Knowledge Base: Use of Action Research to Improve Schools
Note:
This module has been peer-reviewed, accepted, and sanctioned by the National Council of the Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration and authored by Alford, A. and Ballenger, J. (January 2006).Professional development should be used as a vehicle of school reform (Fullan, 1995; Roskos & Bain, 1998). For school reform to have lasting impact, a change in school culture to support this process is needed (Deal & Peterson, 1999). As Donaldson and Sanderson (1996) stated,
The long-term success of school improvement rides on the ability of adults to function productively together . . . . . As adults share information about students, teaching, and their roles as parents and teachers, their repertories are enriched, and their effectiveness with their students and children grows. (p 3)
Donaldson and Sanderson (1996) further reported, "successful collaboration depends on people willingly committing their time to a task and to colleagues they value" (p 158). Increasingly, schools are engaging in study group and action research processes as professional development. The study group format and action research do not replace all other forms of professional development but serve as additional vehicles for school improvement supporting Guskey’s (1999) contention that it is not that the more traditional forms of professional development of training and conferences are ineffective, but rather that these approaches alone are insufficient for the professional development needed in today’s schools for lasting reform to improve student learning and school improvement.
Within the last 50 years, the quest to define a knowledge base in educational
administration has taken center stage as the field of educational administration has advanced research about the leadership, organization, administration, and management of schools (Berry, 2004). Papa (2005) asserted, “As a field of study, we claim more than a century of knowledge development” (p. 8). A central part of the knowledge base promoted for current school leadership programs is knowledge of what improves schools (Murphy, 1999). Action research provides a tool for the study of programs and practices to discern needed areas for improvement as well as promising practices in schools (Johnson, 2005). Knowledge of how to conduct action research is critical for school leaders engaged in the school improvement process. For educational leadership programs, the National Council for the Accreditation of Teacher Education (NCATE)-approved standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors and Supervisors support that a vital component of educational leadership preparation programs should be the preparation of candidates who demonstrate the ability to conduct and use research. A review of these standards confirms the need for aspiring principals to know and be able to conduct research as entry-level administrators in an effort to improve school performance. In the NCATE- approved standards, the role of research is clearly delineated. The standards related to research include the following:
- 1.2 Vision - Candidates demonstrate the ability to use data-based research strategies and strategies that focus on student learning,
- (2) 1.4 Vision - Candidates design a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision,
- (3) 2.1 Culture - Candidates assess school culture using multiple methods in order to capitalize on the diversity of the school community and to improve school programs and culture,
- (4) 2.2 Effective Instructional Program - Candidates demonstrate the ability to evaluate curriculum;
- (5) 2.4 Design Comprehensive Professional Growth Plan - Candidates design and demonstrate an ability to implement professional development based in reflective practices,
(7) 4.2 Community Interests and Needs - Candidates are able to use appropriate research methods to understand and accommodate diverse school and community conditions,
(8) 6.1 Understand the Larger Context - Candidates are able to apply appropriate research methods to a school context, and candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning, and
(9) 7 Internship - Candidates have the opportunity to apply standards-based knowledge, skills, and research in real settings over concurs that time
(National Policy Board for Educational Administration, 2002, pp. 2-18).
Background to the Study
The complexities of school leadership in the current context require research that is both practical and immediate. Action research is a tool that practitioners and professors of educational administrators can use in the real-world situation to solve real problems (O‚Brian, 1998). In the 21st century, the demands placed upon school leaders are great. Schlechty (2005) argued, “One of the reasons past efforts at school reform have failed is that those who led the changes paid little attention to the moral, aesthetic, and conventional knowledge bases of schools and fastened attention almost entirely on the technical knowledge base” (p. 100). Broad-based proficiency in conducting and interpreting action research that equips the school principal with knowledge to facilitate interventions to address the challenges that American schools face is needed. Action research is a viable process to improve schools with the potential to attain school-wide improvement and enhanced professional practices (Glanz, 1999). In Levine’s (2005) report “Educating School Leaders,” the development of research skills is one of the criteria for judging educational administration programs. Levine acknowledged the use of actionable research‚ performed in Britain’s National College for School Leadership as “high quality research driven by quality and useful to practitioners and/or policy makers” (p. 58).
A Historical Overview
Action research is a self-reflective phase of educational research. It has its beginnings in the early 1940s with Kurt Lewin (Adelman, 1993). Action research was used by community and professional practitioners to promote social change (Gall, Gall, & Borg, 2005). Later in the 1950s, Hilda Taba advocated its use. This type of research was questioned as viable scientific research; therefore, interest in action research waned in the
1960. Historically, action research served as a problem-solving strategy for improving school organizations (Corey, 1953; Lewin, 1948); as a process of individual reflection (Elliott, 1991); as a collaborative process to support teachers' professional growth (Sagor, 1992); and as a strategy to guide site-based school improvement (Glickman, 1993).
Today, action research is gaining popularity in America, particularly with educational practitioners. Practitioners use action research as a reflective process to determine the differences between their intentions and their actions (Dadds, 1995; Whitehead, 1993). It is also used for both personal and political purposes. Practitioners are encouraged to use action research to build a knowledge base for their practice (Hollingsworth & Sockett, 1994), and others use action research to promote collaboration among teachers, students, and others in the community in order to promote democratic practices (Gall, Gall, & Borg, 2005).
In addition, educational practitioners find five benefits of action research, which are: (1) its contribution to theory and knowledge base by developing more effective practices in the work place, (2) its use as a tool for supporting professional development of practitioners, (3) its ability to create a collaborative environment within the school setting, (4) its use in enabling practitioners to identify problems and find solutions in a systematic way, and (5) its flexibility for use in all areas of education with implementation in specific classrooms, departments, schools, and districts (Gall, Gall, & Borg, 2005). With the requirements of NCLB for scientific-based evidence of school improvement efforts, practitioners need to know how to identify school problems, gather data from multiple sources, analyze data, and discern findings.
The Role of Study Groups and Action Research as Professional Development
Educational policymakers and staff development specialists have advocated study groups and action research as important strategies for professional development to improve practice (Johnson, 2002; Knight, Wiseman & Cooner, 2000; Sparks, 1999, Loucks-Horsley, Hewson, Love, & Stiles, 1998). Instead of the training model as the primary professional development strategy in schools as was common in the 70s (Sparks, 1999), research in the 80s supported both the need for professional development and the need for a shift in professional development from an emphasis on single training sessions to job-embedded, ongoing professional development opportunities characterized by inquiry and collaboration (Sparks, 1999). The recommendations for professional development in the 90s further reflected a shift from professional development as a frill to professional development as a dynamic, integral component of schools (Loucks-Horsley, et al. 1998). This trend has continued in the 21st century.
Study groups as a form of professional development in schools have increased as a vehicle of school reform providing “. . . a forum in which educators can be inquirers and ask questions that matter to them, over a period of time, and in a collaborative and supportive environment” (Murphy & Lick, 2005, p. 114). Support from school administrators is important in the success of study groups in public schools (Loucks-Horsley, et al. 1998). Therefore, experience in the study group inquiry process is vital to principal preparation. Loucks-Horsley et al. (1999) defined study groups as individuals “. . .engaging in regular collaborative interactions around topics identified by the group, with opportunities to examine new information, reflect on classroom practice, and analyze outcome data” (p. 57). Opportunities to develop a common language concerning the subject and to reflect on practice are benefits of study groups (Loucks-Horsley, et al., 1998).
Study groups are a job-embedded strategy for professional development that leads to ongoing growth to assist schools in achieving success. As Darling-Hammond (1999) advocated, “If schools are to be structured for success, professional development needs to be an ongoing, integral part of teaching, rather than a sideline activity” (p. 35). As Roskos and Bain (1998) reported, teachers participating in a study group process “not only benefited from sustained activity (time to learn) but also from joint participation that stimulated articulation, elaboration, and justification of claims (opportunity to use ideas)” (p. 112). Both individual and organizational growth and development are fostered through the collaborative inquiry process that promotes a learning community (Darling-Hammond, 1999). In developing a professional community, critical practices identified by Louis, et al. (1996) include an emphasis on shared norms and values, a focus on student learning, reflective dialogue with colleagues, continuous reflection on and improvement of practice, and collaboration in working together. The study group and action research processes offer an avenue for the development of these critical practices in forming a learning community.
Action research and study groups are job-embedded strategies for professional development that lead to ongoing growth to assist schools in achieving success. However, action research and study groups have not become established practices in many schools (Johnson, 2002). Research is needed to identify benefits of knowledge of the action research process as a viable part of the knowledge base for school principals. Listening to voices of graduate students and faculty members to discern key benefits of the process can illuminate the need for an emphasis on the acquisition of skills in conducting action research as a vital component of principal preparation programs.
Purpose and Methodology
Through a study group process of class engagement, each student in the principal preparation program at a regional university challenged current practices in the study of his or her school through action research projects. They challenged the status quo by asking hard questions and collecting and analyzing data to generate genuine improvement in schools.
The purpose of this case study was to identify the benefits of the action research process as perceived by faculty members and students. Open-response surveys were completed by fifty-two graduate students, and interviews were conducted with five faculty members in the Department of Secondary Education and Educational Leadership at a regional university to identify students’ and faculty members’ perceptions of the benefits of the action research process as a tool to challenge and improve current practices.
Context of the Study
In fall of 1998 at Stephen F. Austin State University, a study group was formed of the principal preparation faculty to study practical inquiry and action research. Designating set meeting times in regular intervals over time for the expressed purpose of building faculty capacity in facilitating action research, faculty study groups provided an opportunity for the exchange of ideas, critical analysis of reading pertinent to the subject, and discussion of next steps in implementation of a new program design. In spring of 1998, during a series of faculty retreats, the faculty redesigned the principal preparation program to include two courses in practical inquiry and action research to be completed at the end of the students’ program of study. During the courses, the students would study practical inquiry and action research and complete a practical inquiry or action research project. By 2005, the department had implemented the practical inquiry/action research for seven years. During this time period, ongoing refinement to the action research process has been provided as additional faculty members have shared ideas to strengthen implementation.
Two semesters of the courses entitled Action Research: Practical Inquiry I and II are included at the end of the program of study in the Principal Preparation Program. However, candidates are introduced to the APA style writing, research methods, and the literature review process in the first six hours of their coursework. They are given opportunities to review and analyze research articles throughout the program. The candidates are also encouraged to expand their research on a selected topic from a literature review that was completed in an earlier course.
Research Questions
This study was designed to identify benefits of action research as a part of the knowledge base and a tool to inform practice and challenge the status quo. Specifically, the research questions were.
- What were the benefits of the action research process to students’ development as educational leaders from students' perspectives?
- What were the benefits of the action research process from faculty perspectives?
Findings
Benefits of action research as perceived by graduate students and faculty members included the following. Action research gives educators new opportunities to explore new ideas, to share feedback, and to make data-driven decisions about new approaches in improving teaching and learning. When educators work together on collaborative action research that is focused on teaching and learning for all students, they become empowered as skillful, reflective practitioners to improve their practice.
Research Question One
- What were the benefits of the action research process to students’ development as educational leaders from the students' perspectives?
Graduate students cited benefits of the action research process as: (1) increased knowledge of ways to access and evaluate research studies, (2) increased skills in data analysis through a systematic approach to problem-solving and decision making, (3) increased confidence and knowledge, (4) increased skills as a school leader, and (5) increased understanding of the study group and action research processes as tools of professional development for school improvement.
Access and Evaluate Research
Herman and Winters (1992) stated, "In the context of school-based management and restructuring, a primary purpose of evaluation is to monitor and improve the quality of school programs or the components of these programs" (p 17). Action research serves as a tool for the evaluation process. As a student emphasized,
The value of the knowledge of action research was that it taught me where to go to look for programs, and it made me realize the importance of evaluation of the programs in regard to our students and considering, 'Will this program help my school or will it not?'
Herman and Winters (1992) reported, "Like all problem-solving strategies, the evaluation process is recursive. An insight gained in one step might cause rethinking of the evaluation questions or a revision in data gathering instruments" (p 13). Students in the action research sequence recognized that the research process is ongoing as multiple sides of issues are explored. As a student stated, "The literature review process is valuable because it allows you to ‘hear’ others who have already searched or studied the same or linked issues. It is probable that a literature review will unearth opposing views."
Action research serves as an ongoing process for accessing and evaluating existing research. As students stressed,
• The value was great because it has shown me how to search for resources that I need for an issue that I may have to address at any given point. Knowing the resources that are available is very valuable. Action research can also open the door to answers about other questions I have.
• It is important to draw on the wisdom and experiences of others. The literature review provided an opportunity to look at scientifically based research and to think about how it related to our topics. It is not possible or necessary to reinvent the wheel each time we encounter a problem on our campus.
• I believe the action research will benefit me as a future administrator. Knowing how to find the valid research information is a strong value.
Along with the benefit expressed of accessing research was an increase in students' skills in evaluating research. Leedy (1993) stressed, "The statement of the research problem must imply that for the resolution of that problem, thinking on the part of the researcher will be required" (p 61). Thinking was promoted through the action research process as students shared,
- The action research process helped me to tell the difference between quality reports and those that might be slanted to the writer's view.
• The action research process is valuable for me as a school leader because it gives me the knowledge I need to evaluate material that I read. As a school leader, it is my responsibility to stay abreast of the current thinking and research in the education world and beyond. Knowing how to analyze research will allow me to sift through the less valuable material and get to the data and research that I need.
Students recognized more fully ways to become wise consumers of research. Students clarified,
• I learned a great deal about quality sources. Some of the educational journals that I thought were credible were not.
• By analyzing a variety of sources on a specific topic, I made sure that the sources were reliable.
• I have seen research and read research before going through this process, but I didn’t really know how to analyze it until actually going through the process.
Systematic Approach to Problem Solving and Decision Making
As Johnson (2002) stressed, "Educators look to their leaders for direction and support" (p 9). She further added, "The principal and other leaders in the district must have a vision of change, communicate effectively, lead the motivational path, monitor progress, and support the staff continuously" (p 10). For this, a systematic approach to problem solving is needed. Johnson (2002) further reported,
The school change leadership team must be committed to initiating and maintaining communication among the entire school community and to building consensus around the change process based on meaningful data. The leadership and data teams must be trained with the proper skills and allowed adequate professional time to collect and analyze data for the school. (p. 11)
A systematic approach to problem solving and decision-making results from the collection and analysis of data. As a student emphasized, "The value of the action research process was setting clear steps in knowing my problem, how to investigate it, and how it would adapt for my school setting."
Johnson (2002) aptly phrased problem solving as consisting of “three elements: finding the problem, finding a solution, and testing the solution" (p 29). Moreover, Anderson, Herr, and Nihlen (1994) stated, "Practitioner research translates this type of informal questioning of practice to one of more systematic inquiry that lends itself to problem solving as well as possible dissemination to a larger audience" (p 47). Students' comments supported these views.
- The action research process was a valuable tool in that it helped me examine, as an administrator would, the step by step process of identifying a problem in my district, doing the research, creating an evaluation tool, disaggregating the information that was attained with that tool and developing recommendations that my school district can use to better handle the issue.
- It is very important to be able to identify problems on your campus and work to correct them. The action research process allows you to identify and define a problem, determine what other leaders have tried, design an intervention plan, collect data, analyze data, and then make recommendations to change practice to correct the problem. As a school leader, it is my job to ensure quality student learning and to continually improve. We can only do this through a systematic approach.
- The process and the knowledge of action research provide a complete way to seek answers for issues and/or problems. Prior to this class, I had only seen pieces used that may or may not provide complete and valid results. As a school leader, I will be faced with many challenges that may be new as the world changes. Being sure to complete and carry out the full action research process should aid me in probable success when seeking answers to problems.
Through a shared decision making process, action research and the study group process can inform campus decisions for program improvement. Students reported,
- Action research gives me the ability to gain data-driven knowledge to aid in the decision-making process.
• I believe there is great value in the knowledge of doing action research. In order to make research-based decisions we need to have a working knowledge of how research is conducted and how to evaluate the information as well.
- I will be able to conduct research to determine staff opinions about current issues. The collected data will enable me to make sure that decisions that I make are sound.
Increased Confidence and Knowledge
Other benefits of completing the action research process were increased confidence and knowledge. Students reported feeling more confident on how to access information on a topic. As students reported,
• By completing the process yourself, you know what key elements should be included. Learning how to interpret data is a useful skill in several areas of administration, such as, budgeting, reading AEIS reports and internal statistical documents. Since completing the action research, I have confidence that I can conduct my own studies to fit the needs of my campus.
- Having research to back up your plan gives confidence, power, and can ease acceptance by others.
- I feel confident that when I want to find out information on a topic I will know how to do it more efficiently.
Students also reported that increased knowledge about the particular action research topics was valuable. Students explained,
•The knowledge gained from completing the action research process is valuable for a school leader. As the leader of the campus, you must be able to read research and determine if it is reliable and valid.
- I was amazed at the programs that had been researched and tried with at-risk students. I have also found that there are many different ways to set up and maintain a mentoring program. I feel that this information is very important as a school leader so that I can reach those hard to reach students.
- I gained insight as to how powerful the No Child Left Behind (NCLB) Act really is and how it has affected all areas of education.
- The value of the literature review opened my eyes to the vast amount of research on almost every educational topic. Even though I chose English Second Learners (ESL) learners as my topic, I reviewed many journals and related articles on a vast array of topics that were linked to ESL. I gained insight into ESL learners and many other aspects of education as well.
•I did my research on zero tolerance policies. The literature review process changed my mind several times on how zero tolerance was being used in our schools. It caused me to pause and think what if I did this type of reading on other school related issues? As a school leader I need to keep up with professional journals and read different perspectives before I decide my view on a subject.
Skills as a Leader
Johnson (2002) stressed, "the ultimate goal of action research is to use your findings to make effective changes or choices" (p 81). These findings are applicable to the particular school. However, Johnson (2002) stressed, "action research findings are not generalized broadly, instead they are used to help understand past situations as well as inform similar situations" (p 83). Anderson, Herr, and Nihlen (1994) stated, "Practitioner research is a significant way of knowing about schools" (p 107). Students emphasized,
• By doing the research, I became aware of what I can do as a leader to keep myself up to date on ways to obtain data for use on my campus. It allowed me to review information as to how it could benefit me as an instructional leader.
- In today’s data driven schools, the need for action research is prevalent. The principal must know how to plan, evaluate, and implement results from such research. This class helped me to understand the process and the validity of such a plan.
•This process could benefit me as instructional leader to research ideas and concepts that pertain to my campus and to find ways to make them more effective.
• Being able to pose questions, research to identify findings and applying these results to campus concerns are great assets to have as a principal.
- Staying up with the most current thinking and analysis on education is vital for a principal.
Skills in Professional Development
Communicating findings to all stakeholders is vitally important (Herman & Winters, 1992). A student enthusiastically reported, "I look forward to sharing this information with action research teams on my campus." Students recognized the importance of the action research process as professional development for teachers and other administrators. A representative comment by a student noted “As a principal, I feel I now have the knowledge to evaluate programs through the use of research. I feel that I can help to facilitate this process with teachers and other administrators in my district." Equally important, Creighton (2005) stated, "I have come to view leadership not so much as something to be learned, but rather something that is learning" (p 60). For the leaders of the great school he maintained, "The decisions they make are made because they care about helping all students become successful" (p 60). As a student stressed, "The action research process also reassured me that I am still a learner." Recognizing that ongoing learning is essential for successful school leadership, action research and study groups were identified as key tools for professional development and school improvement (Barth, 2004).
Research Question Two
- What were the benefits of the action research process from faculty perspectives?
The benefits of action research as perceived by faculty members include the ability to: (1) evaluate campus programs, (2) gather data through a review of the literature to make
research-based decisions, and (3) gain problem-solving skills to improve student performance.
Evaluate Campus Programs
The reflections of the faculty throughout the interviews revealed that the ability to evaluate programs was critical. In an effort to improve schools, practitioners need to know whether their current programs are working in the formative stage of implementation. A quote from Lee Cronbach et. al. (1980) described similarities between action research studies and evaluation.
The distinction between studies that ask how good a service is and
those that ask how the service can be improved has been around for
decades. [...] As we see it, evaluations are used almost entirely in a
formative manner when they are used. (p. 10)
The formative aspect of evaluation answers the question: How can this program be improved? The critical reflection nature of action research tends to do just that before, during and after the research. The last part of the cycle is when the practitioners take action to make program changes as needed (Dick, 2002). The faculty members expressed the importance of action research as a tool for evaluation. As a faculty member stated,
A problem I believe in education is that we have not learned how to evaluate our
programs. To learn how to evaluate programs you have to know a little about
the process of doing it. The action research project itself gives them that
tool to do it.
Data Gathering
Johnson (2005) stated, “Action research is about collecting data and drawing some conclusion based on that data” (p. 61). The faculty members noted that the students had learned how to collect different types of data from multiple sources. As a faculty member remarked,
I think we are always asking our aspiring principals to be data driven, and the only way they can be data driven is if they know how to collect data and evaluate it. They need to know how to use technology to find out what data will help guide them in making informed, research-based decisions, or illuminate some aspects of
their work that was unknown. Though the action research process, they learn
how to collect data, analyze it, and present it. They become continuous learners.
Other faculty members emphasized the value of the literature review as a means to provide students with a comprehensive knowledge of current research on various topics. A faculty member explained:
They’re [aspiring principals] going to have to present new programs to
their teachers and staff, to the school board, and to the superintendent. And in order for them to be able to promote their ideas, they have to know how to
conduct the research needed to justify continuation of their programs.
Problem-Solving Skills
Action research’s primary focus is on solving problems. As O‚Brian (1998)
explained,
Action research is a holistic approach to problem-solving that allows for several different research tools to be used such as data collection and analysis, participant observations, questionnaire survey, case studies, and structured and unstructured
interviews. (p.10)
The following statements demonstrate the response of faculty members regarding the benefits of action research as a problem-solving tool.
We tell the students that action research is more than a project. It is how
you how use this process to improve your school. We teach the students to
involve the teachers in solving a problem such as low student performance.
They [students] learn how to collect data on their campus and to develop
surveys to gather additional data related to student performance.
Afterwards, they learn how to analyze the data in other to come to sort of
solution. The students were able to use this process to increase the academic
performance of their students.
The process and the product were great benefits of two semesters of action research. A faculty member noted,
I think the process is important, that they learn not only how to be an action researcher and the steps to go about it and how it plays out as important for them as a profession, but also for their campus, their classroom, and their district. They are gaining research skills and learning APA style of writing. So the process is important. The product is also important. Many of my students have taken their product and met with the principal and site-based decision making team to consider implementation procedures.
Conclusion
The action research process is a recursive and reflective process with merit for use in the school improvement process (Johnson, 2005). This study identified benefits of the action research process from the perspectives of graduate students and faculty members in an educational leadership preparation program. Common themes emerged from both faculty and students related to the benefits of action research. Both groups agreed the knowledge and skills gained in the action research enabled the aspiring students to (1) effectively evaluate campus programs, (2) use a variety of methods to collect and analyze data, and (3) to apply the action research process to diagnose problems, search for solutions, take action, and monitor how well the action worked.
Sagor (2005) defined action research as “an investigation conducted by the person or the people empowered to take action concerning their own actions, for the purpose of improving their future actions” (p. 4). This study confirmed the benefits of knowledge of the action research process for principal candidates in this graduate program. Through a study group process, candidates attained knowledge and skills for implementing action research projects as aids in decision-making and school improvement. They also gained an appreciation of the power of the action research process for the evaluation of programs. The study supports that action research is an important component of the knowledge base for school principals and suggests that the candidates’ positive experiences with the process can translate into further use in their roles as school leaders.
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