I appreciate the fact that we students got a working definition of action research in the first week’s readings. According to the Dana text, “… administrator inquiry refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (Dana, 2009). Harris, Edmonson, and Combs also add, “Inquiry is investigating in a systematic way. Inquiry is examining data, asking questions, and requesting more information” (Harris, 2010).
I relish the fact that the researcher is not working in isolation. Through blog posts, team collaboration, and writing published in professional journals, the principal or teacher practicing action research establishes a network of colleagues that serve as a sounding board when problems arise. Further, researchers are exposed to continual learning, which is vital to the success of any school administrator or teacher, thanks to the ongoing and collaborative properties of action research. “What,” one may ask, “is the advantage of such a system?” The answer is simple: No one understands the problems and complexities of a particular school better than someone working in it. Therefore, an action researcher from that school has a greater chance of enacting meaningful change than an outside researcher who lacks sophisticated knowledge of a particular school.
I look forward to carrying the knowledge and skills gained in EDLD 5301 with me through my career. Lessons learned here will not soon be forgotten.
Dana, N. F. (2009). Leading with passion and knowledge, the principal as action researcher. Corwin
Press.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools, 8 steps
from analysis to action.
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