Action research and education seem destined for one another.
Not only does action research provide educators the opportunity to address
problems from a problem/solution point of view, but it also puts the work into
the hands of the people tasked with implementing any recommendations the action
research process discovers. Following the model set forth in “Examining What We
Do To Improve Our Schools: 8 Steps from Action to Analysis” educators can
address any problem, face any challenge, and empower any group with an easy to
follow process designed with results as the goal. Traditional research tells us
that information, or data, is the end result of research, but in an action
research model, a problem is identified, researched, addressed, and a plan is
implemented, by a small, mobile group of education stakeholders who can move
quickly without the added restraints of traditional research methodology.
It is exciting to look at school from the “what can we do”
perspective, rather than sitting around asking “why is this broken?” As
chairman of a recent action research planning committee, I was able to see,
first hand, how action research can quickly and effectively affect change in a
school. The results were measurable and the actions taken were a result of
thoughtful reflection, honest inquiry, and hopeful action.
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