Action Research and Social Justice

I have discovered through my assignment this week that action research can be impleneted in every facet of educational administration.  One aspect of my research that stood out to me was the impact that action research can have on the social justice or social equality in schools.  This subject peaked my interest because I became an educator to impact the lives of students.  I cringe at the idea of dismissing the educational rights of the under-priviledged or the misunderstood.  It is disheartening to witness this in my school - indifference towards a certain population of students because of their "differences".  These "differences" stem from multiple sources: economic status, race, and mental capacity.  However, the students that I truly want to help are those that have behavioral issues.  These students that pride themselves on an unwillingness to conform are the ones that are generally labeled by most teachers.  A common phrase that I have witnesses through out my career is, "I only teach those that want to learn."  I believe that action research can give an educator a "window" into these children's lives.  When this information can be communicated to the teachers, steps towards social equality can be taken. 

How Educational Leaders Can Use Blogs

Educational leaders can use blogs to share information regarding a wide variety of information.  These blogs can be accessed by school employees.  A blog is another avenue that administrators can utilize to disperse information and receive feedback.  Blogs can also be used on a broader scale; they can be a source of information regarding techniques employed in schools across the country.  A blog can be utilized by administrators or teachers to pose questions or publicize solutions and ideas.

What I Have Learned About Action Research

Action research is breaking the mold of traditional methods for improving the functionality and identifying problems of one's school.  Action research involves pursueing solutions to problems by investigating, documenting, and then collaborating over particular issues that needs improvement.  This research, and the action that follows, is performed by the administrator on his/her particular campus.  Collaborative efforts are then made by fellow co-workers to improve the conditions in their own school.  In action research, the investigatory process is dependant upon the actions and decisions of the practitionors as oppossed to outside sources.  In many traditional scenarios, standard models for improvement are communicated to administrators in professional development activities; this information is typically generic, not specific to each school's individual needs.  Action research allows administrators and teachers to take ownership in their own problems and make collective decisions based upon detailed and specialized research.  This action generates greater willingness to continue pushing towards change because the individuals responsible for the change are also the ones who gathered the research supporting the idea.  In short, action research motivates those involved to facilitate the change because they are the ones that put the work in.  Finally, action research is cyclical, meaning that the process of problem diagnosis, collaboration, and improvement will generate new and greater standards for the operations of the school.  This cyclical process can be seen in several ways.  For example, successful collaborative techniques employed through action research can carry over into other areas; on the contrary, flaws can be identified in some collaborative techniques through action research process.  Either way, the action research process is generating greater efficiency in the school's operation.  Another example of the cyclical process of action research can be in the action taken to remedy a problem.  When action is taken and the outcome is good, this can serve as a guide in dealing with the next set of issues.  Overall, action research can only help in curing individualized school ailments, it can also benefit the process in which administrators and teachers identify and remedy problems.