As I reflect back on what I have learned while taking this course, I am presented with a dilemma. It is not so much of coming up with enough information to include in my reflection. Instead, I am having trouble limiting what I have learned. Out of the videos, the readings, the blog, and the discussion board I have gained so much useful information that has guided my action research project to this point, and will continue to guide my activities as an action researcher.
To begin, one of the key insights that I have learned through this course is the need for reflection. I have always been a reflective person in most aspects of my life, including teaching. Even with saying this, I must confess that the form of reflection that I practiced was more of an informal reflection. This course has caused me to take a more formal approach with my reflection. With the blog requirements, I have formulated my reflection through writing. This process has caused me to think deeper about my action research plan than I normally would have before the course.
Because of this new insight into reflection, I decided to look back at the previous weekly assignments for this course to confirm exactly what I had learned. To accomplish this review, I opened up the assignments from the past four weeks at the same time on my laptop. I then read through the assignments in their entirety in chronological order. What follows are highlights of what I have learned as I completed the weekly assignments.
In Week One, I was introduced to two texts that were required readings for the course. In this first week’s reading, I was challenged to consider my prior notions regarding research. I quickly learned the difference between traditional research and action research. Over and over the purpose of improvement within action research was emphasized (Dana, 2009). Also, I learned that the process of action research presents itself as cyclical as opposed to a linear process as found in action research (Harris, Edmonson, and Combs; 2010). One does not finish action research. One simply moves on to another question that has arisen as a result of the initial question or moves onto another topic altogether.
Moving in to Week Two, I had the opportunity to view videos of interviews of three action research practitioners within various levels of administration (a principal, a district director of research, and a superintendent). What these gentlemen had to say regarding action research gave me some practical insight into action research. For example, Dr. Timothy Chargois mentioned that for the change created by action research to be successful it must be systemic change. Curious as to what he meant by systemic change, I conducted an internet search of the term. As a result of that search, I read a book entitled Systems Thinkers in Action: A Field Guide for Effective Change Leadership in Education (2008) edited by Blane Despres. In this collection of essays, scholars address how to apply systems theory and system dynamics to bring about school improvement. From such reading, I have changed how I think about bringing about change onto my campus as an educational leader. I cannot simply make a change in one aspect of the campus without thinking through the ramifications of such a change that will be felt in all of the other aspects of the campus.
While Week One and Two provided a theoretical basis for my action research plan, Week Three put theory into practice. Week Three, for me, also seemed to be the heaviest workload of all the assignments for this course. It was during Week Three that I actually formalized my action research plan. The actual planning of my action research was a valuable learning process for me. Of particular note were the insights I gained into the value of collaboration and feedback within the action research process. These insights were an out-flow of the required discussion board postings. Through these postings I was able to receive suggestions from fellow practitioners who are in the midst of their own action research project. For example, one student was able to share with me that her own experience with enriching academic vocabulary helped her 3rd grade students (Ottis, 2013). Such personal observation reinforced my resolve to improve the academic vocabulary of the students on my own campus.
In addition to the comments provided in Blackboard, the comments provided on my blog gave me food for thought, as well. I realized the power of blog comments during Week 4. One blog comment in particular was very useful. One of my followers asked whether or not I would model the academic vocabulary strategies for the teachers on my campus (Harris, 2013). I originally planned to model the strategies during our collaborative planning session and during our weekly alignment meetings, but after a review of literature on coaching that I conducted because of the comment on my blog, I have decided that I want to model the strategy in the teacher’s classroom. In reflecting on this modeling, I realize that I will need to observe the teachers using the strategy and provide positive feedback throughout the process.
Compared to the previous weeks’ assignments, the Week Five assignment did not take as much work, but it was by no means unimportant. The Week Five assignment provided a capstone to the action research process. It allowed me to reflect upon the class, and as a byproduct, upon my action research plan. The week’s reading included Quality Indicators for Practitioner Research (Dana, 2009). These indicators allowed me to question various aspects of my action research plan. Through this questioning, I have strengthened my plan to ensure that the entire process will be of professional quality.
As one can see, the value of this course is immeasurable. My perspective towards action research has been changed. Before this course started, I was a little perturbed by being required to take a course in research because of already having completed a Master of Arts degree. I now realize how arrogant and foolish such thinking is. English and education are two separate disciplines, and traditional research and academic research are just as different. That much and more I have learned through this course. Of all that I have learned, the purpose of action research rings truest. Since I have changed assignments within my district and am now leading a campus that needs improvement, I have come to appreciate the impetus for change within action research.
References
Dana, N. (2009). Leading with passion and knowledge: The principal as action researcher.
Thousand Oaks: Corwin.
Despres, Blane (Ed.). (2008). System thinkers in action: A field guide for effective change in
leadership in education. Lanham, MD: Rowman & Littelfield.
Harris, A. (2013, August 01). [Web log message]. Retrieved from
http://wonderingsineducation.blogspot.com/2013/08/action-rearch-plan.html
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8
steps from analysis to action. Larchmont, NY: Eye on Education.
Lamar University. (n.d.). Interview 2: Dr. Timothy Chargois [video file]. Retrieved from
/webapps/blackboard/execute/launcher?type=Course&id=_62327_1&url=.
Ottis, M. (2013, August 03). Re: Components of action research plan [Online forum comment].
Retrieved from
/webapps/blackboard/execute/launcher?type=Course&id=_62327_1&url=.