Just by reading the name of the course I made a quick judgment; I will not like this class. The whole thought of doing research invoked terrible memories of hours and hours of time spent in the library during my undergrad work. I could see my hopes of a restful summer flying out the window. So, reluctantly I began the class. However, during the first week of the course I began reading the Dana text and found myself becoming very intrigued. I began to see real reasons to do research. Before this course I never thought of research that way.
The Dana text (2009) addresses action research by saying “administrators can use it to gain deeper insights into their practice as administrators and their leadership role in school improvement efforts.” I am able to really see how this would work for principals, teachers, and administrators. There are many benefits for educational research. As the Dana text suggests some of those benefits include “theories and knowledge” being generated, becoming collaborators in education, as well as “playing a part in the research process, which makes them more likely to facilitate change based on the knowledge they generate.” (Dana, 2009) We expect our students to do research and apply it; we should expect ourselves to do the same. We as educators need to be working to find what works best with our students and the only way we can do that is by asking questions and then seeking the answer.
The Harris et al text (2010) set up a great frame work for doing research. This text and the 8 steps that were outlined in this text were a great tool for me during setting up my action research plan. I used all 8 steps and need to go back and rework some. At first I thought my research plan should be vaguer than what I have found works for me since then. More detail works better, or so I believe. The Harris text helped me outline what I needed to do to narrow down my action research plan.
When first assigned to set up an action research plan I almost hyperventilated. I thought there is absolutely no way that I can do this. I really thought this course might just be the death of me. After only a week, a million ideas were running through my head. I met with my site mentor and was able to narrow down my plan rather quickly. Taking the time and working through this process was well spent time.
Blogging and being able to look over other people’s action research plan, as well as them looking over my plan and giving suggestions, facilitated in me working out a better plan. The dialogue that went back and forth on the discussion board, as well as the blogging was a great benefit. I grew a lot professionally during this course because of the blogging and dialogue.
In the end I believe that this course is a course that has changed the way I will meet issues in the future. I will be able to implement action research in every aspect of my job today as a teacher, tomorrow, and in the future as either an administrator or a head of technology. I will be able to also share this with other colleagues. I am very excited about implementing my action research plan throughout this next year. I look forward to the data I will get as a result of my action research. I even look forward to sharing this with my administrators and other stake holders that will also benefit from this research.
I am truely excited about finding out the outcome of action research plan!!!
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.
Dana, N.F. (2009) Leading with Passion and Knowledge: The Principal as Action Researcher. Corwin Publishing. Thousand Oaks, CA.
