Looking back on the Research Course, I realize that I have learned much in the realm of action research. In a way it came rather naturally because of the appraisal system in my district. With the Self-Directed Appraisal System (SDAS), groups of teachers gather to decide on a focus for the year. Throughout the year, the group meets to discuss their purpose question, the application of the topic to their classroom and students, and the data that might be collected. Action research seems to be an expanded version of SDAS.
The Dana text takes us step by step through the process of action research, from finding a wondering to data collection and analysis, to sharing results and continuing as the "head learner." (Dana, 2009, p. 171) We also were introduced to the Harris et al topics such as the Trust Inventory, developing consensus with a group, how to write a plan of action and sustain improvement with strategies such as the CARE Model.
"An inquiry stance is synonymous with professional growth and provides a nontraditional approach to administrator development that can lead to meaningful change for schools and all the people who inhabit them—principals, teachers, and students." (Dana, 2009, p.11) This quote caught my eye in the first week of the course. It describes action research as professional development for the administrator. In other words, research equals growth and learning. I never thought of it that way. "Professional development" comes with the idea of a workshop that someone attends, which upon leaving, one hopes to have gained insight, tools, strategies, or new knowledge about a content area. It was interesting to me to think of a research project as a way to gain new learning and create growth in myself. I love to learn, and action research means that I can learn about something that I get to choose to learn about. The case studies in chapter 1 helped me to consider the different avenues for action research at school. Chapter 2's examples of passions and the exercises to help explore them really opened my mind up for finding a good purpose for my research plan. Reading about different educators and their ideas for action research was fun, and soon, the word "research" took on a new meaning.
Once I determined my wondering, I started writing out my plan, and the Harris et al text provided us with a template that is very user-friendly (Tool 7.1, p. 85). The chart is a good way to determine responsibilities, resources needed, and the timeline for the project. It also helped me to determine ways of evaluating each part of my action research. Although writing the plan on a template may not seem like a very exciting portion of the work in this course, for me, it was necessary to organize my thoughts and ideas to come to a solid plan with which to work.
I also enjoyed reading about the Delphi Method and the Nominal Group Technique because these are two strategies that I can use immediately as the Science Department Chair at my campus (Harris et al, 2010, p.95-96). I am ready to streamline our planning meetings to squeeze out more results than we have in the past. What great ways to help a group come to consensus.
Finally, I think that the collaboration in this course helped quite a bit in the formation of my action research plan. Even though the course occurs online in a distance-learning format, there were many peers and professors readily available to give feedback about wonderings and the design of the action research plan. I hope to continue collaboration as the year progresses with all of our plans and would love to see many successful projects come to fruition. One final quote from the Dana text that stuck out for me is from page 172 in the chapter about assessing the quality of research.
"By adopting in inquiry stance toward administration and continuing your inquiry journey indefinitely, you provide a living example and inspiration for others in your building, demonstrating that inquiry is less about what one does (presenting one action research project) and more about who one is (an educator who positions himself or herself professionally, no as an implementer of rigid, unchanging routines year after year but as a constant and continuous questioner, wonderer, and explorer).
As I progress through the Masters programs and further into my educational career, I hope to become a leader who is known as a "continuous explorer" by making action research a cycle for improvement.
Resources:
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. (2010). Examining What We Do To Improve Our Schools: 8 Steps from Analysis to Action. Larchmont, NY. Eye on Education, Inc.
