Which research topic would be most beneficial to my campus?

After giving it much thought, I narrowed my action research topics down to three options:

1) Year-Round Calendar VS Traditional Calendar

(Would students retain more knowledge and perform better in school if the amount of days off were broken up throughout the year instead of in one, big chunk during the summer?)

2) Is “looping” educationally beneficial for the students?

(Do students perform better if they have the same teacher for two years in a row, or do students benefit from change each year?)

3) Standards-Based Report Cards VS Traditional 100-Point Grading Scale

(Do standards-based report cards provide students, parents, and teachers with helpful data to drive student learning?)

All three topics are very relevant to my campus. I chose the first topic because there is a “buzz” regarding the possibility of a year-round calendar at the end of each school year, but it is never implemented. Teachers and students seem to support the idea but parents push back. I wish we had some evidence so we could make a final decision.

The second research option was in regards to “looping” with students (a teacher keeps the same group of students for two years). A few elementary campuses in our district loop K-1, 2-3, 4-5. In fact, there is a teacher on my campus that will be “looping” with her students from third to fourth this year, and it has sparked a curiosity among our faculty regarding the educational benefits.

Last, I chose a personal wondering… the grading scale. I’m curious to find out whether or not standards-based report cards provide student, parents, and teachers with helpful data to drive student learning. This question arose when I started reflecting on our current grading method, the 100-point grading scale. I’m not sure that it accurately reflects student learning. I’m also not convinced that it drives student learning. Could there be a better grading method? If so, are standards-based report cards the answer?

These topics have been in question over this past year in our district, and I hope to research them all at some point. However, I have decided that it would be beneficial for our campus if I researched my third topic regarding standards-based report cards for my action research. I have had some experience using both grading scales, so I am very interested to see which, in fact, is the best method of gauging student progress and success.

What is action research?

As life-long learners, educators are constantly looking for ways to improve themselves personally and professionally. Administrators use a process called administrative inquiry, or action research, to improve areas of concern on their campuses through reflection and peer collaboration.

Action research is a systematic process by which educational leaders, such as principals or district leadership teams, reflect and problem-solve issues at their school or within their district. They collaborate and review data that has been collected by individuals who work at the school or within the district (not outside researchers or educational scholars). The topic under scrutiny is typically one that is aligned with the goals and vision of the district or organization. Upon reflecting, they apply new strategies to improve the way the school or district is run. Action research can be applied to any campus and target any subject area.

Action research differs from traditional educational research in two ways. First, it requires continuous feedback; it is a cyclical, rather than a linear process. Second, the research is conducted by in-house educators instead of outside researchers. Action research takes the inquiry of educators to drive research.

There are many reasons for conducting action research. One of which is giving a voice to those who may not otherwise be heard. Principals’ daily calendars are full, and, as a result, principals become distanced from their teachers at times (and the needs of those teachers). Action research is a wonderful way for teachers to voice their praises or concerns regarding campus routines. Through campus surveys and other mediums of communication, collaboration for campus improvement can take place. Dana (2009) illustrated an example of an end-of-year survey that was distributed to the teachers at a particular school. I love the idea of allowing teachers to “share any random thoughts on” different issues on campus. I am familiar with this form of action research because my principal created something similar last May. She said she would read everyone's thoughts and make some improvements to our campus for the upcoming year.

Blogging is another form of action research. What better way to get feedback than to blog with colleagues? As mentioned earlier, reflection and feedback are crucial to the action research process. Sharing thoughts and possible solutions for campus concerns can be just a click away! Educational leaders can also use blogs to communicate with teachers or the PTO. I think it's important to keep communication open. However, this might become a platform for complaints if not done right.

Reference:

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press. p. 17.