Throughout my experiences as an educator, and as I transition to becoming an administrator, the term "life-long learner" has regularly been applied as an expectation. But, what does this term really mean and what are the practical applications for this concept.
As Nancy Dana reflects in her book "Leading with Passion and Knowledge: the Principal as an Action Researcher" (2009), educational schools of thought range from a very contrary idea of university researchers and educational implementers (known as process-product research) to university study generated from classroom settings (known as qualitative or interpretive studies) to educators becoming the source of knowlege and the basis of research (known as practioner inquiry or action research). Further reflection by Dana reveals that action research provides an opportunity for teacher or principal initiated reflection and research-based action with the purpose of bringing about change. (Dana, 2009, Pgs. 4-6)
The concept of inquiry in the classroom and on the campus is not new or novel. As Sandra Harris, et al., reviews in the book "Examining What We Do to Improve Our Schools: 8 Steps From Analysis to Action" (2010), science inquiry and teaching methods involving reasoning and the processing of ideas is commonly touted in professional development. (Harris, et al., 2010, Pgs. 5-7) But to use the process of inquiry to improve an area of need on a campus level is worth additional notice.
As a teacher who has heard to sermons of numerous "experts" presenting their varied form of research (all the while reflecting to myself that such an action, strategy, program, etc. would NEVER be effective in a REAL classroom), it is refreshing to have the "power" of research entrusting to the educator and administrators hands with the responsibility of effecting change for their school, district, students, and culture.
