Quality Indicators in Action Research

Context of Study

Dana (2009) describes Context of Study as that of providing “complete information about the context in which the research took place,” and including “information about the school, district, teachers, students, content, and curriculum.” A principal-researcher must provide comprehensive details about the context of the study to provide the reader with a complete understanding of the research.

 In my action research, I can utilize this quality indicator to determine if I have considered all aspects and elements of my research to provide my readers with a complete understanding of the context of my research

Wondering(s) and Purpose

In the book Dana states that, “Principal- researchers explain the root of their question(s)/wondering(s) in detail” (Dana, p.180).   The purpose of the action research must be clear, self-reflective, and focused on new material. A researcher should be able articulate where the inquiry originated and how it originated.

From identifying the problem to finalizing the action research I can use this quality indicator to reflect on a day –to-day basis on conducting, writing, and finalizing my action research. This indicator will help me focus on my own personal wonderings and not others.  I believe this indicator will allow me as a principal show others my passion and determination for my topic.

Principal research Design ( Data Collection and Data Analysis)

When conducting action research, data collection, strategy, procedure, timeline, and data analysis are multiple sources that must be incorporated throughout the research. These sources allow for the research to be valid and credible. 

Evaluating the type of data and how it is analyzed will be the guide to my own research study to ensure that I focus on the facts and data driven conclusions. I will create a timeline  stating the data collection and data analysis for my action research project.  This will help my action plan run smoothly and stay on schedule.

Implications for Practice

According to Dana, “Principal-researchers articulate clear, thoughtful statements about what they learned through the process,” and that your statements are supported by data. All relevant readings and experiences related to the learning, as well as personal reflection should be included in the study   

This indicator will serve as my guide in writing my action paper, and a reminder to include relevant experiences not only uses data to support my statements.

The Principal-researcher should provide examples of implications brought about by the action research.  Detailing the changes that have or will take place is critical throughout the action research process.  The changes must all be based on research and outcomes of the action research project.

  As an action researcher, I should state everything I have learned, make changes based on what I have learned from the action research.  The most important thing to take away from this quality indicator is that action research is a process of learning and reflection of questions or wonderings that may come about from my experiences or research.

Action Research Reflection

The lectures directed by the professors taught me exactly what an action research project is and the important components that make an action research successful.  I was terrified that I had to dive in head first into the typical “old” fashioned research project that I once did in a science class. I quickly learned the true definition of an action research project.  I discovered that the process and expectations of an action research project is not much different than what I had already been involved in on my campus serving on several committees.

In the readings, I found the text instrumental in helping me understand the role of a leader in the inquiry process and engaging the school community to be life-long learners.  Michael Copland in an article stated that “leadership for improving teaching and learning is rooted in continual inquiry into the work at the school, inquiry focused on student learning, high standards, equity, and best practice,”(Copland, p.376).  Continually looking at the school community as a whole and identifying the needs of the ever changing dynamics of a school community can only benefit all involved in the process.  Another benefit that intrigued me is when a principal engages in action research the effects the entire school community. Dana stated that “principals become role models for the teachers and students in their buildings.  A critical belief about learning is ownership.  Learning must be something teachers and students do, not something that others do to or for them,” (Dana, p.12).  Teachers and students begin to take ownership of their own needs and concerns in turn building a community of learning.  When a school community learns together they grow closer together and will lead to meaningful change for the future.

The final lesson I would like to address is the importance of collaboration and helping each other.  I have gained knowledge from the suggestions of my class members via the blogs and discussion boards.  One class mate helped gave me suggestion about how to get the teachers to “buy-in” to the idea of having me observe them during a lesson.  We all come from various backgrounds and expertise which helps us as professionals grow and learn from one another on our great journey as leaders.

While I was originally dreading this class due to the stigma that is attached to the title “Research” I am now excited about conducting my action plan.  I have enjoyed working with other teachers in different areas to help develop my action plan.  My goal is to have developed an action plan that will benefit my school.

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Copland, M.A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375-395.

MY ACTION PLAN

Here is my action plan "Increasing Depth and Complexity in questioing during math lessons"

*Goals and objectives/outcomes of the research investigation• What level of questions do teachers use most during math lessons?

• How often are higher level questions being asked?

• How engaged are students in math lessons?

• What is the best ways to train teachers to use higher level thinking questions in a math
lesson to increase higher level thinking?

• Are teachers allowing students opportunities to process information from long and short term memory by asking higher level thinking questions?

• Are students provided opportunities to analyze, compare, contrast, group, infer sequence, evaluate, hypothesize, predict, and speculate throughout a math lesson?

• What is the most effective way to train teachers to incorporate higher level thinking strategies into questioning techniques to increase student understanding of math concepts?


*Activities designed to achieve the objectives
• Surveys, literature, field notes, observation 3rd grade math lessons

*Resources and research tools needed for data gathering

• Teacher surveys, research on depth and complexity questioning,
research on teacher training,

*Draft Timeline for completion or implementation of activities
• February 2012 --- through observation collect data on depth and complexity questioning in math lessons. Survey math teachers on use of level of questioning in their lessons

• March 2012 ---- observe math lessons, use checklist to determine level of questioning within lessons

• April 2012 --- review literature and data to determine effective ways to train
teachers on how to incorporate higher level thinking strategies into questioning
techniques in math lessons.

*Persons Responsible for implementation of the action research plan
• Myself, Kimber Lehmann

*Process for monitoring the achievement of goals and objectives• Personal blog and/or journaling to document progress

*Assessment tool to measure
• Surveys, field notes interviews, meetings with site mentor