Action Research - It's Not Running Laps in the Library

What is action research?
During Week #1 of my RESEARCH class with Lamar University, I read excerpts from the following resources:

• Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
• Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.
• Ringler, M. (2007). Action Research: An Effective Instructional Leadership Skill for Future Public School Leaders. AASA Journal of Scholarship and Practice, 4(1), 27-42.

Action research is performed by an administrator and involves inquiry into his/her own practices with the ultimate goal of changing those actions to better the teaching and learning at his/her school. In Examining What We Do To Improve Schools, the authors define inquiry as “the process of thinking and questioning that undergrids the Framework for Examining School Improvement” (Harris, Edmonson, & Combs, 2010, p. 5). The framework consists of eight steps: setting the foundation, analyzing data, developing deeper understanding, engaging in self reflection, exploring patterns, determining direction, taking action, and sustaining improvement. In the Dana text, administrative inquiry or action research is “the process of a principal engaging in systemic, 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” (Dana, 2009, p. 2). Administrators first ponder a topic, collect and analyze data, research applicable literature and articles, develop an action plan for changing the related practice, and finally share the results with peers. Administrative inquiry and reflection facilitates a deeper and better understanding of administrative actions and the reasons behind those practices. This enables administrators to enact modifications to that practice and change for the better of the teaching and learning within the school. Action research allows for personal professional development and permits the campus leader to become the “head learner” at his/her campus. It is an ongoing process that should be made a part of the principal’s job, not set apart from it. Turning inquiry into practice is key. According to Principal Donnan Stoicovy, “It is the nagging question (or questions) that stirs me to take action based on data, investigations, instincts, and more questions. It is a never-ending process. It is the process of creating and re-creating my school, my life, and my practice a question at a time” (Dana, 2009, p. 9).

How does action research differ from traditional educational research?
Action research differs from traditional educational research in a few ways. Traditional research has been governed by two methods: process-product research and qualitative or interpretive research. The first is transmissive and the educators implement research findings and curricula designed by experts outside their school. The second method is usually focused on explaining a process and is usually written by university researchers for academic audiences. Both methods implement outside research. Action research is designed to implement inside research focused on teachers and students inside your school. Practitioners investigate their own issues and play a significant role in the research and action processes. This type of inquiry is “focused on providing insight into an administrator’s own practice in an effort to make change and improve the school” (Dana, 2009, p. 7). As Mark Barcewell (a middle school principal) states, “it’s not me sitting down in a chair and somebody else, who doesn’t know me, my school, my teachers, my community, or my kids, telling me what I should be doing… through engagement in inquiry, I’m learning with my teachers and with the students in my building by closely taking a really hard look at what I’m already doing and what I need to do to change it” (Dana, 2009, p. 8). In a nutshell, action research is based inside the school and conducted by the principal while traditional research is not.

What are the benefits of action research?
Administrators can realize numerous benefits from conducting action research. Dana lists many in her textbook. First, a benefit to administrators includes diminishing the isolation that many administrators feel since they are the only position in charge of all staff and functions within a campus. Inquiry forces them into organized group discussions about the issue at hand and allows them to feel directly involved with practice decisions. Second, principals engaged in inquiry “become role models for their teachers and students in their building. A critical belief about learning is ownership. Learning must be something teachers and students do, not something that others do to or for them” (Dana, 2009, p. 12). Principals must not only be instructional leaders, but “head learners,” as well. A third benefit is that action research can facilitate best practices within a campus. Common notions and perceptions may be proven incorrect through inquiry exercises. A fourth benefit to administrators is that it allows them to decelerate their day, even for a short time, and become proactive rather than reactive to certain issues. Finding the time for this type of focus is difficult, but necessary.

To reflect or not to reflect?
Reflection is an important leadership skill that administrators can utilize for deeper understanding of a given topic and hopefully assist them to focus their ideas and practices to improve their schools. Proper reflection of data, processes, and outcomes can produce astounding results. “By scheduling a planned, consistent time for reflection and inquiry… you’ll be surprised at how much you can accomplish and how you will feel a greater sense of control over all of the other line items on the principal’s ever-growing ‘To Do’ list” (Dana, 2009, p. 19). By documenting their reflections, administrators can “return to them at various times in the evolution of the inquiry, gaining new and deeper insights with each visit (Dana, 2009, p.88).

Reflection is an important aspect of action research. Adequate time should be scheduled to contemplate an issue thoroughly. Critical assessment of one’s own practices and those of the organization is a fundamental strategy in determining what can be done to make a significant difference in student achievement. “Reflection is a key process in the evaluation of the action research results and the revision of a plan. "Inherent in reflection is the process for improving instruction” (Ringler, 2007, p. 35). Additionally, reflection can spawn new questions which can help to complete one’s research, challenge the status quo, explore concepts beyond a fleeting thought, and make an educator more intentional about administrator practices each and every day” (Dana, 2009, p. 149-150).

How might I use action research?
In our current age of accountability, we have all felt the pressure to increase student achievement for the student populations that need the most improvement. One question in my district is if this comes at the expense of our high-performing students who now seem to receive the least amount of attention and resources from our staff? I believe an action research inquiry into this issue would produce some answers to this question. Specifically, our action research question would be the following:

What teaching and leadership strategies can be altered or implemented to accommodate our low-performing students as well as our high-performing students? Can these approaches exist in unison while assisting both student groups, increasing attention and resources to all students, and allowing both groups to excel?

I believe this is a problem of critical importance because while we may be bringing our low performers up to state and federal standards, we are neglecting our gifted students that could be molded and guided to achieve our school district’s prominence and distinction, not to mention recognition of those particular students' intelligence and hard work. Nothing makes a teacher more proud than to have a struggling student finally demonstrate understanding of a concept by producing results on a project or assessment. However, equally important is witnessing an exceptional student who takes the knowledge beyond the concepts taught in the classroom and excels by participating and placing in a regional or state-level contest. All students can learn, but we must provide opportunities to students at all levels. This is difficult when we are spending 90% of our time and efforts assisting our students that need vast improvement.

An action research study would be beneficial by analyzing the data and providing possible solutions to serve both student groups effectively. This would be particularly beneficial to my school district because we would be attempting to resolve an issue and enact change in our practices to improve student achievement for low and high-performing students. This would also serve to facilitate professional growth of our teachers and administrators. “By cultivating this inquiry stance toward practice, principals and teachers play a critical role in enhancing their own professional growth and ultimately the experience of schooling for children” (Dana, 2009, p.11).