Beyond a Project

Last week in class we seemed to really focus on two major questions: What is action research? And why is it worthwhile? Both the book and the article by Ross-Fisher answered these questions, and although I left recognizing the benefits theoretically, I am still struggling with recognizing personal, practical benefits.

I think part of that struggle is that it's easy, as a teacher in today's world, to feel disempowered. Yes, I could research why a certain strategy is best for kids, but why bother? I'm going to be told what strategy, or what technology, or what assessment to use anyway. I decided to explore the concept of action research a little bit further, and found some hope in Chapter 2 of Roger Pine's text: "Teacher Action Research: Building Knowledge Democracies". He states: "Action research assumes that teachers are the agents and source of educational reform and not the objects of reform (2009, p. 30). Using data to support strategies that we know work well, and to shed light on popular strategies which may not be effective, might be a way to influence current educational policy. It could, potentially, pave the way for more teacher freedom.

So, putting aside some of my cynical nature, I will try to look at the action research process beyond just a project, a hoop to jump through for some class, but as a way to assert myself as a agent, rather than a victim, of reform.

**To explore more of Pine's Chapter 2 text on SagePub, click here.