Course Reflection

The first thing I gained from this class was a broader understanding of what action research is. I found that action research is a cyclical process for improvement where the researcher asks questions, gathers data, and makes changes, leading them to another inquiry. I also learned that action research differs from traditional research in that the research is driven by the person conducting the research. I think this is important because it means I get to research something that is interesting to me.

According to Dana (2009), the process of administrative inquiry allows the principal to become the “head learner” (p. 2) on campus. I found this to be very encouraging because I never want to stop learning and become satisfied with where I am professionally. “A major benefit inherent in the process is the improvement of teaching when focusing on improving student achievement” (Ringler, 2007, p.36). I am excited that my desire to help my students achieve will assist me in my desire to become a better educator. Sometimes traditional research can take focus away from the students, but action research allows the teacher to investigate how she can improve so that her students can improve as well.

This course also focused on the importance of reflection. While trying to arrive at a research topic, I spent a great deal of time focusing on areas I could improve on and figuring out what my wonderings and passions were. This in itself was possibly the most useful part of the course. It helped me look critically at my current practices and gave me some focus points for my internship plan. The need to develop the research plan gave me the opportunity to collaborate with my assistant principal and a district-level specialist. Together we agreed upon a research topic that will not only positively affect students and teachers at our school, it can be shared with others across our school district and beyond.

The main outcome of the course was developing an action research plan to complete during this program. It was interesting to read what everyone else was planning on researching and to have access to their blogs. It seemed somewhat overwhelming to try to determine whose blog to begin commenting on, so I thought it might have been helpful to have been placed in small groups for peer editing like we had done in a previous course. I think this would have helped ensure everyone received peer review comments on their research plan. One final take-away from the course was the need to collaborate with colleagues and build on others' research rather than starting from scratch. Jeff did comment on my blog “I'm looking forward to working with you on integrating Moodle with the special education teachers.” He works at the district-level and I am looking forward to working with him to enhance each others' research projects.

Overall I found the course to be informative and I complete the course feeling well-prepared to conduct an action research project.

References

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher.

Thousand Oaks, CA: Corwin Press.

Ringler, M. (2007). Action research an effective instructional leadership skill for future public school

leaders. AASA Journal of Scholarship and Practice,4(1), 27-36.

Usleman, J. (2011, March 13). Re: action research plan [Web log comment]. Retrieved from http://madteacherdiary.blogspot.com/2011/03/action-research-plan.html