Administrative inquiry or action research is the process of a principal engaging in “systematic, intentional” study of his/her own practice and taking action for change because of what he/she learns during the course of the inquiry/research. In traditional research, outsiders research teaching and learning. With action research, the practitioner (not an outsider!) is engaged in the design, data collection, and interpretation of the data around their particular question (Dana, 2009). I have learned that this approach to research has many benefits. First, the theories and knowledge are generated from research grounded in the realities of educational practice. The research is done by the administrators or teachers who work in the "trenches of the school building" on a daily basis. In addition, the practitioners actually become collaborators in educational research by investigating their own problems. Last, action research is very beneficial because the practitioners are playing a part in the research which makes follow-through much more likely.
An important part of action research is the area of reflection. Early in the twentieth century, John Dewey called for teachers to engage in "reflective action." Later in the twentieth century, scholar Donald Schon called attention to the role of reflection in improving the learning and performance of schools. Reflection became an important part of administrator preparation programs. Action research is a great way to make reflection purposeful and meaningful. Since the question is developed by the teacher/administrator, it is far more relevant to their current situation.
I plan to use action research in my professional career. After reading the reflections that real administrators gave about using action research, I can see just how beneficial it can be. Mike Delucas, Principal at Williston High School states that principal inquiry (action research) allows him to do three very important things at once, "be a reflective practitioner, work with a true professional learning community, and model instructional leadership" (Dana, 2009). Donnan Stoicovy, Principal at Park Forest Elementary School says that inquiry is at the core of everything he does. It is the "nagging questions that stir me to take action based on data, investigations, instincts, and more questions." I love that he states that it is a "never-ending process." I think this is an important thing to note. There are always more questions!
Dana, N. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Elizabeth, I like the way your definition drew attention to reflection. For research to produce benefits, the administrator must reflect over what the data reveals about what and how everyone's doing in the school. Analyzing that data ensures that the best possible solutions will be derived from this and further wonderings continue.
ReplyDeleteElizabeth,
ReplyDeleteI could not agree with you more on the benefits of action research. Like you said, action research is “research grounded in the realities of educational practice.” How many times during our path to becoming educators did we have to look at research books and read scenarios that seemed out of touch with the reality of education? This takes away motivation from the researcher because it is not meaningful. By participating in action research, the inquirer can choose his/her own topic, come up with his/her own question that he/she would like an answer to, and conduct research that will answer this question. This makes the research more real and meaningful to the inquirer, thus resulting in his/her growth as a professional.
Kristy Lopez
EDLD 5301 (ET8019)