Lessons Learned

Through the course of this action research class, I have learned three key components that I would like to highlight. These three lessons were learned from three different sources—the textbooks, the interviews, and the interactive blogs.
In the textbooks, the greatest insights for me were the data collection strategies. I had never considered using field notes, videos, or digital pictures as data sources. I learned that the old adage “a picture is worth a thousand words” is actually true when it comes to action research. I also learned about how to use the Delphi Method as a strategy to sustain improvement. We use it informally all the time at school, so it was exciting for me to realize that it is truly a research-proven strategy.
Through the interviews we observed in week 2, I learned that in conducting action research, it is important to remember that smaller is better. If you choose a broad topic, there are usually too many parameters and contributing factors to consider. However, when you limit your focus to a specific topic, it is easier to research literature, measure data, and analyze results. In the end, you will see more progress and thus feel less discouraged with the process
Lastly, through the blogs of my classmates, I have gained a wealth of knowledge about a myriad of topics. Not only have I learned about issues that other campuses face, I have also been exposed to various perspectives, viewpoints, and rationales. It is so interesting to realize how differently we all think in our attempts to problem-solve. There have been many extremely creative suggestions and approaches to the research topics. It is also comforting to realize that other educators through the state, and perhaps the nation, face the exact same issues as you. You are not stranded on an island. There is a plethora of resources to aid you—whether those resources are websites, journals, or fellow educators, just to name a few. All you have to do is look.
That previous statement summarizes the crux of this course quite well for me. Yes, as an educator, I will face many problems throughout the course of my career. However, answers do exist if I take the time to look. By setting aside time to reflect, research, and reconsider, I have the power to resolve issues and perhaps even rejuvenate the field of education. Even more importantly, by striving to be a life-long learner and modeling these practices, perhaps I can inspire my fellow educators and students to become life-long learners as well.

Draft Action Research Plan

SCHOOL VISION: Terra Vista Middle School wants to raise the percent of students meeting expectations and commended levels on the Science TAKS test.

GOAL: We want eighth grade science students to be able to effectively use the “frame and name” vocabulary strategy in order to accurately determine word meaning and increase their scores by at least 10% from the Frame & Name pre-test to post-test, with students at the highest proficiency level maintaining their scores.

Outcome 1: Determine if instruction in vocabulary strategies improves students’ ability to comprehend word meaning and usage
Activities: Administer Frame & Name Pre-Test and Post-Test
Resouces:
1. Write Source 2000: (Sebranek, Meyer, & Kemper, 1990, pp. 374-376, 378-384)
2.Roots: (DeForest, 2000)
3.TOEFL-Prefixes, Roots, & Suffixes, (Preparation for an American University)
Responsibilities: Master Teacher will create pre-test and post-test. Classroom teachers will
administer tests. Master Teacher will collect and analyze test data.
Timeline:Pre-Test: 10/31/10 and Post-Test: 1/24/11
Assessment: Science 8 Bench-mark 12/16/10, TAKS 2011 Science

Outcome 2: Evaluate if teachers consistently and uniformly teach the pre-selected skills and close monitor growth.
Activities: Observe classroom instruction, analyze student work, and conduct teacher surveys.
Resources: Walkthrough observation forms, student work samples, and teacher surveys
Responsibilities: Master and mentor teachers along with administration will conduct
observations. Cluster groups will analyze student work samples. Master
teachers will create and conduct teacher surveys.
Timeline: Teacher Observations: 11/5/10-1/15/11; Student Samples 11/5/10-1/15/11;
Teacher Surveys 1/16/11
Assessment: n/a

Outcome 3: Assess if students will internalize strategies derived from in-class instruction and
transfer these skills to non-directed classroom activities.
Activities: Administer post-test and conduct student surveys.
Resources: Frame & Name Post-test and student surveys
Responsibilities: Master teachers will use pre-test as post-test. Classroom teachers will
administer post-tests. All students will complete surveys.
Timeline: Frame & Name Post-Test 1/24/11; Student Surveys 2/6/11
Assessment: Science 8 Bench-mark 12/16/10, TAKS 2011 Science

Smaller is Better

In conducting action research, it is important to remember that smaller is better. If you choose a broad topic, there are usually too many parameters and contributing factors to consider. However, when you limit your focus to a specific topic, it is easier to research literature, measure data, and analyze results. In the end, you will see more progress and thus feel less discouraged with the process.

Why Blog?

Educational leaders could use blogs in a variety of ways. First, they could communicate to their faculty and/or parents through blogs, sharing key information and asking for their input about certain issues. Another powerful way to use blogs is to collaborate with peers about how to handle situations and to celebrate successes. Finally, perhaps the most prevalent use of blogs is in researching others' views, events, and data. Whether the educational leader is creating blogs or reading others' blogs, he is engaging in two-way communication of ideas and information.

Action Research is ART

"Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep." ~Scott Adams

This quote is a perfect metaphor to compare art and action research. When conducting action research, you have to be willing to admit weakness. You can't grow unless you're humble enough to realize that you need to grow. You also have to be brave enough to try a new approach, risking possible failure and humiliation. In so doing, you place yourself in a vulnerable position. You don't just settle for the status quo; you set a higher goal and then try to achieve it. In action research, you ask questions, seek answers, and then continue this process until you find the answer you want. You are not guaranteed to find the correct answer the very first time. You must be patient and persistent enough to continue making mistakes until you discover the plan that attains your objective. Thomas Edison failed numerous times before finding the perfect design and materials for his light bulb. The ART of action research is creating something better. You may go through dozens of different "failed" plans, but the ART is in knowing which elements to keep and which elements to discard.

Art is an outlet for the artist and a thing of beauty to the audience. In the same way, action research is an outlet for the educator which ultimately benefits the students. Educators are empowered through their ability to assimilate data and research-based strategies to improve the world in which they live (their school). Likewise, artists are empowered through their ability to combine various colors and mediums to improve their world.

Both action research and art are acts of faith and hope--hope that things can be beautiful and faith that you can help achieve that beauty.