By Tom Sebastian,  Regional Mentor Coordinator

"With the proper tools and information everyone is a researcher" (Kuumba, 1996)

As practitioners, we often think of research as something made available to us by others who have sought to influence our understanding of observed phenomena by publishing findings derived from various scientific investigation and analyses.  We appreciate those who have provided us with a sea of theories, evidence, and conclusions that fuel our intellectual curiosity, expand our resevoir of knowledge, and ultimately contribute to our problem-solving expertise.

However, what we often fail to recognize is that as teachers, administrators, and adult learners, we are regularly involved in conducting research as part of our reflective practices.  Every day, to some extent, we are actively engaged in action research. When we apply the "Before-During-After" process, participate in a PLC, or work collaboratively with colleagues to develop an action plan, we are conducting action research. The quality and effectiveness of the decisions made as a result of these activities depend on the participants' understanding of the action research cycle and how well each phase of the cycle is addressed.

Most of us are familiar with the term action research and can cite one of many definitions and/or models associated with its use.  Irrespective of the model we use, the action research process typically includes the following elements:

1. Identify a question or problem to be addressed.
2. Collect and interpret data
3. Design and implement a plan of action
4. Evaluate results and reflect

The use of action research allows educators to examine professional practice in a manner that incorporates the authentic use of data, scientific methodology, and structured reflection.  It invites the opportunity to work in pairs and in teams with colleagues and other constituents using a process that enhances professional growth and contributes to positive school change.

The website http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf provides access to Action Research by Eileen Ferrance, which is one of the "Themes in Education" booklets produced by the Northeast and Islands Regional Education Laboratory at Brown University.  On page 1 of this resource, Ms. Ferrance shares the following observations with regard to action research:

"Although there are many types of research that may be undertaken, action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future.  This research is carried out within the context of the teacher's environment - that is, with the students and the school in which the teacher works - on questions that deal with educational maters at hand... While a teacher may work alone on these studies, it is also common for a number of teachers to collaborate on a problem, as well as enlist support and guidance from administrators, university scholars, and others.  At times, whole schools may decide to tackle a school-wide study to address a common issue, or join with others to look at district-wide issues"

Wtih this understanding in mind, it is interesting to note how the elements of the PIIC Instructional Coaching Model are so closely aligned with those of action research.  It is easy to appreciate the impact that each has on professional development and educational reform.