Action research is a process that is introspective. Principals examine their own school systematically to make a change based on data that steams from an initial inquiry. Most notably that sets action research apart from other types of research is that “practitioners play a part in the research process, which makes them more likely to facilitate change based on the knowledge they generate” (Dana, 2009, p. 5). The practitioner or principal designs, collects data, and makes analysis around their inquiry. This process is a continual motion “of spirals consisting of reflection and action” (Dana, 2009, p. 5). As principals gain a deeper understanding of their practice and leadership role within their school, they are gaining expertise. “Action research holds promise as a powerful professional development tool for principals” (Dana, 2009, p.3) While the individual uses action research, it is noteworthy to explore other uses of action research. Action research lends itself to collaboration. It can be utilized across all educational settings. Action research can be used at the district level, leadership team level, in professional learning communities, and self. Action research is very diverse. However, it is not a means of finding what is wrong, or finding information about a particular topic. Action research helps educators improve their skills to do things better.
Reference:
Fichman, Nancy Dana (2009). Leading with passion and knowledge: The principal as action Researcher.
Thousand Oaks, CA: Corwin Press.
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