Research Redefined

I recently entered my second graduate studies course in the field of educational administration. I felt apprehensive when viewing the course title: Research. The word research fills me with memories of finding sources, properly quoting information, and turning in assignments to professors in hopes of meeting their expectations. One of my assigned readings for the week was Leading with Passion and Knowledge by Nancy Fichtman Dana. The first chapter of this book challenged my preconceived notions of research. Dana introduces the term action research and explains it as focused on providing insight into an administrator's own practice in order to make changes and improve the school. The process is cyclical as well-it doesn't end with handing over a paper for academic approval. In other words, this research method has very practical applications.

Action research challenges another long-held belief of many administrators: sharing difficulties or admitting that something needs to be studied is a sign of weakness. I can easily recall situations in which administrators were asked a question and I could see a moment of hesitation before a hasty answer was given. I believe that administrators should embrace the unknown and admit that they might not have all of the answers. Action research is a means to address the unknown and determine the best course of action for any given situation.

An unexpected benefit I uncovered when reading Dana's text is that action research, by its very nature, has the ability to help educators overcome feelings of isolation. When joining an action research team, you are forced to collaborate with a group and have meaningful discussions about current educational practices. In my past research experiences, the research process itself was primarily an isolated study on an individual topic. After completing my initial readings on action research, I feel very encouraged by the process and am happy to challenge my long held views on research.