Editorial

MOVING TOWARD MORE DATA BASED DECISION MAKING IN EDUCATION

Jackie Delong and Ron Wideman

One purpose of this journal is to provide examples of teachers developing their ability to use action research as a process of learning and change. Over the years, inquiry into the effectiveness of one’s own practice has been recognized as a powerful form of professional learning (Houle, 1980, Schon, 1983) that is used by many teachers (Schon, 1987; Wideman, 1992). As Ron Wideman shows in this issue, the inquiry process used by teachers is often informal and intuitive, lacking systematic qualities provided by action research. The result is that teachers can have difficulty accurately assessing the impact of the changes in practice they develop, defending these changes, and contributing to the development of the knowledge base of the profession as a whole.

The missing pieces of the investigative process are pieces supplied by action research – notably the systematic collection and analysis of data, the use of critical friends, and the recording and sharing of studies. There is a powerful confidence in those teachers who have conducted their own action research studies (Black, 1998). They not only have developed and assessed improvements to their own teaching but also in their use of research skills. They have data to demonstrate the effectiveness of what they have developed. They have the collegial support system to build collaboration and synergy into the process.

One of the key benefits of action research is its emphasis on data-based decision making. In Ontario education, there is a history of politically and economically motivated government change initiatives in which the need for changes, the quality of the changes, and the impact of the changes have not been researched. The current development of curriculum expectations and provincial testing can only be of use in improving student learning if teachers and schools have the skills to analyze and use data to identify strengths and weaknesses in practice and to make needed improvements.

Another key benefit of action research is that the practice of systematically observing students and their development can identify knowledge, skills, and values that are not addressed by provincial curriculum and assessment but are required for life, work, and further learning in the 21st century. When teachers ask the question, "How do I improve my practice?" they are asking a question that draws them into values-based inquiry – including consideration not only of the question, "How can I become more effective in teaching what the government requires?" but also, "What else do students need to learn?"

Teachers and schools can use a wide variety of teacher-generated data, as well as the results of province-wide testing, to develop needed changes in practice and to assess the impact of those changes in improving student learning. Ruth Sutton (1997) calls this "feedback - feed forward" - analyzing the data and taking corrective action. To attain high achievement for all students, data-based decision-making by each individual professional teacher is essential.

Action research is for all educators – teachers and administrators. In the first two issues of this journal we shared studies describing how experienced staff shaped their professional identities (Connelly & Clandinin, 1999). In this issue, we include articles by two teachers who are just beginning their careers and are using action research to improve their practice right from the start. During their B.Ed. programs, both worked on their own action research questions and were able to develop and evaluate solutions to those questions. Darlene Davison’s article focuses on alleviating math anxiety while Shawn Bullock’s describes his investigation into an experiential approach to science.

If action research is to have a substantial impact on school improvement, teachers need sustained support for its use. Direct teaching of the skills of action research should begin at the pre-service level and be recognized in the Ontario College of Teachers’ standards of practice. School boards need to create a culture of reflection and inquiry as a means of school improvement and to provide supports that not only develop action research skills but also celebrate the accomplishments of practitioner researchers.

Resource List

Houle, C. (1980). Continuing learning in the professions. San Francisco: Josey-Bass.