Now . . . What Exactly IS Action Research?
In education, we constantly wage a battle between "the latest thing" and the "tried and true". How does an educator navigate the wealth of data and options available and determine what is truly best for her students? Many believe the solution to this dilemma can be found in the action research, or practitioner inquiry, model. Professor Nancy Fichtman Dana of the University of Florida describes the inquiry model as one that "focuses on the concerns of practitioners (not outside researchers) and engages practitioners in the design, data collection, and interpretation of data around their question." (Dana, 2009, p. 5)
Action research relies on a cycle of inquiry, investigation, analysis, and adjustment. This regular reflection allows educators to be more readily responsive to data both formal and informal, but does require a significant time investment. An educator must make a commitment to the rigor necessary to engage in inquiry research. As with any commitment to process, educators work best when they work together. Environments that foster collaboration, such as university coursework, leadership teams, and professional learning communities, or PLC's, enable a researcher to develop a network of support and ideas from which to draw . (Dana, 2009, pp. 20-21)
My school district utilizes a continuous improvement model at all levels, from district decision-making at the school board level to PDSA (Plan Do Study Act) cycles in the kindergarten classroom. (12manage.com, 2010) Teachers collect, analyze, and apply data with fidelity to create plans for future action. Where I hope to continue to refine this process on my campus is in the creation of a PLC that focuses on a particular technology implementation. Through this professional collaboration, I believe we can create an implementation that functions effectively for both teaching and learning success. However, there is no question that it will be a fluid work-in-progress throughout this benchmark year. Developing an action research plan affords me the opportunity to be reflective about my own work, responsive to the available data, and flexible in my development of future actions. All of these characteristics are good for me, good for my students, and good for my school.
Works Cited
Action research relies on a cycle of inquiry, investigation, analysis, and adjustment. This regular reflection allows educators to be more readily responsive to data both formal and informal, but does require a significant time investment. An educator must make a commitment to the rigor necessary to engage in inquiry research. As with any commitment to process, educators work best when they work together. Environments that foster collaboration, such as university coursework, leadership teams, and professional learning communities, or PLC's, enable a researcher to develop a network of support and ideas from which to draw . (Dana, 2009, pp. 20-21)
My school district utilizes a continuous improvement model at all levels, from district decision-making at the school board level to PDSA (Plan Do Study Act) cycles in the kindergarten classroom. (12manage.com, 2010) Teachers collect, analyze, and apply data with fidelity to create plans for future action. Where I hope to continue to refine this process on my campus is in the creation of a PLC that focuses on a particular technology implementation. Through this professional collaboration, I believe we can create an implementation that functions effectively for both teaching and learning success. However, there is no question that it will be a fluid work-in-progress throughout this benchmark year. Developing an action research plan affords me the opportunity to be reflective about my own work, responsive to the available data, and flexible in my development of future actions. All of these characteristics are good for me, good for my students, and good for my school.
Works Cited
12manage.com. (2010). Deming Cycle (PDSA). Retrieved July 9, 2010, from 12manage.com: http://www.12manage.com/methods_demingcycle.html
Dana, N. F. (2009). Leading With Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin.
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