What is 'Action' Research?

A fresh and effective approach to problem solving rests in a hands-on and interactive method of research. The self-motivated principal exhibits the quest for continual knowledge and a life-long learner as they engage in a process to find real solutions to real problems or issues on their campus. Known as many different names (practitioner research, practitioner inquiry, administrative inquiry, et al), active research is essentially a process to improve upon programs and issues principals face, as well as, a mode to bring about wanted change while providing administrators (and educators) a systematic study of their own practice. The inquiry process is a methodical investigation that poses questions, and examines data. It then allows for logical reasoning to determine an answer to the question – a solution to the problem. In doing so, information and data is synthesized with the principal’s (and other staff) input from previous experiences. This combination of mixed sources provides a more accurate and meaningful understanding, which ultimately leads to a better decision and successful solution. Undoubtedly, inquiry is an essential part for effective school improvement.

Educational research answers questions, as well. However, the source of these questions originates with a traditional researcher and is intended for an academic audience. Although its purpose is to provide knowledge to draw upon as a resource for one’s work practices, this form of research does not supply any real solutions to specific problems a principal encounters. Most often, their research is conducted by analyzing work products of students, documents, and standardized test results. Time and tradition has proven that relying on experts, beyond the walls of any campus, to create a fix all to your school’s problems is not the ideal situation.

Stoic, traditional educational research methods have become ineffective and have resulted in an out-dated and unfavorable approach to improving schools. In contrast, action research’s method of analyzing data is conducive to the betterment of one’s own pedagogical practices. This in turn, becomes conducive to better student achievement. Also, through this inquiry process, the administrator engages in reflective action for change based on what is learned from the inquiry. Questions originate with the principal and a cylindrical process is induced rather than the linear course educational researchers create. Even more so, this type of research can be performed by not only individuals, but through teams as well. Consequently, there is great potential to generate significant improvements within schools. Action research also produces new ideas through shared feedback with colleagues and allows decisions to be made with a fresh approach to curriculum, instruction and assessment strategies.

Action research proves itself as the best option to seek out effective and sustained change as it requires administrators reflect on their practice by asking questions then collecting data to gain insight to what those questions pose. This is then followed by analyzing the data along with reading relative literature, making changes in one’s practice based on new understandings developed during the inquiry, and sharing those findings with others. Consequently, active research produces a better understanding of the subject matter investigated while helping define the principal as the lead learner. Coupled with knowledge and experience that has already been acquired, this allows administrators to make sound decisions that are geared specifically for their campus. Typically, administrators will find four areas that lend themselves most applicable for the inquiry process - university coursework, superintendent/district meetings, leadership teams, and in professional learning communities (PLCs).