As a new faculty member taking over the Game Development and Design program at LoneStar College – Kingwood, this class could not have come at a better time for me. My program will benefit from the skills I learned as I apply them to a pre-existing problem in the program which I am supposed to “fix”. I really had no knowledge or preconceptions about the research process, which is why I appreciate learning about action research before any other type of method.
My initial wondering was based on a Workforce Education Report Card that my Dean gave me stating that our score was considered “borderline” and the program could get cut after the 2010-2011 school year. “Sometimes when you just look at numbers, it doesn’t tell you the whole story” (Briseno). After hearing this statement in Johnny Briseno’s interview during the second week of class, I really started to investigate what was behind the numbers that determined the program’s fate which led me to my initial wonderings.
I really was able to visualize the project by creating the SIP/PIP Plan of Action. “Although a written plan is not necessary to participate in continuous improvement and to take action, putting your plans in writing helps keep your school focused” (Harris, Edmonson, & Combs, 2010). This form of structure will keep the project from “bleeding” out of the initial boundaries set and ensure that critical issues get addressed. The task of putting the plan together took time, but I can see through this process that spending more time in the initial phases of the project definitely will save time later; being proactive instead of reactive.
The practices of daily self-reflection and sharing have been the most valuable skills I have taken away from this class. I never thought I had time for self-reflection, but found out that I get more crucial tasks done if I spend a few minutes just thinking about my day. “The initial steps in the improvement process take time, patience, thought, and reflection. Rushing through these steps can produce superficial activities” (Harris, Edmonson, & Combs, 2010). I have colleagues and committees at work that I present information to, but sharing my SIP/PIP Plan of Action through the class blog and my blog produced invaluable feedback. I found that sharing my thoughts was also a form of self-reflection. “..the process of preparing your findings to share with others helps you clarify your own thinking about your work” (Dana, 2009). I wrote my reflections in a more concise and organized manner and added detail I may have not included initially.
This class also reminded me of why I am an educator. Ultimately, we as teachers go through the learning process to improve our students’ lives through education. “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). I am thankful for the opportunity to be involved in the Educational Technology Leadership Program through Lamar University.
References:
Briseno, J. (n.d.). Principal, Rancho Isabella Elementary, Angleton ISD. (E. Arterbury, & S. Jenkins, Interviewers)
Dana, N. F. (2009). Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools. Larachmont, NY: Eye on Education.
Showing posts with label action research; educational research. Show all posts
Showing posts with label action research; educational research. Show all posts
Friday, August 13, 2010
Sunday, July 18, 2010
Ramblings of a Newbie Action Researcher
“Simply stated, administrator inquiry refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (Dana, 2009).
My interpretation of this statement is that administrative inquiry or action research is a constant cycle of questioning how I can do my job better by identifying problems and making the appropriate changes through gathering data, asking questions,seeking outside sources of information, and sharing what I learned with my colleagues.
Action research starts with inquiry. “Inquiry is investigating in a systematic way. Inquiry is examining data, asking questions, and requesting more information” (Harris, Edmonson, & Combs, 2010). The inquiry process is more than just asking a question, it is a more in-depth approach that requires all of the elements above to not only answer the question, but understand what needs to be done to enact the changes necessary to improve the problems identified by the action research process.
In the two traditional educational research models given in Table 1.1 Comparison of Research Paradigms on page 7 of “Leading with Passion and Knowledge”, the practitioner does not take a direct role in the research; the researcher is an outsider. The process in the traditional methods is either linear or discursive, where the action research process is cyclical. While the traditional educational research methods may take the “unbiased observer” approach, the action research approach directly involves the stakeholder who has a vested interest in the outcome creating a sense of ownership in the process. Constant improvements can be made to the process based on the fact it is continual which creates a better outcome.
A problem of particular concern in my position that could benefit from Action Research would be Student Retention Rates. I just took a Workforce Education Program in Game Development and Design over for the Fall 2010 semester and would like to make improvements to the program. I received a Program Report Card at the first departmental meeting that I had with my Dean indicating that the Game Development and Design program was borderline due to Student Retention Rates. The program's longevity is dependent upon the percentage of students who actually finish the program and either find employment within the industry or transfer to a 4-year university.
I could use Action Research to identify what I could do as head of the program to identify the causes of low student retention and improvements that could be made including the tracking of graduates. The reasons for this low number could be a result of several issues including students who drop out and students who have transferred or found employment but never been documented. This information has never been kept so is not counted in the retention numbers.
References:
Dana, N. F. (2009). Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools. Larachmont, NY: Eye on Education.
My interpretation of this statement is that administrative inquiry or action research is a constant cycle of questioning how I can do my job better by identifying problems and making the appropriate changes through gathering data, asking questions,seeking outside sources of information, and sharing what I learned with my colleagues.
Action research starts with inquiry. “Inquiry is investigating in a systematic way. Inquiry is examining data, asking questions, and requesting more information” (Harris, Edmonson, & Combs, 2010). The inquiry process is more than just asking a question, it is a more in-depth approach that requires all of the elements above to not only answer the question, but understand what needs to be done to enact the changes necessary to improve the problems identified by the action research process.
In the two traditional educational research models given in Table 1.1 Comparison of Research Paradigms on page 7 of “Leading with Passion and Knowledge”, the practitioner does not take a direct role in the research; the researcher is an outsider. The process in the traditional methods is either linear or discursive, where the action research process is cyclical. While the traditional educational research methods may take the “unbiased observer” approach, the action research approach directly involves the stakeholder who has a vested interest in the outcome creating a sense of ownership in the process. Constant improvements can be made to the process based on the fact it is continual which creates a better outcome.
A problem of particular concern in my position that could benefit from Action Research would be Student Retention Rates. I just took a Workforce Education Program in Game Development and Design over for the Fall 2010 semester and would like to make improvements to the program. I received a Program Report Card at the first departmental meeting that I had with my Dean indicating that the Game Development and Design program was borderline due to Student Retention Rates. The program's longevity is dependent upon the percentage of students who actually finish the program and either find employment within the industry or transfer to a 4-year university.
I could use Action Research to identify what I could do as head of the program to identify the causes of low student retention and improvements that could be made including the tracking of graduates. The reasons for this low number could be a result of several issues including students who drop out and students who have transferred or found employment but never been documented. This information has never been kept so is not counted in the retention numbers.
References:
Dana, N. F. (2009). Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools. Larachmont, NY: Eye on Education.
Subscribe to:
Posts (Atom)