Reflection: Week 2

Research for Teachers Week 2 provided a more in-depth analysis of action research through watching three interviews with reputable educational leaders, reading and reflecting on the nine areas of wondering for many school leaders, and selecting an action research topic. Throughout the coursework studies this week, there are two specific components that I learned and want to reflect on: the focus on student success within action research, and the necessity of approaching situations with inquiry.

Dr. Chargois’ repeatedly discusses how action research should emphasize student success. The purpose driving everything we do is the students. While not all action research will directly involve student data, student success should be the goal and intent behind all research.   

Leading with Passion and Knowledge by Nancy Fichtman Dana outlined nine major wonderings of many school leaders. As I read through each of the wonderings, I was reminded that inquiry is everywhere. There are action research projects that span many topics, such as management and social justice. The reading this week served as an excellent reminder to observe daily environments and recognize problems, and then ask inquiry questions. There is so much to be discovered that students can directly benefit from.

Blogs

Blogs serve as a tremendous tool for collaboration and communication among individuals that share a specific interest. Educational leaders can use blogs as a means to connect with colleagues both domestically and internationally. Blogs are an outlet to share and discuss relevant issues in education, brainstorm ideas, and receive feedback. The structure of posts in reverse chronological order allows the author to record thoughts and current findings while cataloging them in an organized manner. Blogs are structured in a way that allows the author to process and reflect while thinking through current findings. Blogs are a relevant tool to use in collaboration and communication today.

Action Research

Action research is a cyclical process that promotes growth through specific questioning and intentional reflection. It occurs on the frontlines of education, in the schools and classrooms of practicing educators. Action research can be individual, collaborative, campus-wide, or district-wide. Within action research, educators are encouraged to be active participants in the research process, maintaining a constant attitude and perspective of inquiry. Questions asked revolve around specific classroom and/or campus needs. The overall intention is to gain the necessary knowledge in order to make the appropriate changes. The desired outcome results in improved student learning, higher levels of campus collaboration, effective and meaningful professional development, and increased teacher confidence and self-efficacy.

Action research is a tangible means to solve problems specific to the classroom and/or campus. It encourages a change of thinking in educators. No longer are practicing educators dependant upon research produced by universities, they now get the ownership in asking specific questions and finding solutions. Teachers are equipped with a much greater sense of ownership and leadership in their position. Action research requires a change of thinking in the teacher or administrator. Situations that occur on campus now become potential action research projects. The attitude of “head-learner” is vital, recognizing that teachers and principals should constantly view themselves as “learners”.

I am excited about implementing action research on my campus and in my classroom. I plan to approach challenges that arise with inquiry, recognizing the potential for growth. I hope to use action research to change and improve as an educator. Through the constant pursuit of inquiry, I will be more effective in meeting the needs of each student in my classroom. I plan to use action research to guide conversations with colleagues as we seek out the best practices for our students.