So basically, tell me what you learned.

Self directed investigating and detailing of an issue not founded by (outside) experts or best utilized for an academic audience, action research is a method of using the voices of those who are in the trenches, as the authors say, to identify and guide the process of searching, delving into an issue. Examination of this action research has indicated that this method, versus the process-product or interpretive methodology of research makes the results more relevant, more intrinsic in nature to the actual issue, and more importantly, it is self directed, self motivated. Participating in action research or a practitioner inquiry is much like asking the question “how can I make more money” and versus an academic scholar telling you how, or some outside guru telling you how, you are investigating, examining, critiquing your own day to day, your own resources, your own needs, goals, and current situation to determine the answer to your question or solution to the problem.  

I love how the author exchanges the use of the word research and implements the verbiage inquiry. Research is just a word that is always said begrudgingly. Inquiry seems to sunny and bright and like a nice stroll in the park by a stream, pleasant. The traditional education research is not the same as the practitioner/ action inquiry as the newfound method; it is best summed up in the quote of Mark Bracewell about the outsider giving instruction on what to do to teachers and students versus with them. Not to be mistaken for a trend, the administrator learner has been utilized in a capacity for several decades. This is not new, but has made an impact upon campus, classroom, curriculum, (etc.) outcomes in magnanimous, dynamic ways. I look at the number of classroom management techniques that are utilized, how many institutions there are dedicated to just that aspect of education. I can only conclude that each individual classroom management technique was based off of a self driven inquiry and research opportunity. Each strategist speaks of detailed personal accounts, personal experiences and of those with whom the authors/ collaborators work closely with. That can be a brave new start of the next person’s inquiry, as the inquirer can go from basic classroom management strategies to focusing on specifics such as student motivation strategies or classroom structure models. Action inquiry is like a never ending loom of fabric constantly being interwoven and built upon.