Just the Beginning

From my readings I think the most significant, after understanding the true meaning of action research, was Chapter 2, Passions That Drive Your Journey: Finding a Wondering. This is what set the basis of all my understanding on finding the focus for my inquiry. “When administrators seek out change and reflect on practice, the first steps of their journey begin with brainstorming questions or wonderings they wish to explore.” (Dana, 2009) As I read through each of the nine passions and the illustrations of the work of principal-inquirers it became easier to understand the concept of forming an inquiry based on “real world observations and dilemmas” (Dana, 2009). Another significant part of my readings was the chapter from the Harris text, Step 3 Examining the Work: Developing a Deeper Understanding. I believe in this day and age of high stakes testing we are so focused on collecting hard core data that we do not focus enough on other types of data collection for analyzing student gains in achievement. “Quantitative findings help identify the “what” but not the “why.” On the other hand, qualitative techniques help understand the “why” and how” situations are happening – they provide a broader understanding of some of the different factors that affect a particular area.” (Harris, Edmonson, & Combs, 2010) By doing so we are not “creating a richer and more complete picture” of our students. (Dana, 2009) For my action research I want to be able to do just that, take in a broad scope of evidence of what is occurring in my school.

I found that the way this course was laid out and how each week built upon the other made the learning and production process very cohesive and easy to follow. Weeks one and two led us through identifying our campus needs, developing a deeper understanding of data collection techniques, and interviewing our site mentor. In week three we were ready to formulate a research question and describe the rationale leading to our inquiry. At this point we I was able to begin drafting my action research plan. I found this not to be so easy. As I worked I found myself revising my question and by the end I had changed my inquiry four times. This was something that we had read about in the Dana text –as we worked into putting thoughts down wonderings can evolve into other wonderings. Yendol-Hoppley states, “Rarely does any teacher researcher eloquently state his or her wondering immediately …By playing with the wording of a wondering, teachers often fine tune and discover more detail about the subject they are really passionate about understanding” (as cited in Dana, 2009, p. 67). The most helpful part of this process was being able to read other’s blogs and discussion posts on the discussion board. I also received excellent comments on my discussion post that helped me gain a better understanding on refining my inquiry. I found that being able to read about the journey of other’s inquiry helped me clarify my own thinking about my research plan. Reflecting on my week’s work through my blog was another way of assessing my thoughts. I was able to get constructive feedback and suggestion on my research plan. I have used blogs before but not as constructively as I have for this class. I agree with Steve Poling and Jan Borelli when they commented on the power of blogging, “Through blogging, we developed collaboration and support of one another…[it] gives us an opportunity to reflect on our practice so that we become more intentional about what we do on a day to day basis” ( as cited in Dana, 2009, p. 150.) I believe continuing the blog that we began in this course will prove to be invaluable as we receive feedback from our cohorts and professors. This will be an excellent source for assessing my research as I journey through my internship.

I am excited about how throughout this course I have been able to begin the development of lifelong inquiry skills for producing meaningful changes on my campus. I understand this is just the beginning. Being able to implement my action research plan will give me invaluable experience as an intern in enhancing my professional growth in this area.

References:
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: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.