Educational Areas In Need Of Action Research

What are some educational areas that are ripe for inquiry?
Nancy Fichtman Dana describes nine educational areas as major wonderings for many school leaders. Here are some examples for each category and reasons why they would be important areas for action research:

• Staff development: How does the use of a campus technology facilitator enhance teacher professional development with technology integration? In what ways can I as a technology leader assist campus administrators with this endeavor? This would be an important area for action research because technology is such an important aspect to our digital society and global business models. Districts must engage in research to see the benefit and impact that a campus technology facilitator can have on staff development.

• Curriculum development: In what ways does CSCOPE provide for grade-level, as well as, vertical and cross-campus curriculum alignment given the new 4x4 state standards? This would be an important area for action research because if our school district continues to pay for and utilize CSCOPE, we need to be ensured that the curriculum documents, scope and sequence, and vertical alignment are keeping up with state-mandated changes.

• Individual teacher(s): How can I as a principal assist my veteran teachers to retain invigorating instructional methods throughout their careers? This would be an important area for action research because there seems to be a correlation between years of experience and a lack of enthusiasm toward teaching.

• Individual student(s): How do inclusion environments improve student achievement for low-performing students, high-performing students, and special education students? This would be an important area for action research because our community and district administrators have expressed concern about the curriculum being “watered down” in such education environments.

• School culture/community: In what ways can our school instill our campus culture and mission into our students while appealing to parent and community member support? What role can I as principal play in this venture? This would be an important area for action research because our traditions are very strong with our staff, but not well-communicated to students and parents.

• Leadership: How can I modify my leadership practices and those of my teachers to sustain our campus quality, even after I retire? This would be an important area for action research because building a strategy for ongoing, sustainable leadership and striving for continuous improvement should not depart when a single leader leaves our campus.

• Management: How can grade-level and team leaders assist in the budget process to affect a positive change in classroom and campus goals for our students? This would be an important area for action research because budgets are a major factor in regards to their resulting resources for teachers and students.

• School performance: What is the relationship between “making a connection” with a student and that student’s academic performance? In what ways can all campus staff (administrators, teachers, paraprofessionals, office staff, custodians, maintenance workers, etc.) assist with students connections. This would be an important area for action research because if it could be determined that our students feel acceptance and believe that campus staff members are dedicated to their success, academic improvements will occur.

• Social justice or equity issues: Do our resources, activities, events, and instructional methods truly support our diverse student population with regards to race, gender, economic status, and ability? This would be an important area for action research because we, as a staff, need to have a level of awareness when it comes to accidentally excluding or not adequately relating to a student group.