Prior to reading "Leading with Passion and Knowledge: The Principal as Action Researcher," by Nancy Fichtman Dana, and "Examining What We Do to Improve Our Schools: 8 Steps from Analysis to Action," by Sandra Harris, Stacey Edmonson, and Julie Combs, I understood the basic idea of research. Traditional educational research is usually done by an outsider, a professional researcher that has no direct ties for the improvement of the particular class, school, or district in question. However, in action research, the researcher conducting the inquiry is directly involved with the school or district, and has an investment in the improvement of the campus as well as their own practice.
Action research allows the researcher to conduct self-evaluations and observe best practices. As a direct result, the conductor of the research either improves their practices or further cements the ideas into their already constructed framework of teaching practices.
Through the course of my study, I will be conducting an action research project within my campus. The following blogs will be a testiment to my research.
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