Action research, also called administrator inquiry, is an opportunity for a teacher or principal to analyze a specific problem within their practice and to generate knowledge about that issue. Action research differs from traditional research models which rely on external "outsiders" to provide data and explanation which must be "taught" to educational practitioners regardless of context or setting, and sometimes is strictly for the benefit of the university or academic setting. Administrator inquiry is powerful because educators analyze issues they face, practitioners collaborate on said issues, and teachers and administrators are more likely to produce solutions on these issues.

Action research requires what I shall call "ownership" because the practitioner is analyzing a problem that he or she faces regularly in their native context. Because of the ownership involved in action research or practitioner inquiry, knowledge generated from the analysis of problems are much more likely to result in meaningful change than simply installing platitudes from the latest inservice speaker.

Administrative course inquiry can be performed as part of a university course requirement, within a district, among a school's leadership team, or within a PLC.


In simple language, educators who use meaningful action research can expect students to benefit from higher achievement and principals who utilize this powerful tool can expect schools to better serve their communities.