This class has provided me with a lot of insight about action research. I must admit I was not familiar with the process of action research. When I first read the title of the class I quickly assumed that I would have to do a traditional review of literature. This idea was quickly dispelled in the first lecture by Dr. Arterbury when he stated “research involves adding something new to what is already known about your topic. Specifically, it means going beyond the current body of literature on a given topic…” From this I was able to conclude that research was required but I was going to have to build on the research and devise a project based on my research. The first reading assignment also provided more of a definition of action research. According to the Dana (2009), action research focuses on the concerns of practitioners and engages practitioners in the design, data collection and interpretation of data around their questions. In other words, if there is a problem within the school, the people affected by this problem collects and analyzes information pertaining to the problem. This made me realize the value of action research. Too many times in my 18 years of teaching I have sat through in-services that were put on by people from outside of the school/district. They presented their material proposing it would fix whatever problem was being addressed. They had no insight into the problem the school/district was dealing with but rather had the notion that the problem could be fixed with a general solution. Through action research, solutions to problems within a school or district can be addressed directly by those who are affected. To me doing action research makes perfect sense.
During week 2, I learned about the importance of learning how to do action research as a future leader. In the lectures presented by Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD and Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD, both leaders stressed the importance of action research. One thing I learned from Dr. Briseno is that it is important to look deeper into problems than just what is on the surface. His example about failing TAKS scores and the possible influence of environmental factors really made me think that there is a lot more to it than just looking at problems in the methods of instruction. Usually when students are failing to meet the objectives the first thing that is looked at is how the teacher is teaching the curriculum instead of possible outside factors. Outside factors would be things such as language, parent participation, socio-economic status, and what is going on in the household. I also learned that there is definite value in collaborating with other teachers about methods that are working for a teacher and taking the time to allow those teachers to share their information with other faculty. Another thing I learned is the importance of taking the time to do research. Even with a busy schedule where it is hard to set aside time, it is important to do research and look at other leader’s methods because, in the long run, it could save you valuable time in solving problems. Dr. Chargois mentioned several times that the reason for action research was to impact student success. He also stressed that you should never stop learning and that teachers and leaders today must be action research oriented. They must be able to look at qualitative and quantitative data and utilize it immediately. School systems do not have time to wait on data analyses; they need the information now in order to make changes tomorrow.
Overall, I thought this class was very effective in introducing the topic of action research. The required text, Leading with Passion and Knowledge by Nancy F. Dana (2009) provides suggested steps in Chapter 2 about finding wonderings and questions. It also includes a basic road map for developing a data collection plan in Chapter 3. In chapter 5, she explains the importance of sharing your work with others. Finally, in Chapter 6, she provides some excellent indicators to see if your action research or the action research of others is on track. When I was recently hired for my new position for the 2010-2011 school-year, it was stressed that the school was looking to me to help raise their science TAKS scores. I know the ins and outs of helping students be successful with TAKS but I have not really put it into any format to share with others. By taking this class it has provided me with the tools I need to define a plan, execute that that plan and finally be able to share this information with others.

Changes

I met with my site supervisor on August 3, 2010. We spent about an hour and a half going over my draft Action Research Plan. During the meeting my supervisor suggested several changes that I might want to consider in my plan. One suggestion he made was that I should narrow down my topic and focus specifically on Hispanic and economically disadvantaged students instead of the entire 8th grade. We examined the breakdown of TAKS scores and he pointed out that these were the students that were having the most difficulty passing science TAKS. For Hispanic students only 69% met the standard and for the economically disadvantaged only 68% met the standard. Another thing we looked at was the scores for these students on the other TAKS test subjects. This really made me question my entire research plan. I would have thought originally that if these students were performing low in one area, they would be performing low in all subjects due to a possible language barrier. This is not the case here. Below are the scores for Hispanic and economically disadvantage students:

Hispanic Students:
Reading 93%
Writing 97%
Social Studies 97%
Mathematics 85%
Science 69%

Economically Disadvantaged Students
Reading 94%
Writing 98%
Social Studies 93%
Mathematics 81%
Science 68%

By examining these scores and talking to my site supervisor, I believe that there is possibly a problem in the science curriculum or the presentation of the science curriculum. Based on this information I will be reexamining my Action Research Plan and making adjustments in my wonderings.

My action research project

 

SCHOOL VISION: In partnership with parents and community, West Memorial Junior High seeks academic excellence for each student to pursue a productive and fulfilling life through a balanced curriculum aligned with quality instruction and assessment of achievement.

GOAL: In partnership with family-school-community, West Memorial Junior High will enable students to acquire a better real-life understanding of the science concepts required to increase 8^th grade Science TAKS Performance.

 

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESS-MENT	Revisions to SIP/PIP based on monitoring and assess-ments
Areas of weakness are defined	Gather TAKS scores from the last 3 years and segregate questions missed by objective	WMJH 8th grade TAKS scores from 2007 - 2010	Campus data coordinator	2 wks	Analyze and determine TAKS areas of focus	Revisions based on areas of weakness
Areas needing to be supplemented are identified	Review curriculum through interviews with 6th - 8th grade science teachers	6th – 8th grade science teachers	Science department chairman and science curriculum specialist	3 wks	Review findings with all science teachers and TAKS action team	Possible adjustments to curriculum
Parent/community activities are defined	Investigate successful parent/ community programs that can be utilized to help supplement science curriculum and involve parents	Internet resources, district resources, interview with personnel from campuses that have successful parent/community programs	TAKS Action Team	8 wks	Review findings with all science teachers and TAKS action team	Identification of specific activities to be implemented
Parent/community with student activities are defined	Development of activities based on weakest objectives, voids in curriculum, and suggested parent/ community activities	TAKS information collected from Data coordinator, data collected from science teachers, and information gather from TAKS action team's research   Contact Community/business leaders for participation in program	TAKS action team, science teachers, science curriculum specialist	4 wks	Review curriculum design for activities with all science teachers	Identification of specific activities to be implemented
Activity schedule will be defined	Develop detailed schedule of TAKS events including areas to focus on during science classes, after school activities and at home	TAKS action team will schedule afterschool and weekend TAKS activities based on campus and district calendar	TAKS action team	4 wks	Review district and campus calendar for any scheduling conflicts	Modify plan to resolve all calendar conflicts
Training for activities is defined	Training for science teachers and TAKS volunteers	Present material to be covered during TAKS activities	TAKS program director and instructional coach	1 wk	Assess for understand-ing among those being trained	TBD by effectiveness of training
Communication and tracking plan is defined	Communicate with parents about scheduled TAKS events	Communication will be made through local newspapers, school website, teacher website, school calendar, science teachers, letters sent home with students, school marquee, and telephone calls	School communication chairman, TAKS action team, science teachers, PTA	On-going	Review communication plans effective-ness based on responses by parents	TBD by Participation of parents
Program is implemented	After school weekly TAKS events   Monthly Family TAKS nights   Weekly take home TAKS Family/Student assignments   Saturday TAKS academy	Program of events   Material for TAKS activities	TAKS Program Director, Principal, Assistant Principal, Science Department chairman, TAKS action team, volunteers from staff and the community	On-going	Follow up with parents   Monitor student progress in classroom performance   Monitor student scores on benchmark test   Examine student scores on TAKS test at the end of the year	Number of participants will be examined   Ways to increase participation will be discussed and implemented   Changes to the program will also be based on student perform-ance in the class-room, on bench-mark test and on TAKS test

Importance of action research

This week I learned about the importance of action research. By listening to interviews, with three different administrators , I learned how districts are using action research to impact student performance. I learned the importance of looking at qualitative and quantitative data. With todays accountability pressures being put on educators I understand the need for action reseach on the part of teachers as well as administrators.

How educational leaders might use blogs

Blogs can be used by educational leaders to share ideas, reflect on practice, connect with other educational leaders and ask questions. It can also be a good way for principals to share their research with colleagues from all across the state and nation.

What I Have Learned So Far

Action Research is a valuable tool in education. It is a process in which a systematic, intentional study is performed in order to take action for change based on what is learned as a result of the study. Action Research, according to N. F. Dana (2009), allows professionals to seak out change and reflect on their practice by posing questions or "wonderings," collecting data to gain insights into their wonderings, analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, and sharing findings with others. It is a great medium for learning and school improvement. In my use of Action Research, I hope to address problems in the classroom and the school to improve student outcomes. I will also use Action Research to reflect on my own practice and make changes based on new perceptions developed during my research. By utilizing Action Research I hope to grow professionally, become a role model for teachers and students, help best practices thrive at my school, and become proactive in my work as an educator. I realize the importance of this process and know that I will have to make an effort to create the time needed during the school week to carry out this process.