This course has forced me to examine and reflect on my own instructional techniques and strategies. I do not feel comfortable about requesting others to examine and change their practice, if I am not willing to examine and change my own. I realized that the activities for developing the plan were requiring me to look inward to my own perceptions of the ‘what, why, and how” of my own practice.
I am excited about the possibility that my research could initiate positive changes that could improve student learning on my campus. But, at the same time, I worried that my plan would not be practical. If major problems occurred, I would have to come up with a new plan and start all over. It was a great relief to realize that the action plan is designed to change and adapt with the learning that is acquired through data collection and analysis. The data drives the direction of the inquiry so that the inquiry is constantly evolving.
The aspect of continual inquiry has been a highlight of this course for me. The process should not end with the conclusion provided by the collected and analyzed data. The process is ongoing. One inquiry should lead to another, which leads to another, which leads to another. Our schools will never be perfect, but there is always room for improvement. When the shared vision of the school is to impact the students we teach, the inquiry becomes a driving force to change our practice. Marc Prensky challenges us to keep the lights on for our students. Action research is a tool that keeps the lights on for us. We all get complacent and tired. We need the inquiry to rekindle our love of learning and to renew our desire to make a difference.
This course has made me aware of 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.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools 8 steps from analysis to action. (pp. 47-55). Larchmont, NY: Eye On Education, Inc.
Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School leader internship. (2nd ed., pp. 104-107). Larchmont, NY: Eye On Education, Inc.
Prensky, M. (2008), March. Turning on the lights. Educational Leadership, 65(6), Retrieved from http://www.ascd.org/publications/educational-leadership
Jeanette King
EDLD 5301/ET 8038
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