What I have learned with my readings of the usage of a action research in general is that it is essential to monitor, analyze, reflect and make adjustments. First the practitioner needs to identify and clarify a situation to improve. Next, after the practitioner identifies an issue they would find a plan or action strategy for resolving the problem or improving the issue. Once a solution has been identified the practitioner would need to implement the action for change and evaluating it's effectiveness. Action research is concerned with the practitioners (not outside sources) and engages practitioners in the design, data collection, and interpretation of data around the a question. Gathering data on any given issue at your school is essential to making a relevant change. Action research requires observation, interpretation, time and reflection by the practitioner. The thing I see that makes an action research so valuable is the element of the practitioner as the researcher and not someone who has no working knowledge of a public school. Who better to identify, research solutions, implement those stratagies and reflect on their effectiveness than those who lead the school. An action research also allows for a school to deal directly with their own issues specifically. It is clear that action without reflection does little to prevent the same issue from reoccurring and nor would you be able to make an accurate judgment of wether or not a program or change has made the changes sought.
What a action plan could be used on is interventions and the strategies used. I am a member of a PLC with works with, track and makes adjustments based on the findings from our PLC. The PLC can identify areas that need addressed with intervention and inclusion and formulate new strategies. Assessing or reflecting wether or not a plan has been affective for our special needs students are essential for the the effectiveness of the special service programs. I feel that it would also be in order to reflect frequently on the PLC to make sure that it has been affective and has not become sedentary and ineffective. Meeting the needs of the our special needs students is imperative. With a professional team using an action plan and reflecting would show what is working and what is not working based on what has been done and the student progress.
In your blog you mention the strength of action research lies in the working knowledge of it members and not an outside source. To me, this working knowledge is the fundamental building block of any project. People with outside knowledge, no matter how great, never truly see the intricacies of our districts. I am not saying their ideas are bad; they just seem to be a one solution fits all approach. You are correct when you say, “who better to identify, research, and implement strategies” than members of the district. It would be very difficult for an “outside source” to reflect and adjust effectively, let alone in a timely manner. Action research on a campus level provides a well informed, invested team that is looking to improve their own environment. Unfortunately many “outside sources” are looking to sell a product or gain recognition. I’m not saying these programs never work; I just feel that action research allows members to adapt and overcome discovered irregularities. All too often we implement the next big idea with good intentions, but when it stalls we just leave it by the way side. Action research methodology enables the spiral effect of reflection and reimplementation that results in relevant solutions on a localized level.
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