Reflection EDLD 5301 Week 3

This week has been 1 step forward and 3 steps back for me. Part 1 of the assignment for this week was actually completed in the Week 2 assignment. I found that I was simply restating what I had already submitted in Week 2. In part 2 of this week's assignment I was confused about which template was used for the Draft Action Plan. I wasted about 45 minutes trying to insert rows in the 7-1 Action Planning template. Kimberely helped me with this when she told me about the Workable Action Planning template in the resource section of EPIC. When attempting to post my Draft Action Plan to my blog, I could not find "Posting Your Action Plan Template in Your Blog" that was supposed to be in the resource section in EPIC. I emailed the instructional assistant, and he couldn't find it either. So, I googled embedding a document and found scribd.com. THANK YOU, GOOGLE! I love scribd.com. I will be able to use it throughout the rest of my courses. The Harris text was an invaluable resource when it came to completing the Draft Action Plan. It explained the 8 steps clearly, and I am pleased with the end result. I hope Week 5 is easier on my stress/frustration level.

Action Research Draft Plan

Reflection EDLD 5301 Week 2

After reading about the 9 areas of passion for action research, I have complete respect for my principal and his excellent skills in leadership and management. He is not a miracle worker, but he is diligent as a positive role model for teachers and students. He is truly a “head learner”.  I am very enthusiastic about the inquiry for my action research. Dr. Lewis, Superintendent of Pasadena ISD, was absolutely correct when he suggested that my topic should generate my interest so that I am focused on the outcomes of the research.  I feel empowered to know that my data collection and analysis will impact future school instruction and improvements. It is exciting to realize that by changing practice with innovative strategies and appropriate digital tools I am able to make a positive difference for the entire school community.

Action Research Purpose/Significance

Purpose: I will research how the computer labs on my campus are utilized to effectively integrate technology.

Significance: The stakeholders who will benefit from this study are the students, teachers, and technology staff. Students benefit because “technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives” (Cradler, McNabb, Freeman, Burchett, 2002, p. 47). The teachers benefit because our current C-Scope curriculum does not provide technology applications TEKS. My research will provide suggestions and plans for improvement as our campus seeks to become fully integrated. The technology staff will benefit, because my research will reveal who is utilizing the lab as well as the programs that are being utilized for integration. The technology specialist is then able to align resources for maximum, efficient, teacher and student use.

Cradler, J., McNabb, M., Feeman, M., & Burchett, R. (2002). How does technology influence student learning. Leading and Learning, 29(8), 46-49. Retrieved October 11, 2011, from https://k20portal.ou.edu/k12/leaders/Document%20Library/1/Article.StudentLearning

Blogs as Insightful, Collaborative Tools

Blogs are a great way to communicate with other educational leaders. Blogs build relationships between people with similar interests. Bloggers within an educational community are able to inspire and motivate each other through professional and personal posts that promote constructive feedback. As administrative leaders reflect on their own thinking, they gain critical insights into their own practice over a period of time. The blog is able to store and share those thoughts so that they may be revisited to gain deeper insights as inquiry research evolves. Internal blogging may be used to encourage educators to post articles about conditions that influence success and provide solutions to problems within their own campus or district.

Dana, N. F. (2009). The road map: developing a data collection plan. In Leading with passion and knowledge the principal as action researcher (pp. 87-89). Thousand Oaks, CA: Corwin.


Warlick, D. F. (2005). Classroom blogging a teacher's guide to the blogosphere. Raleigh, NC: The Landmark Project.

Jeanette King
EDLD 5301/ET 8038

Action Research/Administrative Inquiry

Action research or administrative inquiry is a process that promotes school improvement. The administrator or teacher poses a question, collects and analyzes data, develops a plan of action, implements and monitors changes, shares the results, and collaborates with colleagues. As teachers and administrators examine and reflect on their own instructional techniques and strategies, they consider and implement new and innovative ways to improve their schools.

In traditional educational research, administrators are expected to implement research that has been conducted by an “outside” expert. This expert rarely comprehends the daily activities within the school. In contrast action research is conducted by the administrator or teacher. These are the true experts. They investigate solutions to significant problems that are worthy of being resolved. As a direct result of being personally involved, these experts will effectively implement and monitor changes to promote school improvement. Action research is a process that represents the “voices of the people who work in the trenches of the school building on a daily basis” (Dana, 2009, p. 5).

As a teacher, I realize the value of action research. It is a powerful tool that promotes educational reform and campus/district policy changes. Action research provides me with the data that will support the need for change, or it may necessitate the formulation of new questionings. Despite the results of the inquiry, all educational stakeholders will benefit as we strive to improve student learning.

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.


Jeanette King
EDLD 5301/ET 8038