Action Research Revisited

What is Action Research?

Nancy Dana (2009) asserts that administrative inquiry or action research is “the process of a principal engaging in a systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (p. 2).  Administrative inquiry is a powerful tool for learning, self-examination, personal growth, and change that principals may use to recharge or improve campuses in a more practical way.  Through action research, leaders are able to identify campus specific areas of need and begin the process of addressing those areas through inquiry.  By inquiry, a leader becomes cognizant of his/her practice, analyzes data along with reading pertinent literature about posed inquiry, formulates a plan for change based on new findings, and aims to solve the inquiry by collaborating with others (Dana, 2009, p. 3).  Action research assists educational practitioners in moving away from traditional research while sparking positive campus improvement through a self/campus tailored paradigm. 

     Action research differs from traditional educational research in two important ways. First, traditional research thrives on the imparted findings of “outside experts, almost exclusively university researchers” (Dana, 2009, p.4).  For decades, principals and teachers have looked to these experts for guidance in the application of data to daily educational practices.  Action research serves as the antithesis of this practice by its use of practitioner’s reflections and stakeholder contributions to solve campus specific problems.  Secondly, by encouraging the contributions of practitioners, educators, and other campus stakeholders, action research promotes an interactive method to formulating solutions instead of relying on “qualitative studies by university scholars” (Dana, 2009, p. 4).  While the research information from this paradigm remains universally valuable, it denies practitioner inquiry and research which are critical to solving specific schoolhouse issues.  According to Harris, Edmonson, and Combs (2010), stakeholders must create a shared vision while “understanding that the need for inquiry is an essential component in order to establish a firm foundation for school improvement” (p.5).  To elicit change and progress, practitioners must go beyond university experts and look within to find solutions and best practices for daily campus life. Administrative action research reestablishes the importance of reflection, inquiry, conducting research for positive change, collaborating with campus stakeholders, and exercising a shared vision.

            Time is of the essence for educational practitioners, so finding time to incorporate inquiry into a principal’s day seems to be a daunting task.   Daily contexts in which action research may flourish include: enrolling in university coursework, redesigning superintendent/district meetings to include action research, building campus leadership teams for collaboration, and establishing PLCs that study effective teaching and learning practices (Dana, 2009, pp. 20-22).

            The benefits of action research are numerous.  Perhaps the most valued benefit is that of being the "head learner". Educational leaders who desire positive change and seek to obtain it gain not only campus improvement, but also, professional growth and expertise as well.

            Lastly, I utilize action research in my daily routine as an educator and will continue to use it as a principal.  Reflection and inquiry are fundamental to classroom and campus success.  It is through this process that we as educators and leaders initiate the journey to creating a firm learning community exemplifying soaring achievement.

References

    

Dana, N. (2009). Leading with passion and knowledge: The principal as action 
        researcher. Thousand Oaks, CA: Corwin.

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.