We might also be somewhat remiss in assessing our actions accurately and reliably. Systems often act as a result of certain pressures or because of what appears to be sound practice from another s point of view. Action research, however, has been and continues to be a very effective conduit for insuring that any change made is based on reliable information. Subsequently, that data is shared with community members to then determine next steps as a collaborative school team. In contrast to pressures or fads, action research operates on the premise that any suggested change is based on real and objective data, from a specific group of students or specific actions of a specific teacher or group of educators.
Data come from sound assessment tools, making the researcher accountable.
Determined teachers who take on a problem on behalf of the kids they teach are often the researchers. As a result, teachers are placed in true leadership roles to assist a school community in reaching its long-term goals. Most importantly, the assessment and consequent changes match the environment where the data is collected. These changes are the result of real information that is gathered or researched by those teachers themselves, with their own kids or within their own teams or schools, all with their own unique personalities and opinions. Unless there is that match,' any change initiated will be neither long-lasting nor effective.