Action Research
What I've learned about action research:

Administrative inquiry “refers to 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, 2009).  Administrators are looking for change through questioning and wondering of their own practices and/or beliefs, collecting data, analyzing data, and reading relevant literature. In return, administrators will make changes based on their new understandings and findings through the inquiry research process.  One of the easiest explanations of administrative inquiry/action research is teacher research as a mechanism for staff development, as stated in Dana, 2009. Action research practitioners play as knowledge generators (Dana, 2009). The action researcher, according to Carr and Kemmis (1986) have several benefits; (1) knowledge and theories are generated through realities of educational practices, (2) practitioners become collaborators in educational research through investigations of their own problems, and (3) because practitioners played a role in the research process it’ll make them more likely to facilitate change based on the knowledge they generated.

There are several benefits to conducting action research for example instructional leadership skills. Let’s take the role of an instructional leader/coordinator on a school campus.  The instructional leader’s role involves implementing appropriate and effective curriculum, in a school, in collaboration with all stakeholders in the school, including children (Glickman, Gordon, & Ross-Gordon, 2004; Grundy, 1987; Sagor, 2000). The instructional leader takes an active role in the participation of the decision making process in both content and learning. As school leaders it is very important to understanding that no one individual can improve learning for all children.  Therefore, one must create a unifying vision and incorporate collegial discussions and action planning.   Another individual who benefits from the process of action research is the teacher.  Teachers are taking vital roles in the process of action research and are able to take a stance on learning taking place in their classrooms.  (Dana, 2009).  It’s a process, which teachers are able to reflect and analyze the effects of their teaching practices.  “Some would say that action research is an extension of “good teaching” (Dana, 2009).  Finally, from the perspective of an administrator the process of action research is a systemic method of addressing learning issues and motivation of teachers to improve their teaching practices.  Administrators will have to set aside reflection time and knowledge of resources in order to assists teachers in narrowing a classroom problem into a workable classroom action project.