The Action Research Course, EDLD 5301, encourages the habit of lifelong learning through inquiry. This course challenged my traditional understanding and definition of research and gave me tools to undertake action-oriented research which can directly benefit students and other educators. Dana defines administrative inquiry, or research, as “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, 2).
This course taught me that there are many contexts in the educational setting for conducting inquiry. In Leading with Passion and Knowledge, Dana states that there are four contexts ripe for inquiry-university coursework, district meetings, leadership teams, and professional learning communities (Dana, 20). Leadership teams are of special interest to me. Leadership teams are campus based teams initiated by the principal and usually consist of campus administrators and three or more classroom teachers (Dana, 21). These teams work to produce a culture of shared collaboration. When I have the opportunity to serve as an administrator, I plan to implement a leadership team and hope to make inquiry a regular team practice.
Nancy Dana relies on the old adage “It’s the journey, not the destination” when discussing the action research cycle (Dana, 172). Leading involves being part of a continuous cycle of school improvement. School leaders should look to inquiry as a means to take charge of their professional development and continue to improve their practice (Dana, 173). Researchers should also make every effort to produce quality research findings that are transferable to other school leaders. In conclusion, this research course introduced me to a new understanding of applied research that will help me, as a future school leader, continue the pursuit of lifelong learning.
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