EDLD 5301 Research
Molly Kresta ET8014
Week 2 Assignment: Background – Real Life Research Action Examples
Overview
Last week students had an opportunity to examine the differences in action research and
traditional research. Students began to answer questions like:

Why do action research?

How will action research benefit leaders and stakeholders in educational settings?

Why is reflection an important skill for leaders?

Why are blogs beneficial in sharing what we are learning about action research?
This week’s lecture, interviews, readings and assignments focus on examples of action
research in educational settings. These examples will help you begin to identify your topic for
your action research project and provide you with a clear purpose describing why this action
research project is important in your professional development.
Here are the Learning and Performance Outcomes for Week Two:
Learning Outcomes
1) Identify possible action research topics from the intern plan developed in EDLD 5311
and skills needed to successfully lead the research project.
2) Be familiar with areas frequently identified by school leaders needing further research
(e.g., school and curriculum development, school culture/campus improvement, school
performance in reducing achievement gaps, etc.).
Performance Outcomes:
1) Describe some examples of action research from reviewing interviews with current
school leaders.
2) Review your internship plan and meet with the site supervisor to brainstorm potential
needed and/or desired research topics.
3) Using Leading with passion and knowledge: The principal as action researcher, identify
at least nine areas that are common targets or themes of school-based action research.
EDLD 5301 Research
Molly Kresta ET8014
Rubric
Use the following Rubric to guide your work on the Week 2 Assignment.
Tasks
Action Research –
Lessons from Scholar
Practitioners
Accomplished
Proficient
Needs Improvement
The evidence suggests
that this work is a “Habit of
Mind.” The educator is
ready to mentor others in
this area.
The evidence suggests
that performance on this
work matches that of a
strong educator.
The evidence does not yet
make the case for the
educator being proficient at
this task.
Student selects two of the
interviewed scholars and
clearly answers questions
thoroughly, and for each
selected scholar, the
student identifies at least
one topic for action
research; suggestions for
conducting action
research; and writes a
meaningful reflection on
lessons learned from the
interviews.
Student selects two of the
interviewed scholars and
attempts to answer
questions, but does not
thoroughly address all
three areas addressed in
the activity.
Student only comments on
one interviewed scholar
and does not thoroughly
respond to all areas
addressed in the activity.
(1 Point)
(2 Points)
(3 Points)
Common action research
topics in educational
settings
Student clearly identifies
eight or nine of the text
topics and provides an
example of action research
for each of those 8 or 9
areas, along with
explaining the benefit(s) of
conducting action research
in each of the identified
topics. Student basically
receives a full point for
each topic identified and
providing thorough
responses to each topic.
(8 – 9 Points)
Selecting an Action
Research Topic
Student identifies six or
seven of the text topics
and provides an example
of action research for each
of those 6 or 7 areas,
along with explaining the
benefit(s) of conducting
action research in each of
the identified topics.
Student basically receives
a full point for each topic
identified and providing
responses to each topic.
(6 – 7 Points)
Student follows directions
and provides thorough
responses to the following:
Student responds to only
two of the following
acitivities:
 Identify at least three
 Identify at least three
topics for possible
topics for possible action
Student identifies five or
fewer of the text topics and
provides an example of
action research for each of
those 8 or 9 areas, along
with explaining the
benefit(s) of conducting
action research in each of
the identified topics.
Student basically receives
a full point for each topic
identified and providing
thorough responses to
each topic.
(1 – 5 Points)
Student responds to one
of the following:
 Identify at least three
topics for possible action
research
EDLD 5301 Research
Molly Kresta ET8014
action research
research
 Describe the conference  Describe the conference
with the site
supervisor(s) regarding
topics of interest for
action research
 Describe the topic or
problem agreed upon
for the action research
project.
Assignment Mechanics
with the site
supervisor(s) regarding
topics of interest for
action research
 Describe the topic or
problem agreed upon for
the action research
project.
(3 Points)
(2 Points)
Responses are relevant to
course content; no errors
in grammar, spelling, or
punctuation. Students
demonstrate proper APA
style.
Responses are relevant to
course content; few errors
in grammar, spelling, or
punctuation.
(3 Points)
(2 Points)
 Describe the
conference with the site
supervisor(s) regarding
topics of interest for
action research
 Describe the topic or
problem agreed upon for
the action research
project.
(1 Point)
Responses do not reflect
knowledge of course
content, lack clarity and
depth, and/or include
multiple errors in grammar,
spelling, and punctuation.
(1 Point)
EDLD 5301 Research
Molly Kresta ET8014
Week Two Assignment, Part 1 – Action Research Lessons from Scholar Practitioners
Go to Week Two Lectures and watch the interviews with three school leaders who discuss
action research projects and suggestions for conducting action research. The three school
leaders completed their doctorates at Lamar University, and their dissertations are available in
the Lamar library and in the resource section of this course. The three leaders are:

Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD

Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont
ISD

Dr. Kirk Lewis, Superintendent, Pasadena ISD
After watching and listening to these three scholar practitioners, select two of them and answer
the following based on the comments from the two interviews you analyzed:
1. Identify the scholars you selected
For each scholar, answer the following:
2. Identify at least one area or topic for action research discussed by each scholar.
3. Describe at least one suggestion or purpose described by each scholar for conducting
action research.
4. Reflect on what you learned from watching and listening to each of these scholars.
Remember if you wish to follow-up on the topics these scholars selected for their action
research, please see their respective dissertations located in the Resource Section of this
course, as well as available with other Educational Leadership dissertations at the Lamar
University library site.
Also, in the Week One Lecture, we discussed an outstanding web resource on action research,
Electronic Textbook - A Blast from the Past: Your Literature Review
E
http://jan.ucc.nau.edu/~mid/edr720/class/literature/blast/reading2-1-1.html.
Dr. Mary Dereshiwsky, who served as a consultant and action research scholar, to this course,
shared her web site, and this particular link provides you with insightful information regarding
conducting a literature review, also discussed in the Dana text, Data Collection Strategy 9:
Literature, pp. 93 – 94. This website provides you with guidance in researching what has been
written or published on a particular research topic of interest. The professors strongly suggest
that you examine this website, also referenced in the Resource Section of the Course.
EDLD 5301 Research
Molly Kresta ET8014
Workspace
Complete your work on Part 1 of this assignment below. The box will expand as you type.
Johnny Brisnero, Principal, Rancho Isabella Elementary, Angleton ISD
Dr. Briseno discussed allotting a portion of faculty meeting time to discuss groups of students
between grade level teachers. This could be the result of an action research plan that came from
the wonderings of teachers who wanted more specific information about their students before
having them in class. Also, teachers could be interested in learning what has worked (and what
hasn’t) from the student’s previous instructors. The project could be, “How can teachers share
information regarding students to increase student success?”
All research should begin with quantitative data and use qualitative information to find a suitable
outcome. Dr. Briseno began and ended his interview with the need to be data driven, but use that
data to focus the research into qualitative information.
Looking at data alone is not enough. When studying data regarding students, you must consider
not only their academic prowess, but also their behavior, family life, and other contributing
factors. In doing this, it is imperative to remember that student privacy is important, and that
information should be shared as necessary.
Kirk Lewis, Superintendent, Pasadena ISD
Dr. Lewis discussed “Expectation Graduation,” a research project aimed at freshmen that is
funded by the Bill and Melinda Gates Foundation. The focus of the project is to change the way
instruction is delivered for the greatest student impact. Since this is a research based grant,
teachers and administrators must focus on data to show proof of student impact. “Expectation
Graduation” is an action research plan answering, “How can we change the way instruction is
delivered for the greatest student impact?”
Pasadena ISD is a “data rich district” and that data must be mined by teachers and administrators
or it is useless. Administrators are more versed in using data due to their extensive education
than classroom teachers, but through teacher education they are improving the use of data
district-wide.
Throughout his interview, Dr. Lewis discussed the usefulness of data and how, by the effective
disaggregation of data, students may be impacted. At the end, though, he focused on the practical
use of data, reminding everyone that research that looks good on paper may not be useful in each
district. Administrators and teachers should focus on research that can be applied to student
learning in their own area.
EDLD 5301 Research
Molly Kresta ET8014
Week Two Assignment, Part 2 – Common Action Research Topics in School Settings
Read chapter two, The Passions That Drive Your Journey, from the Dana text, pp. 29 – 68, and
focus on the following nine areas that the author describes as major wonderings of many school
leaders:
EDLD 5301 Research
Molly Kresta ET8014
Workspace
Complete your work on Part 2 of this assignment below. The box will expand as you type.
1. Staff development
“According to Roland Barth (1981): Nothing within a school has more impact upon students
in terms of skills development, self-confidence, or classroom behavior than the personal and
professional growth of their teachers.” (Dana, 2010) If teachers are not growing and building
their skills, they will become ineffective. This area is rich with opportunities for action
research.
Examples of action research in staff development range from how peer teaching can impact
both new teachers and veteran teachers to a study of new ways to implement technology
within the classroom. “What is the effect of pairing veteran teachers with teachers well
versed in technology?”
2. Curriculum development
Today schools have the ability to purchase curriculum and dictate what each teacher is to
teach at any given time. It is the administrator’s duty to see that whatever the district has
implemented is followed for the best outcomes of the students.
A principal could see the impact of such a curriculum across grade levels as an action
research topic. “What can I do to facilitate the implementation of CScope throughout the
core subjects?”
3. Individual teacher(s)
If the personal and professional growth of teachers holds the most impact in a school, then
each teacher’s growth is necessary for student success. Their educational growth is
important, but principals should also consider other factors. Are they happy in their
assignment? Have they worked to move into another grade level or area? Are they struggling
in a new area? Do they still have a passion for teaching? Many things affect how a teacher is
perceived in his/her classroom, and the principal must know his/her teachers.
This could be an area for action research in that the principal could consider, “What can I do
to support new teachers?” or “Are there teachers on my campus out of their comfort area
and how can I help them succeed?”
4. Individual student(s)
Students come in all shapes, sizes and abilities, and it is the job of teachers and
administrators to recognize these individuals for who they are and to find ways to help them
achieve success. In looking at groups of students (exceptional education students, standard
education students, special needs students, etc.), action research projects emerge and
individual students may be affected.
If the same students are continuously sent to in-school suspension, then an action research
plan may be necessary to find a better way to deal with this population. If exceptional
students are falling behind due to boredom, teachers and administrators should research
proven methods to engage this group. “What can I do to help teachers keep exceptional
EDLD 5301 Research
Molly Kresta ET8014
students engaged?”
5. School culture/community
School culture is hard to define, but easy to identify. When you walk through the doors, visit
with the staff, and you will know the school culture. It is how the students and staff feel
about their school. It comes from years of history, and reflects the values and beliefs of all
who walk through the halls. It can change, if necessary, but change does not come easily or
quickly. Consider the MTV show “If You Knew Me.” MTV has chosen 12 high schools, and
the camera crew and a group of facilitators enter a school and work with the students and
staff to change the high school campus culture. These schools, like most high schools, suffer
from cliques and the activities transform the culture to a more tolerant environment for all by
showing the students that they have more in common with their peers than they realize. Some
schools have implemented “Capturing Kids Hearts” and “Teen Leadership” (both programs
of The Flippen Group) to achieve similar outcomes.
A principal should realize when such a shift in culture is necessary, and an action research
plan that looks at different schools with similar situations and how they worked to shift the
culture to a more positive environment. In this plan, identifying key figures on the staff to
work as part of the shift is imperative. “What can I do to minimize the culture of cliques on
the high school campus?”
6. Leadership
A library could be filled with books on leadership. Each of these books, though, share the
idea that leaders reflect on their success and failures, and are most effective when they lead
by example. Principals should also cultivate leadership abilities in those around them.
Action research in leadership could focus on the principal’s ability to build a cohesive team,
bring out leadership abilities in those around him/her, or inspire the campus toward achieving
a common goal. “How can I facilitate the growth of our campus leadership team?”
7. Management
The principal is responsible for the day to day running of the campus, as well as each of the
other “passions” discussed here. This daily functioning is the management portion of the job.
Planning, budgeting, and scheduling are just a few pieces of the puzzle the principal must
manage to get through a day, semester, year and career.
No campus is managed perfectly. Problems will arise with scheduling, maintenance, and
every other facet, and it is the principal’s job to see the opportunity for improvement and
research the situation. An example would be researching ways to use the hours of the day
more effectively. “Would block scheduling be more conducive to student achievement in
core subjects?” “ Would closing campus lower the number of student tardies and absences
after lunch?”
8. School performance
The worth of a school is decided by a test. And if students do not fair well, it is a reflection of
the leadership of the school. Every principal is held accountable for the success of their
campus on state tests, and if those scores are not acceptable, or up to the expectations of the
community, the principal’s job is in jeopardy. Many of the “passions” listed above feed the
success and failure of students on these tests, but focus must be given to success on the test if
EDLD 5301 Research
Molly Kresta ET8014
a principal is to survive.
Action research can focus this by allowing the principal time to study date, identify areas of
strength and weakness, and then plan to ensure the success in all areas. Examples may be
faculty focused (“What actions can the faculty take to increase junior’s social studies
scores?”), district focused (“How can the high school campus help the junior high campus
achieve understanding in science that will correlate to higher sophomore science scores?”),
or may involve many other options. But it must start with research.
9. Social justice or equity issues
As was stated under individual students, students come in every shape, size and academic
ability. Each comes with their own demographics and as such must be treated as an
individual. From their background comes the way they see the world, and it may be very
different view than that of their teachers and administrators. Taking this into consideration
when planning for the school is most important.
Consider Frisco High School in Frisco, Texas. The school mascot was the “Coon” and
everyone in town was proud to be a “Coon.” The water tower sports a huge raccoon face. As
the city grew, though, and people of different races moved in, the negative connotation of the
term “coon” became an issue. There were people on both sides. Those who opposed the
name wanted it changed to Raccoons, since that was the true mascot. But the oldtimers
wanted it kept at the traditional “Coons,” even posting signs that said “Don’t Rack My
Coons.” It became a state-wide news story. When I contacted Dr. Rick Reedy,
Superintendent of Schools and asked why he had requested the name of the mascot be
changed, his answer was, “If even one student in my school cannot be proud of their mascot,
then it must change.” He took a stand, and the school board supported him, and Frisco High
students are now referred to as “Raccoons.”
Dr. Reedy used action research to consider the community and school impact of changing the
school mascot name. “What can be done to keep a feeling of community without offending
students and parents?”
Dana, N. F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher.
Thousand Oaks, CA: Corwin "A Joint Publication with the American Association of School
Administrators.".
EDLD 5301 Research
Molly Kresta ET8014
Week Two Assignment, Part 3 – Selecting Action Research Topics
Review your intern plan and identify at least three topics that might appeal to you and your site
supervisor(s) as possible action research projects. Indicate if you have reviewed these topics
with your site supervisor(s). Students may have reviewed the potential action research projects
in the initial conference reviewing the intern plan with the site supervisor(s) in EDLD 5311. If you
have not discussed your top three topics with your site supervisor(s), schedule an interview and
discuss the possibilities of doing your action research project on a mutually agreed upon topic. If
you cannot meet face to face with your site supervisor at this time, select 3 topics or
questions you are considering for your action research project and email or
communicate those to your site supervisor and ask for some feedback. Remember in
Week 4 of this course, we ask that you meet with your site supervisor(s) and try to reach
consensus on an action research topic(s) or question(s). So instead of having two
interviews, you can do the Week Two brainstorming via email or other communication
that is effective for you and your site supervisor and then complete the decision-making
process on the action research project in Week Four.
If you have selected a topic of interest not in your intern plan, be sure to add it to your revised
intern plan, and visit with your site supervisor(s) to make sure this is a topic that can be
researched and supported.
In completing this assignment, do the following:

Identify at least three topics for possible action research

Describe the conference with the site supervisor(s) regarding topics of interest for
action research

Describe the topic or problem agreed upon for the action research project
EDLD 5301 Research
Molly Kresta ET8014
Workspace
Complete your work on Part 3 of this assignment below. The box will expand as you type.
The first topic I considered was to determine a feasible way for students and sponsors/coaches to
communicate regarding extracurricular activities. I foresee technology playing a large role in the
ideas generated and finally agreed upon.
I discussed this with our campus principal, and he agreed that this is an area that requires our
attention. He suggested a secondary topic that also speaks to student’s use of technology. How
can we help those students who do not have access to technology (computers and internet access)
at home? I do not feel that I can adequately research this topic during the summer since I do not
have access to these students, but it should be researched at the beginning of the school year and
the results will be important in the implementation of the extracurricular plan.
A third area that requires an action research plan is the lack of technology education for teachers
on the high school campus. How can I, as a technology leader, facilitate the implementation of a
technology education program that will enhance the use of current technologies in high school
classrooms?
We agreed that for the summer I should focus on the feasible way for students and
sponsors/coaches to communicate since this will have an immediate affect when school begins.
After that is accomplished, we will evaluate the effectiveness and move on to the use of
technology by teachers in their classrooms.
Blog Reflection – Please remember to post at least one reflection or comment regarding
lessons learned from Week Two on your blog.
www.mollykresta.blogspot.com