Action Research & Principal Inquiry: The Scientific Method Meets the Art of Teaching

     The connotation of the word research brings to mind images of a bleary eyed academic holed up in the stacks of a university library pouring over bound versions of journals. It also bring to mind endless sets of data and tables related by statistical analysis and other mathematical manipulations akin to voo-doo in the mind of the educational practitioner. Traditional research paradigms typically seek to either effect a change in educational methodology or to study a particular relationship within the educational environment. It tends to view the education practitioner as either a device to facilitate the change in question or as a subject of study. In essence, traditional research views the education practitioner as either a beaker or a lab rat, not a scientist. This traditional research is generally conducted by researchers far removed from the daily practices of education and student contact. Any or all of these factors may serve to sour the educational practitioner to the idea of research as a necessity and effective tool for change in education.
       The action research paradigm places the educational professional in the role of researcher. The beaker becomes the scientist. Like traditional research, it involves the basic steps of the scientific method learned by students throughout their school career: identify a problem or question, research the problem or question, propose a hypothesis (educated guess) or possible action plan based on the research, implement the plan (experiment), monitor the results (collect and analyze the data), evaluate (draw conclusions), and reflect on the outcomes (report the findings). The difference is that it occurs within the educational setting and the researcher/ educator is a part of it. The the beaker, lab rat and scientist are essentially one in action research. Interestingly , the concept of action research is a part of every good teacher's lesson cycle. He or she presents the material, checks for student understanding, then reteaches if necessary. When students have difficulty grasping concepts, the artisan teacher strives to find the most effective way to relate it to the students. Classroom artisans intrinsically understand  that if learning does not occur, neither has teaching. They change their approach until learning occurs.
        Reflection is a key component of action research. In traditional research, publication of results allows for other researchers to learn from and scrutinize the results. Reflection allows the education practitioner/ researcher to do the same, but with a focus on personal professional development. Reflection in physics refers to waves bouncing off of an object back towards their source. Refraction is the change in wave direction as a wave passes through a medium such as a lens. Perhaps the term professional refraction is better suited to action research than reflection. Professional refraction, if you will indulge me, serves as an agent of change for the future actions and ideas of the professional as they pass through the lens of the current action research process and its outcomes.
        Professional refraction can be accomplish via many mediums. A daily journal housed in a spiral notebook is an effective low cost method. The smart person learns from his or her mistakes, the truly smart person learns from the mistakes of others. In light of this axiom, would also not be true that the truly wise educator would seek to favorably alter their actions based on refractions from the lenses other educators research? This idea of group refraction lends itself to the use of blogs and on-line resources. Blogging and social media groups provide quick and easy access to the refractions of other professionals. They can also create virtual learning communities of professionals, These professional, who may be thousands of miles apart and would not have otherwise ever met, can now effectively engage in, and reap the benefit of group learning with a minimal amount of effort.
       Learning the cognitive fundamentals of teaching  or leadership can be challenging but is an obtainable goal. Obtaining and possessing the knowledge does not make one effective in its implementation. The is because the nature of education and people make each situation unique. A rigid unadaptable flow chart or trouble shooting manual is not an effective problem solving tool in the educational setting.The art of teaching and educational leadership occurs when one learns the nuances of applying the knowledge. This art of application can only occur as a result of modifying and adapting practices based upon the past applications of the knowledge, professional refraction.

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: 8 steps from action to analysis. Larchmont, NY: Eye on Education.

Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School leader internship: Developing monitoring and evaluating your leadership experience (2nd ed). Larchmont, NY: Eye on Education.

Ringler, M. C. (2007). Action research an effective instructional leadership skill for future public school leaders. American Association of School Administrators Journal of Scholarship & Practice, 7(1), 27-43.