Action Research in Educational Settings

Improving my instruction for the benefit of my students is something I strive for everyday. As the year was ending last year I was already thinking of ways in which I could be better in the 2010-2011 school year. Fortunately, I also had the opportunity to teach summer school where I was able to practice some of these new techniques. As Dr. Marjorie C. Ringler discussed, intstruction, and delivery of that instruction, is a great area for principal inquiry (2007). Wondering how to motivate teachers and instill a desire for improvement is essential to meeting ever increasing standards and accountability.

Along these same lines is the leadership team which is “instituted by principals and usually include[s] any assistant administrators and at least three teachers who also have classroom responsibilities,” (Dana, 2009). Increasing accountability transcends position or title. Everyone involved in public education has a vested interested in these increasing standards, and therefore involving action research through a leadership team is going to positively impact all players on the education stage.

A third example of action research in educational settings would be through professional learning communities. Contrary to Paul Simon’s, “I am a rock, I am an island” the education profession does not allow us to be lone rangers. Collaboration and community development within the school system are essential to meeting improved standards. Doubtless we continue to come back to this same phrase of improving or increased standards because they are not going away and improvement is what we need, if not also what we want. Action research carried out in community through PLCs is an outstanding way to provide and receive instantaneous feedback from colleagues about what is working and what is not on your own particular campus.