Action Research in Educational Leadership

In the required reading for course EDLD 5301, I have learned about the history of action research, who benefits, and potential applications of action research findings.
Prior to reading the texts, I was unsure as to the implications of the term “action research” and as Dana (2009) from Leading with Passion and Knowledge mentions, I immediately conjured thoughts of late nights at the library and dated theories (p.6).  However, Dana (2009) uses the term as a spring board that leads to the coining of other terms such as “practitioner inquiry”,”classroom research” and ”practioner research” to further describe the process (p.5-6).  As it turns out, the distinguishing characterisitic of action research is the proactive process in which practitioners cultivate a relevant question and actively take part in seeking and applying solutions.  In the past, educational research has either been disseminated by institutions who are far removed from the daily activities of schools and/or ignored the pivotal role the practioner plays in the inquiry process.  By contrast, action research demands that the practitioner internalize the process by use of reflection upon previous experiences and the examination of digestable and realistic goals.

As a teacher and a student preparing to be an educational leader, action research has several benefits and uses.  For instance, within teaching I could use action research to explore web tools for use in my subject matter, French language.  I could also use it to collaborate with other teachers on classroom management strategies.  As a student in educational leadership, I could use action research to explore common issues administrators face, such as finding funding for technology, creating hands on and effective professional developments, and reducing discipline referrals.

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