Reflections on Action Research 5301

Action research is a process, not a product, and a “powerful vehicle for learning and school improvement” (Dana, 2009, p.3). Through Action Research 5301 I have learned that principals who engage in action research save time, increase professional growth and achievement of themselves, colleagues, and students, and become a positive example to all stakeholders in a campus, district, or community. In addition, action research is closely aligned with the scientific process and communicating findings after conducting a high quality, valid research and action plan is an extremely important part of the process, which can be done in several ways. Researching questions or problems can save principals time and unnecessary frustration. In his interview with our professors, principal, Johnny Briseno, made Lamar University students aware that taking the time to read how others have addressed issues on their campuses could save us from having to “reinvent the wheel” (Briseno, 2010). When some readers did not agree with my plan to separate female and male students in science classes to see how achievement would be affected based on my own observations and conversations with colleagues Lisa Monroe and Jana Echols. I went online and read articles and referenced the one I found most intriguing in the American Educational Research Journal. I realize that I must have more than one reference in my action plan to increase the quality of the “wondering(s) and purpose” indicator, but it was a start. If I had found a great amount of evidence that indicated my plan should not me done, then I would have saved time by identifying new wonderings or issues to explore. When researching, principals have to carefully consider the context in which the tests they are studying were conducted and all other quality indicators. If I base my plan off of only one article, a non-reputable journal, or hear say from a couple of people, my plan may be a waste of time and low quality. As of my last communication with my site-supervisor, I am approved to carry out my plan and she is anxious to review my results (Braun, P. personal communication, September, 21, 2010) Through action research, a principal becomes the “head-learner” on their campus which can create buy-in for teachers and students to engage in their own learning. When done correctly, Dana says that principals can not only provide valuable transferable information to colleagues, but it set an example for them to grow through action research. She even offers the title of another book she wrote entitled “The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry” as a resource for principals to implement a book study to help teachers “embark on this journey” (Dana, 2009, pp. 184-85). Action research is comparative to the scientific method of problem solving because the steps are similar, and both often lead to new research and/or plans for improvement, instead of one correct answer.  In Examining what we do to improve our schools: 8 steps to improve our schools, Harris describes how a patient visits a doctor and the processes that the doctor and patient go through to diagnose a health issue and then proceed to ensuring continuous improvement in her lifestyle, to illustrate the process of action research as a scientific process or journey (Harris, S., Edmonson, S., and Combs, J., 2010, p. 6). As a teacher of science for over ten years, I had a relatively easy time understanding the processes of action research; however, this will be the first time I have ever engaged in a scientific process as intricate as action research is proving to be, if done correctly. Conducting action research in a valid, reliable, and productive way involves careful planning and purposeful collaboration. During this course I have used my blog, discussion board and visits with my site-supervisor and colleagues to help me develop my plan and hope that I have designed it in the most reliable ways. One way I have tried to ensure validity is that I have considered variables in my plan carefully and tried to eliminate detail that may make my studies invalid. For instance, I am trying to get two different campuses with different demographics to complete the studies, using large samples of varied starting abilities, and providing survey and interview questions to both the classes that are being tested and classes that are in the control groups. A student questioned on our discussion board, “Are you expecting to use the same curriculum in both coed and single-sex classes?” (Hill, Dawn. Discussion Board, September 18, 2010). I must use the same curriculum for both classes or my results would be invalid.  Another way I am assuring the quality indicator entitled, Principal Research Design, is by including various methods of data collection as was suggested by Nancy Dana in Chapter Three of her book (Dana, 2009, pp. 71-104). Some of the methods I will use as Dana describes them are field notes taken during observations in classes and interviews with teachers and students, surveys, and data from assessments. To ensure the quality of inquiry based processes, data from several sources must be collected (Dana, 2009). Communicating the quality indicators during and after you conduct your action plan is important for your own growth and the possible growth of colleagues and others outside your campus. There are several indicators besides Principal Research Design that a principal needs to address and/or monitor while implementing an action research plan and there are several ways to communicate. To be of use to others, inquiry based action plan findings must be based on real data, be relevant to the context of study for the reader, have convincing purpose, and communicate what the principal has learned and how that could apply to their campus/district(s) (Dana, 2009, pp. 179-84). There were several ways to communicate research to interested parties. One way is by updating a weekly blog, which is a requirement of this course. Giving presentations or writing executive reports is two other ways of dispersing relevant information about findings. I may even choose to have an article published in an educational journal or address the school board with recommendations based on my research. My final thoughts on this course are ones that I must carry with me throughout the next eighteen months. Action research is a collaborative process because the more articles you read, professors, colleagues, and graduate students you bounce ideas around with, through blogs, discussion boards, and web casts, the more learning will take place and thus more revising to my plan. An action plan is a fluid document that should change as new information, or learning is available. I was fortunate in that I found an action plan that is going to help my school as well as myself, which is what Dr. Attaberry and Dr. Jenkins encouraged us to do. I look forward to carrying out my research action plan by carefully designing my surveys, interview questions, and methods of data collecting, collaborating with peers and professors, and communicating quality results and implications of my studies. Braun, Polly. "Re: Action Research Plan." Message to the Alycea Lewis. 21, September. 2010. E-mail. Briseno, Johnny. Interview with Lamar University Professors. Action Research, 2009. Dana Fichman, Nancy (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press. J. Echols, personal communication, August 26, 2010. Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press. Hill, Dawn. Week Four Discussion Board. Action Research 5301. Lamar University, September 18, 2010. L. Monroe, personal communication, October 1997. Shapka, J.D. & Keating, D.P. (2003). Effects of a Girls-Only Curriculum During Adolescence: Performance, Persistence, and Engagement in Mathematics and Science. American Educational Research Journal, 40 (4), 929-960.