Well I'll be darned. I had thought I had this action research business all sewn up. Head wrapped firmly around it? Check. Idea to take me through the internship? Check. Complete understanding of the vastness of action research? Not so much.
I mean, I had thoughts about action research projects. I have read a lot of your action research ideas. I'd seen the ones in the first chapter of the book. But my goodness. When I sat down and looked at the nine passions with the goal of devising an action research project for each one, I honestly figured I'd just steal examples from the book and explain why they were so great. I never imagined that there would be something (or many things) for each one of the nine passions on my own campus in my own life that really NEEDS to be studied.
I don't know whether I'm expressing this very completely. I AM FLABBERGASTED. I could spend the next two or three years conducting action researches on my campus, not complete some of them in that time, and almost certainly run into myriad others along the way. As I write this, I feel like it must sound like I'm blowing smoke, but understand this: I can be a really arrogant guy (at least, in my own head). And I was already to the point of arrogance about this, as I figured having a topic rife with data and necessary to the campus was all I needed to worry about. As I read your topics, I thought things like, well that's a fine idea...for him. Oh, that's a really great project...for her. I had blinders on and, in the context of my own campus, could only see the project that I had assumed I'd do all along.
I DIDN'T THINK I WAS GOING TO THINK OF EIGHT MORE TOTALLY DIFFERENT ACTION RESEARCH PROJECTS THAT REALLY NEED TO GET DONE. Man. It's like a whole other world has opened up to me tonight, and that world makes me feel small and that the task ahead of us all is more gargantuan than I've ever imagined. And I'd imagined that was pretty freakin' gargantuan.
Well, at least we'll have each other. And for now, I'll focus on one action research project. But God help the poor sucker on my campus that utters the words, "What could I do for an action research project?" I'll send him or her running for the hills crying for Mommy. Which is where I'm going now.
Mommy!
Sunday, October 21, 2012
Tuesday, October 16, 2012
This is a test. This is only a test.
Okay, here again I feel like my purpose is kind of dodgy. But, whatever, right? It's my blog and I'll do what I want to. So, I'm essentially posting this so that we can get a grip on how the following gadget works. I know that's not necessarily content-related, but it seems critical at this point. Furthermore, I'm doing this on my phone, so I can see how the blogger app works in terms of ease of posting and so forth.
So, I have a couple of things on my mind with regard to all that we've been doing. First, let's talk about blogs. I went to work yesterday and attempted to check out some of the blogs that we have created. Understand that I work in a school district where we host a technology-specific in-service once a year. One of the most popular sessions at that in-service is on blogs, wikis, and Web 2.0. But here's the rub. When I tried to look at your blogs, what I got was for the most part your blog, but the following gadget was blocked by our district's filter. What's more, when I tried to comment on a blog I could not do it, again because of the filter.
How do we, as educational leaders, deal with the facts that technology is the wave of the future, technology is what speaks to the kids, technology is what our professors want us to push as we lead, but the technology itself is working against us? Just some food for thought.
The other thing I'm worrying about tonight is my action research. I had planned on looking into Istation. I was going to track my students use of it, their performance on the ISIP assessment, and their overall reading ability after using the program over the course of several months. Last Friday we went into the lab to take the ISIP assessment, today we went back into the lab to use the intervention platform, and I have discovered one giant flaw. My kids hate Istation. They can't stand to be on it. They hate the cheesy songs. They hate the campy animation. They hate the fact that it is operating at such a low level that it is insulting to even my lowest readers. Could it be time already to change direction? Do I need to listen to Travis, I think, who posted something on Facebook about doing the reading this week and having a better idea of what a sound topic for research is? I don't know.
Thoughts?
So, I have a couple of things on my mind with regard to all that we've been doing. First, let's talk about blogs. I went to work yesterday and attempted to check out some of the blogs that we have created. Understand that I work in a school district where we host a technology-specific in-service once a year. One of the most popular sessions at that in-service is on blogs, wikis, and Web 2.0. But here's the rub. When I tried to look at your blogs, what I got was for the most part your blog, but the following gadget was blocked by our district's filter. What's more, when I tried to comment on a blog I could not do it, again because of the filter.
How do we, as educational leaders, deal with the facts that technology is the wave of the future, technology is what speaks to the kids, technology is what our professors want us to push as we lead, but the technology itself is working against us? Just some food for thought.
The other thing I'm worrying about tonight is my action research. I had planned on looking into Istation. I was going to track my students use of it, their performance on the ISIP assessment, and their overall reading ability after using the program over the course of several months. Last Friday we went into the lab to take the ISIP assessment, today we went back into the lab to use the intervention platform, and I have discovered one giant flaw. My kids hate Istation. They can't stand to be on it. They hate the cheesy songs. They hate the campy animation. They hate the fact that it is operating at such a low level that it is insulting to even my lowest readers. Could it be time already to change direction? Do I need to listen to Travis, I think, who posted something on Facebook about doing the reading this week and having a better idea of what a sound topic for research is? I don't know.
Thoughts?
Saturday, October 13, 2012
What do I do with this thing, anyway?
I suppose that I will use this blog for a number of benefits both as an educator and as an action researcher (until such time as the two become wholly synonymous). I know that every one of you reading this now will be willing to throw your two cents in to help cultivate my reflections and conclusions until they bear significant fruit. I will look forward to doing the same for each of you as often as I can. In that way, we will use these blogs as discussion forums for the free sharing and expression of relevant ideas. Our blogs will also become another source of data for us all. We can check back here whenever we arrive at a loss and find perspectives from any number of professional colleagues who can either offer solutions to small problems or help steer us in a direction better suited to achieving the overall conclusion of our researches. In short, we will use the blog as a virtual classroom - one in which our discussion about our action research topics will be the lesson plan all day, every single day.
I look forward to our continued collaboration...
About Action Research by Educational Leaders
I have learned enough about action research in the last week to fill this blog for days, so I'll try to keep it brief in this first post. Action research is a lifestyle or a paradigm within which one should operate in almost any set of circumstances. I mean, I don't want to go overboard (and given my inclinations, I probably won't (too much)), but we should probably look at action research more often in our homes and families than most people are wont to do. Here, though, we're going to focus on the very necessary practice of action research in educational settings.
As long as this blog exists, I will more than likely have reason to report on, reflect upon, and seek response to action research from the perspectives of both the teacher and the educational administrator. I have learned that both positions are ripe with topics for action research. In these two different educator roles, we operate from a vision and a set of goals for the classroom and the campus, respectively. Each needs to set a foundation for the research by moving from these missions to establishing a specific question or wondering to explore. Each needs to gather data for reflection and study. Each needs to conduct diagnostic assessments of one type or several to develop a deeper understanding of the nature of the problem at hand, and each must take the time to reflect upon the increasing body of knowledge and how it better describes the patterns inherent in the problem and its possible solution(s). Both the teacher and the administrator must then determine a direction in which to take the study and take the appropriate action toward resolving the problem. Finally, each must determine the best way to maintain the effective strategies, policies, and practices revealed by the research (Harris, Edmonson, and Combs, 2010, p. xv).
The differences between this framework and traditional research methodologies make it ideal in the education setting. In action research projects, the researcher has the power and drive to constantly reevaluate his or her actions based upon data collected throughout the steps. That data might be the product of a period of reflection, a set of diagnostic data issued by a computer-based assessment, or the comments left in a set of surveys completed by students. Regardless of the source or type of the data, the researcher can act then react then reassess then react again in order to make certain that he or she is moving toward achieving the overall mission described in the project's foundation.
Finally, I have learned that action research is not to be taken lightly. When we determine a course for our action research, we must also be prepared to give the necessary time and other resources to the project. This process is how we, as educators, will attain and maintain a state of professional "good health", and only by engaging in it as constantly and with as many supporters, team members, and colleagues as we can will we continue moving toward a more successful education framework for every stakeholder.
As long as this blog exists, I will more than likely have reason to report on, reflect upon, and seek response to action research from the perspectives of both the teacher and the educational administrator. I have learned that both positions are ripe with topics for action research. In these two different educator roles, we operate from a vision and a set of goals for the classroom and the campus, respectively. Each needs to set a foundation for the research by moving from these missions to establishing a specific question or wondering to explore. Each needs to gather data for reflection and study. Each needs to conduct diagnostic assessments of one type or several to develop a deeper understanding of the nature of the problem at hand, and each must take the time to reflect upon the increasing body of knowledge and how it better describes the patterns inherent in the problem and its possible solution(s). Both the teacher and the administrator must then determine a direction in which to take the study and take the appropriate action toward resolving the problem. Finally, each must determine the best way to maintain the effective strategies, policies, and practices revealed by the research (Harris, Edmonson, and Combs, 2010, p. xv).
The differences between this framework and traditional research methodologies make it ideal in the education setting. In action research projects, the researcher has the power and drive to constantly reevaluate his or her actions based upon data collected throughout the steps. That data might be the product of a period of reflection, a set of diagnostic data issued by a computer-based assessment, or the comments left in a set of surveys completed by students. Regardless of the source or type of the data, the researcher can act then react then reassess then react again in order to make certain that he or she is moving toward achieving the overall mission described in the project's foundation.
Finally, I have learned that action research is not to be taken lightly. When we determine a course for our action research, we must also be prepared to give the necessary time and other resources to the project. This process is how we, as educators, will attain and maintain a state of professional "good health", and only by engaging in it as constantly and with as many supporters, team members, and colleagues as we can will we continue moving toward a more successful education framework for every stakeholder.
Reference
Harris, S., Edmonson, S., & Combs, J. P. (2010). Examining what we do to improve
our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education.
our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education.
Subscribe to:
Posts (Atom)