This week I was tasked with expanding my knowledge relating to
action research. Considering that I had NO idea what action research was,
I had room to work with.
Through my study, I have found that action
research is a very cyclical process. It begins with a question,
curiosity, or identification of a need for some sort of change. This
could be in response to any number of educational situations ranging from
office administrative processes, to parental involvement to teacher moral and
so on. Through the process, the administrator is expected to engage in
research, gather and analyze data, reflect on learning, and find a solution to
the problem or an answer to the question. From there, the solution can be
implemented evaluated and the process reflected upon.
Due to the constant need for reflection on
the part of the administrator, action research demands that he or she devote
time to addressing the issue at hand. That devotion of time will slow the
harried pace of the normal administrative day. Also through the process,
administrators engage in the kind of learning process that enables them to be
role models for the teachers, staff and students on campus.
Administrators are educational leaders as well as wearing all of the
other hats required of the job.
Action research also requires that the
stakeholders in the school take part in the process leading to buy-in and
ownership, rather than being handed a solution to implement. This part of
the process facilitates change from within the organization and decreases the
punitive aspect of recognizing a problem.
The cyclical and respective aspects of
action research make it a very viable tool that lends itself to being a vehicle
for school improvement.
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