EDEA 6200-ACTION RESEARCH FOR SCHOOL IMPROVEMENT

Course Description

The course provides training in the theory and use of collaborative action research for school improvement using current models of the process. It provides the education leader with basic protocols governing the process as well as the skills necessary to restructure the institution and lead the process. This leads to a study of collaborative action research in four broad areas: Theory, process, structures, and application. These four elements serve as a broad framework for organizing the course.

The course Action Research for School Improvement prepares participants for the year-long Educational Improvement Project. The course will be delivered through face to face and online lectures, discussions, tutorials, and non-supervised theme directed readings. Assessment will be done on the basis of 100 % coursework.

This is not a research methods course-it focuses upon action research as a tool for professional learning and school improvement

Course Rationale

Schools must take ownership of the school improvement initiative. One way they can do that is through the iterative process known as collaborative action research. Action research may be used for school improvement, accountability, or student achievement and therefore knowledge and practice in the use of action research becomes a necessary skill for successful school leaders at all levels.

Collaborative action research for school improvement will provide a tool and a protocol for school improvement teams and institutions to look inward as they engage in organizational learning and work on shared issues.

Thus, action research helps a school create the knowledge necessary for adaptation and innovation. How does action research actually lead to school improvement? The mechanism of action may be through increased data use, reflective practice, and the creation and sharing of knowledge among personnel. These elements can cause individuals to challenge existing beliefs and assumptions and commit to change existing practice.

Action research for school improvement thus envisages the schools as a professional learning community sharing, networking, and learning. This is an important aspect of organizational culture that must be incorporated into future Caribbean schools. 

Course Content

1)    Action Research Theory

1. An approach to inquiry; a tool for professional development and school improvement
2. The history and nature of action research in schools

2)    Action Research Process

1. Identifying a general focus of concern
2. Gathering Evidence and Reflection
3. Selecting and Planning the Action/Intervention
4. Implementing the first action step
5. Evaluating the intervention

        i.    Data Collection Strategies

         ii.   Data Analytic Approaches

1. Amending the Plan
2. Moving towards the second cycle

3)    Leading and organizing the school for Action Research

1. Developing and using action research in school improvement teams
2. Working towards professional learning communities
3. Networking betweem schools and PLCs
4. Facilitating an inquiry based collaborative culture in Caribbean schools

4)    Action Research Application & Implementation

1. Monitoring and leading the change process in Action Research

1. Organizational Learning
2. Using Professional Learning Communities
3. Improvement Science & Action Research

    2. Maintaining Implementation fidelity and ensuring intervention effectiveness

           i.    The evidence-informed movement

           ii    Selecting interventions that work

           iii.   Implementation Science

           iv.    Managing the implementation process

    3. Reporting, communicating, and disseminating action research results

          1. Using data visualization

Lectures by Rinnelle Lee-Piggott

Reviewing the Research Problem

Methodology & Methods



.