once I realized it was primarily about using our own resources. However, I had left out a key ingredient to the success of this type of research. The first comment left on my blog (coachpeden@blogspot.com) was from a poster named “Farley,” who reminded me that traditional research is a part of our action research. Farley also mentioned that traditional researchers have their place, but not necessarily the last word. This made sense to me as I went back and saw it mentioned by Ringler (2007, pg. 30). Phase 1 of action research is defining an issue of study. Phase 2 – review of professional literature. Phase 3 – take action. Phase 4 – use and share results. I had planned my project to include all phases, except for phase 2. This is what Farley pointed out on my blog post.
After meeting with my site supervisor during week 1 of course EDLD5311 Educational Leadership, it was quite clear what my internship and research would be based on. Mr. Younkman plans for me to be heavily involved in the On-Track program. On-Track targets students who fail a six week period in Algebra I, Biology, or English I. These students are contacted and encouraged to enroll in the program that meets twice per week after school. If the students are successful they can regain credit in that particular class. My research will be based on the relationship between On-Track and the success of each student during and after they leave the program. Mr. Younkman had mentioned he wished he had thought of the idea so he could use it for his doctorate study. Even though his topic has already been chosen, he plans to use my research results as information to include in school board reports to show how effective the program is (that is, if the results prove so).
I think one of the biggest eye-openers for me throughout this course has been the idea that my research project may not stop in May. It’s possible, or likely, that my results will lead to a new “wondering.” I have a feeling my curiosity will lead me to ask, “Once a student is successful in On-Track and leaves the program, are they still successful in the same subject area the next year? What about the year after that?”
Now that the course is complete I decided to break down action research into 5 easy steps for me to remember to follow. I thought it might be worth sharing.
Step 1: Wonder and ask questions.
Step 2: Review information experts give you (including professional literature), but tailor your research to your campus needs.
Step 3: Create your SIP.
Step 4: Implement and document.
Step 5: Share!
References
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Ringler, M. (2007). Action Research: An Effective Instructional Leadership Skill for Future Public School Leaders. AASA Journal of Scholarship & Practice, 4(1), 29-42.
