Action Research Week 5 - Final Course Reflection
3.23.2011
Overall, this course on action research has been very enlightening. Action research is a continual process which can lead to change and growth for administrators as well as other leaders in education. Through research, we are given opportunities to reflect on current practices, explore new alternatives, and share our findings. Though finding time to conduct research can sometimes be difficult, “administrator inquiry becomes a powerful vehicle for learning and school improvement” (Dana, 2009, p.3). It is imperative that we, as leaders, continue to look for ways to improve in all aspects of education. One major component of the action research process that I am particularly intrigued by is the constant need for self-reflection. Harris, Edmonson, and Combs (2010) explain that “active self-reflection is a key component in this process. The self-reflective process causes us to see our surroundings with greater awareness” (p.55). So, with continual, effective self-reflection, we can always find new wonderings or inquiry topics.
Martin, Wright, Danzig, Flanary, and Brown (2005) explain that “administrative practice is a complex art that combines thinking abstractly, weighing of prior experience, and taking action” (p.104). There is no right or wrong question to ask and no right or wrong answer. The action research plan breaks down evaluation and analysis into basic logical steps. The process itself leads us to question our practices and ask whether or not they are effective. Past experiences can also spur new inquiries. These wonderings should lead to some sort of action. The action to be taken will be determined by the collection and analysis of data revolving around the wonderings.
Data collection is the area in which I feel I have the least knowledge, partly because I haven’t had much experience with it and partly because I haven’t begun that stage of my research. There are a multitude of ways in which data can be collected, including “field notes, interviews, documents/artifacts/student work, digital pictures, video, reflective journals or Weblogs, surveys, and literature” (Dana, 2009, p.72). It is necessary to base your data collection strategies on the specific needs of the inquiry, and enough data should be collected to get a deep insight into the wondering. All data needs to be accounted for when presenting the findings.
Another important part of action research is sharing the results with others. Dana (2009) states that “the process of preparing your findings to share with others helps you clarify your own thinking about your work” (p.136). Sharing not only helps refine the information, but it also leads others to take action, to make a change. Sharing the process, and not just the results, can lead to collaboration. I really appreciate that we were encouraged to collaborate as much as possible; it is amazing how much easier the inquiry process is when you can discuss questions with colleagues and classmates. The integration of the blogs into the process is vital. I guess I might be a little biased because that is one of the topics of my action research, but I think that posting reflections on the blogs helps to keep me accountable. It forces me to take a step back and look at what I have learned and what I have accomplished each week. It also makes me think about anything that needed further clarification or more research. Having classmates comment on my blog and respond to discussion posts was also a huge help. As a response to one of my discussion board posts, Enid Lattier (2011) posed the question, “Does your district’s AUP cover the use of blogs and wikis in the classroom?” I, honestly, hadn’t even thought to look into that. Having some feedback as we go through the research process is incredibly helpful.
Action research has gone from something that, at first glance, seemed like a daunting task to a very manageable project. There are still lots of unknowns, but I have learned that flexibility is a requirement. Learning and making adjustments is part of the process. In the end, it all makes us stronger leaders.
Dana, N.F. (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: 9 steps from analysis to action. Larchmont, NY: Eye on Education.
Lattier, E. (2011, March 3). [Discussion board reply]. Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1702646.
I wonder how many of our co workers will be willing to take part in a blog?