Educators are constantly flooded with data and research throughout their careers. Much time is wasted as administrators try to determine what information to keep and what information to discard. Action research can offer a solution for this dilemma. This type research actually allows individuals to look at their own specific practices and identify prospective areas of concern that are relevant for growth. The data needed for action research is more readily available and accessible because much of the information is local and easily attainable. This tool allows the researcher to take ownership of the process necessary to gain needed knowledge that lends to more successful learning.
The process of action research includes exploring, reviewing and collection. It involves change based on findings and sharing with others to advance improvements. Action research is beneficial for professional development and growth. "By cultivating this inquiry stance toward practice, principals and teachers play a critical role in enhancing their own professional growth and ultimately the experience of schooling for children" (Dana, 2009, p. 11). It promotes a type of reflection needed in order to improve current processes.
This type inquiry is not only beneficial for improving regular school day processes but can also help shape best practices in our afterschool programs. There are so many options available for afterschool time. Action research can actually help narrow some of these choices by identifying what has proven to be most beneficial so that these experiences provide the most efficient and effective use of time for our students.
In summary, through action research, we as educators through our own expertise possess the necessary tools needed to answer questions and find solutions to problems that will improve student learning environments.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
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