Educational leaders can use blogs in many ways. First, it is a means of capturing "thinking"(Dana 2009). Educational leaders can write about their insights that occur as a result of thinking and reflecting. Not only can leader’s blog with words, but images and links can also be included as well as posted comments from other readers. Bloggers offer leaders a means of collaboration too. Other leaders can provided their insights through comments to a post. One principal used her blog to share her love of writing with students, to show her commitment to teachers and reflect upon her own practices (p. 89).
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Sunday, July 18, 2010
Action Research
The word research is one I don't care much for. I write this because it usually involves selecting a topic sometimes of no value or interest to me, searching for information about that topic, and restating what I've read in my own words. Action research however is different. It is personal and centers on the principal, the campus, and the teachers. It does not solely rely on outside experts. It is based on campus data, campus students, and campus learning communities. Action research is a process a leader engages in to study her actions and reflect upon those actions to create change for improvement (Dana 2009). The process of study comes about by investigations or "wonderings" (p. 2).
Action research differs from traditional research because it is cyclical and not linear. Also, the principal provides the source of the questions-not an outside expert. The questions focus on providing insight into a principal's actions and ultimately result in school improvement (p. 7)
Benefits to action research are many. It allows principals to grow professionally. Through action research, a principal will develop a sense of ownership in the knowledge constructed, and this sense of ownership heavily contributes to the possibility for real change” (p. 10). Action research also challenges the isolation norms that principals are faced with. This type of research allows for the principal to become, like all students, a head learner. The head learner then becomes a role model for all those associated with the learning community. Engaging in action research promotes the use of best practices at the campus. Finally, action research allows principals to slow down. Daily schedules for principals are usually comprised of unfinished tasks. Action research forces a principal to slow down and reflect on her actions. Of course, to be able to slow down and reflect, one must devote and allot time each day.
Some areas/contexts that foster action research include university coursework and Superintendent/District meetings. These both occur outside the campus but can provide an atmosphere of bonding and sharing- necessary components of the action research process (p. 20). Leadership teams and Professional Learning Communities also provide action research opportunities. These two contexts are alike because they both occur at the campus. Leadership teams share problems, responsibilities and decision making with the principal (p. 21). Professional Learning Communities, also known as PLC’s, aid in the network of professional to “learn from practice” which ultimately allows a campus to become learning organizations (p. 22).
Certainly, action research is quite different than traditional research and has many benefits to the principal, teachers, students and community.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Action research differs from traditional research because it is cyclical and not linear. Also, the principal provides the source of the questions-not an outside expert. The questions focus on providing insight into a principal's actions and ultimately result in school improvement (p. 7)
Benefits to action research are many. It allows principals to grow professionally. Through action research, a principal will develop a sense of ownership in the knowledge constructed, and this sense of ownership heavily contributes to the possibility for real change” (p. 10). Action research also challenges the isolation norms that principals are faced with. This type of research allows for the principal to become, like all students, a head learner. The head learner then becomes a role model for all those associated with the learning community. Engaging in action research promotes the use of best practices at the campus. Finally, action research allows principals to slow down. Daily schedules for principals are usually comprised of unfinished tasks. Action research forces a principal to slow down and reflect on her actions. Of course, to be able to slow down and reflect, one must devote and allot time each day.
Some areas/contexts that foster action research include university coursework and Superintendent/District meetings. These both occur outside the campus but can provide an atmosphere of bonding and sharing- necessary components of the action research process (p. 20). Leadership teams and Professional Learning Communities also provide action research opportunities. These two contexts are alike because they both occur at the campus. Leadership teams share problems, responsibilities and decision making with the principal (p. 21). Professional Learning Communities, also known as PLC’s, aid in the network of professional to “learn from practice” which ultimately allows a campus to become learning organizations (p. 22).
Certainly, action research is quite different than traditional research and has many benefits to the principal, teachers, students and community.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Subscribe to:
Posts (Atom)