Action research is a reflective process that affords an
administrator or teacher the opportunity to review and analyze their own
practices in order to initiate change based on their findings.Thus, action
research lends itself to constant and continuous improvevement if used
purposely and effectively as a catalyst for change. As a result, better choices
are made for the sake of the classroom and the school as a whole. This problem solving approach enables the
inquiry based practitioner to gain deeper insights into their practice,
empowering them to investigate issues pertinent to their campus, while becoming
collaborators in their learning and educational research. They share a vested interest and role in
proposing potential solutions for the campus instead of being told by an
outside researcher of their campus needs.
This level of ownership demands the practitioner to become a part of the
struggle in order to better understand, inform, reshape, and reform standard
school practice (Cochran-Smith &
Lytle, 1993). As an administrator, I
will use action research the same way I currently use it in the classroom. It will serve as a self reflective process that
reflects best practices. Action research
is an endless work in progress as improvement is always the end goal. The question may change, but the end result
is always the same: continuous
improvement (Dana, 2009).
Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
Dana, N. (2009). Leading with Passion and Knowledge:
The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
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