Action research is a powerful professional learning activity. As educators, we all have questions about how instructional shifts may impact our students' learning. Oftentimes, we change how we are approaching lessons, and informally assess how our alterations affected students. Action research serves as more formalized process of continuing that work, while lending more clarity to those findings. I find that the literature review process better informed the interventions I planned for my students, as well as helping me learn more about vocabulary development as a whole. As teachers, we need to continuously learn and implement instructional practices that are being proven to be effective. Another formalized element of the research process was determining instruments to collect data and later analyzing that data. Aligning assessment instruments with the learning outcomes I needed to measure for my research enhanced my capacity to choose and develop assessments in all areas of my instruction. In addition, using the data analysis process to uncover themes and unexpected outcomes enabled me to better understand my intervention's nuanced effects on student learning. For example, I learned how morphological instruction is better paired with reading informational texts than literature. I also learned that generative vocabulary instruction incorporating Spanish cognates improved student engagement greatly. Although these were not my initial areas of exploration, collecting rich and varied data allowed me to learn even more about my instruction's impact.

After participating in the Governor's Teacher Network professional development pathway, I now want to conduct at least one thorough action research study each year. There are so many areas of teaching and learning that I want to explore more deeply, but I have learned that focusing on one problem of practice for an extended time can impact many of the ways that I work. I now know much more about how to utilize students' background knowledge to facilitate vocabulary instruction that is both effective and engaging. It is as the saying goes, "When you know better, you do better." There is no way that this personalized extended study would not impact my practice.

The ESL teacher I co-taught with has expressed how she feels much more capable of implementing morphology study in her classes. She and I also had an opportunity to share an example lesson and the results of the study with all of the ESL teachers in our district. Many of them have begun using morphological instruction in their classes, and I have actually had the opportunity to coach two more teachers through co-planning with them. Their successes will likely build into a critical mass that will impact instruction in most ESL classrooms in the district. My hope is to next integrate variations of the study in more content-area classrooms to determine how this instruction will impact all students - not just English Language Learners.