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.