Week 5 - Final Reflections

As I look back on my first week day in this course, I cannot help but remember thinking this was not going to be a very fun class. Why? Well, my first thought about anything related to the word research “come from the process-product paradigm and include a ‘controlled setting,’ ‘an experiment with controls and treatment groups,’ ‘an objective scientist removed from the subjects of study so as not to contaminate findings,’ ‘long hours in the library,’ and ‘crunching numbers.’” (Dana, 2009) I was not too happy about that. To my surprise, the research, better termed “inquiry or wondering,” turned out to be the opposite of my original thought. It was a wonderful surprise to learn that I was going to be the “head learner” and the chooser of my “inquiry.” I was going to be able to choose something that was going to make a difference in my school and in my district! I became excited about that and the class took on a whole different tone.

I enjoyed the videos from the three different former Lamar students and learned that while doing my research, I should look into the research that others have done and not feel like I have to reinvent the wheel. I also learned that I should choose action research that is practical for my learning and the benefit of my school and my students not research that is theoretical. Not that theory is bad, but in seeking action research that is practical, you learn more because it interests you more.

The various formats for writing out our action research were very beneficial as well. Once you’ve gone through each of the steps and have written down your “well” though-out plan, with timelines and everything, it gives you pause and a sense of accomplishment as well as relief to see it in black and white. Then you go and post it on your blog and your peers and instructors help you by giving you constructive criticism on what you’ve written. You reflect on their thoughts and you make adjustments as necessary. This form of research is so much better than the traditional research. You feel like you’re making it your own and when it is finished, you will feel a sense of pride because you’ve actually impacted the lives of students, colleagues, and yourself.

I enjoyed learning about the three strategies for sustaining improvement from the Harris, et al book. For my project, regarding the playground/outdoor classroom, the Force Field Analysis worked best. Although, I am eager to try out the other two, the Delphi Method and the Nominal Group Technique at a later date. Making use of the CARE Model also helped me to look into ideas that may need change in the future and ideas for use of the Delphi and Nominal strategies.

All in all, I have enjoyed this class because it turned out totally different than what I expected it would, pleasantly so. This class has opened my eyes to a whole new way of exploring research and it will benefit me as a future administrator and leader. I have a whole new respect for research and for collaboration in research. Talking with my Site Supervisor has helped me so very much in designing my action research plan. She has a wealth of knowledge that I am benefiting from. Each person that has commented on my blog or in the Discussion Board to something I have posted, I have taken your insights and I have reflected on them. After reflecting on them, I have added your insight to my plan or have tweaked my plan in some way because of your comments, so thank you for your comments. You are all so helpful!

References:
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. 
      Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools:
      8 steps from analysis to action. Larchmont, NY: Eye On Education.