Action Research

According to Dana (2009), “administrator inquiry refers to the process of a principal engaging in 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. Inquiring professionals seek out change and reflect on their practice by posing questions or ‘wonderings,’ collecting data to gain insights into their wonderings, analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, and sharing findings with others”(p. 2-3).

In the traditional educational research model, problems are avoided because they often get the principal into trouble with district office administration and all of the research is conducted by outsiders who do not have knowledge of the school or classrooms involved. In the action research model, the principal identifies the problem and researches the solutions with the help of teachers and fellow administrators who are familiar with the school and classrooms involved. This gives the principal and the teachers’ ownership of the situation making them more willing to implement needed changes. Action research centers around reflection and introspection where members involved with the problem create solutions, rather than relying on research conducted by outside “experts” who have little or no classroom experience.

According to Dana (2009), action research has several benefits over traditional educational research: “it reduces isolation of principals, allows principals to become a role model for learning for teachers and students, helps best practices flourish at school, and forces principals to slow down the harried pace that characterizes their work” (p. 12-14). Dana (2009) also cites research by Carr and Kemmis (1996) which states the following benefits of action research: “(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, (3) practitioners play a part in the research process, which makes them more likely to facilitate change based on the knowledge they generate” (p. 5).

Citations:

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

Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education.