Home | Business News | Browse by Publication | A | Academic Exchange Quarterly

Action research in administrative internships.

Article Excerpt
Abstract

The demands on educational leaders in the context of an accountability environment are complex, implying a comprehensive field experience as part of graduate program preparation. This article will outline the University of Hartford's use of action research in its administrative internship program as a way to provide aspiring leaders the skills necessary for data-driven decision making leading to school improvement and change.

Introduction

Action research has gained recent popularity as a tool for professional growth and change in teachers' classroom practice (Ferrance, 2000; National Staff Development Council [NSDC], 2001; Sagor, 2000). Sagor defined action research as "... a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the 'actor' in improving and/or refining his or her actions." (p. 3, emphasis in original). Glanz (2003) noted that many educators view leaders' roles in action research as facilitators of teachers' work. However, he suggested that educational leaders "can and should become involved in action research for their own professional development" (p. 17). Glanz also listed a variety of benefits of action research, including "an intelligent way of making decisions" (p. 19).

The current climate of schools and districts to meet accountability mandates has moved many toward a data-based decision making process. The data collected for analysis are driven by federal and state legislation, such as the No Child Left Behind Act of 2001 (NCLB, P.L. 107-110), and are often limited to standardized test scores. These legislative mandates place a lesser emphasis on other sources of data (i.e., other student records, student work, observation of practice, etc.) to measure improvement. Action research is one method for educators to be able to develop a research-based process for examining practice in schools, using additional data sources to foster improvement of student achievement at the school level and across the district. Sufficient rigor in the action research process is critical to its viability as a means for school improvement and lasting change (Ferrance, 2000; Glanz, 2003; Sagor, 2000).

The view of educational leaders as participants in rather than...