Glanz correctly points out that research – to many – is a very intimidating word. However, the chapter provides steps and examples about how action research can be done within the school setting. The benefits of action research, as outlined in the chapter, point to why there is such a strong need for action research in all schools. Action research, among other things, does the following: creates an avenue from which school improvement can take place; impacts what goes on in the classroom and in the administration’s office; commits school personnel to school improvement; creates a climate within the school that is conducive for learning and collaboration; empowers teachers and administrators; and creates within the school a need and desire for self-reflection and self-assessment.
This is one of the key points that the author continues to write about near the end of the chapter. The author argues that it is absolutely essential that self-refection and self-assessment is needed within the educational field. Administrators must take time each day to reflect on decisions, policies, and programs. Teachers, likewise, need to reflect on lessons, curriculum, assignments, and so on.
Without a doubt, this chapter instilled within me a desire to learn more about action research and try to implement it into my own daily life as a teacher. As a member of the School Improvement Committee, we have done quite a bit of research, and this validates what we have done as we are trying to improve our student achievement through analyzing data and programs. Further, the chapter underscores the fact that I must always reflect on what I do as a teacher. I cannot just leave my classroom and shut the door and walk away. I must think about the decisions that I made and assess how they worked. I must also push myself to do my own action research so that the decisions I make in the future are the best decisions for my students’ education.
Works Cited
Glanz, Jeffrey. (2003). Action Research: An Educational Leader's Guide to School Improvement. Norwood, MA: Christopher-Gordon.
Formal research is very intimidating to most people and brings back nightmarish reminders of graduate school. I can certainly understand the hesitance of staff, which is already stretched, to participate in a formal research process. I am in total agreement that schools MUST make the time, put forth effort and invest in research to foster REAL school improvement. Following the author’s suggestion of self-reflection and assessment is a necessary first step. The action research process should impact the actual practices in the classroom because, as you stated, it empowers staff and creates a desire to change. It will, as you stated, push us as educators and help make our decisions that are best for students.
ReplyDeleteIt is sad that one word can be so scary. After reading the first chapter I feel like research is not so bad. Although it will help each person individually in their class, I think if everyone gets involved it will have a greater affect on our students education. Unfortunately it will take time, but if schools offer days for professional development they need to schedule some of the time to go over every ones research and utilize it.
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