The concept of action research does not necessarily seem new
in its nature, however, its utilization in education has been rather
innovative. I for one would be the first
to support a process in which the primary source and subject of the research is
myself, as opposed to an “expert” panel of outsiders who haven’t been in a
classroom for the better part of a decade.
That is not to say that the work of external educational researchers is
not valuable, but in order to improve instruction and student achievement, the
onus for reflection falls squarely on those individuals who are operating on
the front lines. The implementation of
action research in education is an incredibly productive method of professional
growth for teachers and administrators alike.
Though the specific practices being evaluated may differ between teachers
and administrators, the model for continuous improvement across these disciplines,
as well as the results, are consistent.
Action research is a process I have been involved in for the last
several years, without fully being aware of it.
Professional Learning Communities, or PLCs, are a widely implemented
vehicle for action research in school districts across the country. These collaborative groups of teachers allow
for reflection of best practices in teaching and finding correlations between
teaching practices and student achievement.
The implementation of PLCs allows for action research to be conducted on
a daily basis. I look forward to
increasing my understanding of the role of action research for school
administrators in the months ahead.
I too have been unaware of my action research over the last several years. We too engage in Professional Learning Communities in my department. Many of our activities have been the exact definition of action research. I have grown as an educator because of these activities. I agree that this course will provide me with even more insight, strategies, and tactics involving action research.
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