Action Research Quality Indicators

Quality Indicator 1

Context of Study “Principal-researchers provide complete information about the context in which their research took place.” (Dana, p. 179) This indicator will insure that I consider multiple sources of information for my research such as the school, the district, teachers, students, content and curriculum. By using this indicator, transferability will more likely occur when studying my research and the research of others. Detail about the actual research will enable me to fully share the context of the research and allow others to understand the research. I believe that in order for my research to be transferrable, it must have meaning which I am responsible for making sure that those who read my research (or hear about it, etc.) know WHY I focused where I did and why this “wondering” was important to me and how someone else, perhaps in another district, can use my findings to help them on their journey.

Quality Indicator 2

Wonderings and Purposes Wonderings and purposes must be explained in the root of the principal researcher’s question. “The explanation makes a convincing case for the wondering’s personal importance to the researcher.” (Dana, p. 180) This indicator is the purpose to the research. It comes from the principal-researcher’s own dilemmas or issues within their own administrative practice or from their own personal “wonderings.” They are clear and free of educational jargon and are not “fix-its” for someone else, but truly reflect concerns of the administrator and how they can affect an issue. This is an area where I see a great need in my own “wonderings and purposes.” I need to make sure that it is not a “band aid” that I am trying to put on something that needs to be fixed, but rather an idea that if clearly articulated, can affect change and will be something that focuses on the principal (me). And lastly – can I get others to “buy in” on passion for this wondering.

Quality Indicator 3

Principal Research Design (Data Collection and Data Analysis) Is the data collected from multiple sources; is the collection strategy clearly explained and logical; did the principal-researcher include details in the explanation of the data collection and analysis. This is a huge indicator in my opinion. Because of my Special Education background, I know the importance of data and I know how when not perceived as accurate, the data can be misleading. The data must be from various sources, timely and easy to understand and analyze in order for it to be relevant to those it is being presented to. And further – if there is no date, it does not exist.

Quality Indicator 4

Principal-Researcher Learning “Principal-researchers articulate clear, thoughtful statements about what they learned through the process. Each statement is supported, in detail, by data. Principal-researchers not only discuss what they learned about their topic of study but also include a personal reflection on what was learned about the process of inquiry.” (Dana, p. 182) In order for staff to “buy in” to what is being researched, the principal must share his/her learning with others. In other words, is the principal actually learning something, or are they strictly sharing information that everyone already knows and has already heard? We must be, ourselves, lifelong learners and in that process share what we have learned – and in transfer of that learning, does my research reflect and support what I am assessing. Again, the importance of data applies here. I must be able to fully illustrate, through data, my findings. Data, data, data – it is key!

Quality Indicator 5

Implications for Practice This indicator is all about implementing change – how will I/we change, or what changes will be considered based on the research. Any change must flow out of the researcher’s statements of learning (Dana, p. 83) and other wonderings that come from the current research to prompt further research. This is already occurring in my research – one question/idea/wondering/data prompts another question/idea/wondering (and eventually, data). I believe the idea of research to be fluid and dynamic – always prompting more learning and wonderings from what we have already learned and wondered. I am committed to being in a constant state of research – always wondering how I can be better, how my school can be better and how we can better serve students.