As I reflect over the last week, I have learned that the opportunities for action research abound. I found no shortage of possible topics for action research. In fact, sometimes it became difficult to decide which inquiry to complete first. Inquiry was modeled for me as I conferenced with my principal. She probed me with further questions on each topic that I proposed until we narrowed it down to one inquiry with resonated with her. This question “What is the relationship between students who were part of a Transitional-First Grade (T1) class or retained in elementary and their success at the end of middle school or in high school?” I can see how the answer to this action inquiry may be a jumping off point for other similar action inquiries.
As I connected the assigned reading from Dana in Chapter 2 to everyday life in a school, I noticed that almost any part of a principal’s day can lead to an action research question. I think administrators can often collaborate with teachers and other principals to conduct inquiries of the most important topics. Principals as part leadership groups should conduct ongoing action research. I also noticed that teachers already do a tremendous amount of action research in the curriculum area or for the individual student although it may not be written up in a formal report.