Prior to this course, I had no inkling what action research was or how it would be distinguished from traditional educational research. Not having a teaching background, I was never introduced to practitioner inquiry. Understanding the concept of the action research process took a little time for me to grasp. It was foreign for me to think that by focusing inward on personal practice, beneficial change for student achievement could be enacted. Now I comprehend the process and relevance that this leadership skill holds for commencing continuous improvement in schools.
“An unshared practitioner inquiry is like the stone lying beside the pond. Unless that inquiry is tossed into the professional conversation that contributes to the knowledge base for teaching and administration, it has little chance of creating change. However, once tossed in, it disturbs the status quo of educational practices, creating a ripple effect that begins with the principal himself and his immediate vicinity (the teachers and students in the building) and emanates out to a district and a state, eventually reaching and contributing to a transformation at the perimeter of practice – in the education profession itself” (Dana, 2009, p. 135-136).
I have thoroughly enjoyed learning about the action research process and developing my own research plan. The progress and process of my action research study will be shared through the use of a professional blog. I agree with Dana when she states “The conventional wisdom is that writing reflects thinking. I am drawn to a different position: writing is thinking” (Dana, 2009, p. 145).
Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, California: Corwin.
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