Status Quo

growing and retaining exceedingly qualified teachers continues to be a critical exact (Berry, 2004 Darling-Hammond & Sykes, 2003). As more teachers retire and school populations continue to grow, an increasing number of schools, universities, and states argon implementing programs to ease induction, develop quality teachers, and inform educational practices. Therefore, many educators ar now turning to action explore to achieve these goals.The purpose of Grogan, Donaldson, & Simmons (2007) member Disrupting the Status Quo is to lease an argument that unlike traditional research, action research encourages school personnel to systematically develop a question, gather data, and whence analyze that data to improve their practice. The word addresses the key question to the rightness and relevance of educational leaders undertaking action research projects as the capstone of their doctoral studies (Grogan, Donaldson, & Simmons, 2007).The most important passaway in this article i s that traditional educational preparation programs and the hierarchical structure of public schools break away to perpetuate compliance and maintenance of the status quo. Furthermore, there is a need for transformative learning to help leaders deconstruct conformity to the many kind and cultural canons, which have permeated U. S. schools to the detriment of our students.The seeds believe that an action research thesis and mentoring is an essential component in any educational leadership computer program that aspires to foster the critical, reflective learning that is the hallmark of human and organizational transformation. Gilles & Cramer (2003) supports a combination of appropriate coursework and mentoring help new teachers transition quickly into solid, thoughtful, and strategic teachers. The key concept we need to understand is that action research and the event that the Ed.D is a professional degree does not minimize the luridness or prestige in comparison to a Ph. D. Si nce the research, focus of an Ed. D is different from that of a Ph. D, action research focuses on generating knowledge that is workable, make sense, and is credible in more than one setting as oppose to acquiring knowledge for its own sake (Grogan, Donaldson, & Simmons, 2007). The main assumption that the author is making is that there has to be a change in hallow to transform the learning process. If we take this line of reasoning serious thusly there should be no kid left behind.The new propagation of educational leaders will also have the tools needed to recollect critically, identify and solve problems facing their institution of higher learning. If we fail to take this line of reasoning seriously, we could end up in worse scotch and educational status. Berry, B. (2004). Recruiting and retaining highly qualified teachers for hard-to-staff schools. NASSP Bulletin, 88(638), 5-27. Darling-Hammond, L. & Sykes, G. (2003). Wanted A national teacher supply policy for education Th e right way to meet the highly qualified teacher challenge.Education Policy Analysis Archives, 11(33). Retrieved 22 July 2011 from http//epaa. asu. edu/epaa/v11n33/v11n3 Gilles, C. & Cramer, M. (2003, April). The impact of school-university partnerships on classroom teachers and their teaching. Paper presented at the meeting of the American Educational investigate Association, Chicago, IL. Grogan M. , Donaldson, J. & Simmons J. (2007, May 19). Disrupting the Status Quo The Action Research Dissertation as a Transformative Strategy. Retrieved from http//cnx. org/content/m14529/1. 2/.