Introduction to Action Research

July 20, 2013

Introduction to Action Research

ACTION RESEARCH
The notion of principal inquiry is adapted from the work on teacher action research (see for example, Dana & Yendol-Hoppey, 2008, 2009; Zeichner, 2003; Cochran-Smith & Lytle, 1993, 1999, 2001).  Action research is a method of decision making that is interactive.  Educator or Principal, in this case, gathers information from several sources, such as, teachers, students, community, related books, and self-learned knowledge.  Then, he/she applies own personal changes to the process in place to achieve the desire outcome or goal.  It is a “hands on” decision making process that is monitored all along and modifications are implemented using personal and gathered data.
Action research has been defined as a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems (Wendell L French; Cecil Bell (1973). “Action research” by Carr and Kemmis (1986), this approach to educational research has many benefits:  (1) theories and knowledge are generated from research grounded in the realities of educational practice, (2) practitioners become collaborators in educational research by investigating their own problems, and (3) practitioners play a part in the research process, which makes them more likely to facilitate change based on the knowledge they generate.  The principal makes the decision and implementations, but everyone involved is accountable and responsible for the level of achievement at  the end.



References
Carr, W., & Kemmis, S. (1986). Becoming criticat: Knowing through action research. Geelong,
      Australia: Deakin University Press.
Cochran-Smith, M., &Lytle, S. L. (1993). Inside/outside:  Teacher research and knowledge. New York:
      Teachers College Press.
Cochran-Smith, M., &Lytle, S. L. (1999). The teacher research movement: A decade later. Educational  
      Researcher, 28(7), 15-25.
Cochran-Smith, M., &Lytle, S. L. (2001). Beyond certainty:  Taking an inquiry stance on practice.  In A.
      Lieberman & L. Miller (Eds.), Teachers caught in the action:  Professional development that
      matters (pp. 45-58). New York:  Teachers College Press.
Dana, N. F., & Yendol-Hoppey, D. (2008).  The reflective educator's guide to professional development:           Coaching inquiry-oriented learning communities.  Thousand Oaks, CA: Corwin. pp. 3.
Dana, N. F., & Yendol-Hoppey, D. (2009).  The reflective educator's guide to classroom research:
      Learning to teach and teaching to learn through practitioner inquiry (2nd ed).  Thousand Oaks, CA:
      Corwin. pp. 3.
Wendell L French; Cecil Bell (1973). Organization development: behavioral science interventions for
      organization improvement. Englewood Cliffs, N.J.: Prentice-Hall. pp. 18.
Zeichner, K. (2003). Teacher research as professional development for P-12 educators in the USA.
      Educational Action Research, 2(2), 301-326.

Use of Blogs by Educational Leaders

After reading and understanding the purpose of blogs It made me realize of their importance for educational leaders.  In this centralized web forum, any educational leader can find information about any topic that they are searching on.  Principals can share and gather information to use in their campus regardless where any of them are located.  This is a good tool for leaders to consider as a reference and to keep up with new trends around the country and beyond.