Preparing educational leaders through action research

Abstract

This article explores the development, structure, and continuous improvement model of an Action Research education doctorate program research methodology course sequence. The aim of the study is to articulate a rigorous Action Research methodology course sequence and the collaborative faculty process utilized to create and continuously improve upon the research curriculum. The doctoral program under study utilizes a qualitative-dominant Action Research methodology as its signature pedagogy, integrating cycles of research into coursework before students implement and evaluate their action steps. To ensure students receive a thorough understanding of Action Research methodology, the program requires a four-research course sequence. These courses have been designed with a scaffolded approach that progressively reinforces and extends Action Research methods in ways that promote change agency, inclusivity, and social justice. This research course sequence is designed to build a rigorous foundation for students to conduct high quality Action Research that impacts their professional practice and academic scholarship and leads to transformative learning experiences for students, faculty, organizations, and communities.