Lonnie L. Rowell is the Lead Editor for the International Handbook of Action Research and is an Editor for Educational Action Research. He was the Founding Chair of the Action Research Network of the Americas (ARNA). Currently he is Coordinator of Knowledge Mobilization for ARNA and serves as President of the Social Publishers Foundation, which supports knowledge production and dissemination of practitioner research from a variety of social domains. He is Associate Professor of Counseling in the School of Leadership and Education Sciences at the University of San Diego. He also founded and directs the Action Research in School Counseling Initiative, which is a collaboration among programs incorporating action research in pre-service counselor education.
Cathy Bruce has been studying teaching and learning for 25 years and is a founding faculty ember of the Trent University School of Education and Professional Learning. A former teacher, Cathy brings 14 years of classroom experience to her work as Full Professor and Dean of Education at Trent. Cathy was awarded the Ontario Confederation of University Faculty Associations teaching award in 2012-2013. She has an active SSHRC federally funded research program through which she and her research team investigate teacher and student efficacy, the effectiveness of alternative models of professional learning for teachers, as well as mathematics teaching in the difficult-to-learn areas of fractions and algebra. Another particularly exciting area of her research relates to mathematics for young children, involving teachers and other researchers as well as young students from JK-Grade 2, to investigate what children are capable of spatially and mathematically, given rich tasks and adequate support in an atmosphere of playful learning. Her research consistently involves collaborating with educators in classrooms on areas of mutual interest through a cyclical process of Collaborative Action Research. Cathy is a founding member of the Action Research Network of the Americas and was the 2015 recipient of the Eduardo Flores Leadership Award for her efforts to bring action researchers together internationally. Her research can be accessed at www.tmerc.ca.
Joseph M. Shosh
Joseph M. Shosh, Ph.D., is professor and chair of the Education Department at Moravian College, where he also directs the action research based graduate education program. He is an initiator of the Action Research Network of the Americas (ARNA) and currently serves as Chair of the Executive Committee of the Coordinating Group. Dr. Shosh is past recipient of the National Council of Teachers of English Paul and Kate Farmer English Journal Writing Award, the James N. Moffett Award for Classroom Research, and Cornell University’s Merrill Scholar Teaching Award. Dr. Shosh has professional interests in teacher action research, curriculum negotiation, transactional approaches to teaching and learning, and urban education. His contributions to teacher action research have appeared in Action Researcher in Education, Educational Action Research, English Journal, Inquiry in Education, Teaching Education, and Value and Virtue in Practice-Based Research, among others.
Margaret Riel, PhD. is the Director of the Center for Collaborative Action Research and is a co-editor of the International Handbook of Action Research. She serves on the ARNA Coordinating Group and helped found the network. Recently retired from Pepperdine University, she directed the Educational Technologies MA Program and redesigned the program by placing action research at the core. In retirement she has joined the board of directors of the International Education and Resource Network (iEARN), a group for which she designed Learning Circles early in her career. Her goal is to help innovative global educators transform their practices to ones that are informed and guided by action research. To accomplish this goal, she created the Open Online Course in Action Research — a set of twelve tutorials that are available for use or modification (ccar.wikispaces.com). She continues to evolve these resources with the goal of supporting practicing educators. Her research can be found on Researchgate.
Jadambaa Badrakh, Ph.D.
Jadambaa Badrakh, Ph.D., is the former President of Mongolian National University of Education. He now serves as a Consultant for teacher education policy for the university. He is the Vice President of the Mongolian Academy of Science. His research areas are educational studies and action research with major publications concerning action research and research methodology. He has coordinated joint international projects on sustainable educational development and civil society capacity development in rural Mongolia.
Ruth Balogh, Associate Senior Research Fellow at Glasgow University UK has been a social researcher for 35 years. She has carried out many commissioned action research and evaluation projects including two at the national level, one for the English nursing, midwifery and health visiting statutory body on education policy while at London University Institute of Education and the other in the National Health Service on quality in mental heath services while at Newcastle University. She was an early advocate of involving service users in evaluating mental health services. More recently she directed the building of research capacity at the University of Cumbria across a range of caring professions, where she coordinated an inter-disciplinary Collaborative Action Research Network (CARN) group that provided the basis for developing action research, particularly among doctoral students. She has been a member of the CARN Co-ordinating Group for 13 years and is currently its Lead Co-ordinator.
Duilio Baltodano is the President of CISA Agro and the Executive Director of the Seeds for Progress Foundation in Nicaragua. He is a co-founder of the Semillas Digitales (Digital Seeds) program.
Shelley Barajas-Leyva, M.A.
Shelley Barajas-Leyva, M.A., is the Director of the University of San Diego’s TRiO McNair Scholars Program — a program dedicated to preparing first-generation, low-income, and underrepresented students for doctoral study through involvement in research and scholarly activities. Shelley holds a Bachelor of Arts in Spanish from San Diego State University and a Master’s in Counseling from USD. In addition to her work at USD, Shelley is a Trainer/Consultant for the National Conflict Resolution Center where she teaches conflict resolution skills to community leaders nationally and internationally in both English and Spanish.
Clive Beck is Professor in the Department of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education (OISE)/University of Toronto, teaching both pre-service and graduate courses. Since 2004 he has been conducting a Social Sciences and Humanities Research Council of Canada (SSHRC)-funded longitudinal study of 40 teachers of whom 19 began teaching in 2004 and 21 in 2007; funding for this study was recently renewed for another 5 years. His books include Better Schools (1990), Learning Values in Adulthood (1993), Innovations in Teacher Education (2006), Priorities in Teacher Education (2009), and Growing as a Teacher (2014), the last three with Clare Kosnik. He is also co-investigator (with Kosnik) of the SSHRC large-scale project Literacy Teacher Educators. He has served as Head of Graduate Studies at OISE and President of the American Philosophy of Education Society.
Timothy Bedford, Ph.D.
Timothy Bedford, Ph.D., studied Economics at Cambridge University and Educational Sciences at Leicester University. His action research Ph.D. from the University of Oulu in Finland focused on transformative pedagogy and teacher empowerment to promote educational equity. He has worked in teacher education and high schools around the world. Since 2010 he has participated in a Transformative Education for Gross National Happiness project with schools in Bhutan.
Josephine Bleach, Ph.D.
Josephine Bleach, Ph.D., has been Director of the Early Learning Initiative at the National College of Ireland since 2008. Prior to this, Josephine worked variously as a primary school teacher and a Home-School Community Liaison Co-ordinator in Darndale, Dublin. She was involved in the development and delivery of the Early Start Pre-School Intervention Program, and subsequently worked as a facilitator with the School Development Planning Support Service (Primary) of the Department of Education and Skills. Over the course of her career, she has worked with a wide range of early years services, schools and other educational stakeholders, community groups, voluntary and statutory agencies along with different initiatives. She has published widely and her book Parental Involvement in Primary Education is available from Liffey Press.
Janette Bobis is Professor of Mathematics Education in the Faculty of Education and Social Work, University of Sydney, Australia. She teaches in the areas of primary mathematics education at the undergraduate and graduate levels. Her research focuses on the mathematical knowledge, beliefs and practices of primary teachers, student engagement in mathematics and their development of computational strategies.
Baigalmaa Chultum, Ph.D.
Baigalmaa Chultum, Ph.D., is a Professor at Mongolia National University of Education and teaches action research coursework. Her publications reflect her ongoing interest in understanding how teachers in Mongolia interpret and use action research in their classrooms.
Kurt W. Clausen
Kurt W. Clausen is an Associate Professor in the Faculty of Education, Nipissing University, located in North Bay, Ontario, Canada. For the past fourteen years he has been the editor-in-chief of the Canadian Journal of Action Research. He is the founder and past-president of the Canadian Association for Action Research in Education, and has published widely on the history of teaching and teacher education in Canada. Presently, he is co-editing a polygraph with Glenda Black for the Canadian Research in Teacher Education series entitled The Future of Action Research in Teacher Education: A Canadian Perspective.
Maria Madalena Colette
Maria Madalena Colette began working with participatory methodologies in social, economic and educational fields in the 1990s, while also completing her Masters in Education at the UFF – Universidade Federal Fluminense, in Rio de Janeiro, Brazil. Since 2010, she has worked as Professor at the UNIFESO – University Center of the Serra dos Órgãos Fundation, in Teresópolis, Rio de Janeiro. She is currently completing her Ph.D. in the Post-Graduate Program in Administration at Universidade UNIGRANRIO (University of the Grande Rio), in Rio de Janeiro, Brazil. Her research has examined action research and the interaction between teaching, research and university extension.
Rosalind Cooper is a freelance educator working in universities, schools, companies and public sector organizations teaching Educational Sciences, Sustainability and English Language. She also teaches in pre-service and in-service teacher education programs, including the Transformative Education for Gross National Happiness project in Bhutan that is the focus of her doctoral action research at the University of Oulu, Finland.
Bruce Damons is Principal of Sapphire Primary School in Port Elizabeth, South Africa, and a doctoral candidate at Nelson Mandela Metropolitan University, Port Elizabeth. He is a founding member of the Manyano Schools Network through which he encourages the use of action research to develop action leadership in schools.
Zermarie Deacon, Ph.D.
Zermarie Deacon, Ph.D. is a community psychologist focusing on inquiry into gender issues. Her research is international in its focus, and she is especially interested in the incorporation of emancipatory methods within a paradigm of participatory research. Dr. Deacon works closely with community groups as an engaged scholar who advances knowledge through collaborative locality-based projects.
Catherine Dean, Ph.D., is a Senior Lecturer in the School of Humanities and Social Sciences, Strathmore University, Kenya. She is making a significant contribution to introducing action research to the academy in East Africa by fostering its use among postgraduate students and making public the action research carried out by teacher practitioners in Kenya.
Narantsetseg Dorjgotov, Ph.D.
Narantsetseg Dorjgotov, Ph.D. is the Deputy Director of the School for Preschool Education at the Mongolian National University of Education. She also serves as Coordinator for the International Program for Curriculum Reform. Her research areas are world history and educational studies. She is the author of several history textbooks.
Pieter du Toit
Pieter du Toit is a member of the Faculty of Education at the University of Pretoria, South Africa, and is a National Research Foundation (NRF) rated Associate Professor. His current focus is on promoting in-house action research projects at the university as a part of academic staff development initiatives. His work has included enacting the role of mentor to a number of departments in health sciences, economic and management sciences and engineering, as well as private higher education institutions and an NRF project with the North-West University. Mail to: email@example.com.
Christine Edwards-Groves is Senior Lecturer (Literacy) at Charles Sturt University (CSU), Wagga Wagga, Australia. She is key researcher in CSU’s Research Institute for Professional Practice, Learning and Education (RIPPLE). She is currently Australian coordinator, and international co-leader of the Pedagogy, Education and Praxis network (PEP). Her current research work focuses on classroom interaction and pedagogy, literacy, action research as professional learning and practice theory. With Professor Stephen Kemmis and other colleagues, Christine has developed and applied the theory of practice architectures and theory of ecologies of practices to the complex of education practices (leading, professional learning, teaching, student learning and researching).
Omar Esau, Ph.D.
Omar Esau, Ph.D., is a Lecturer in Research Methods and Curriculum in the Department of Curriculum Studies, Faculty of Education, Stellenbosch University, South Africa. He studies and promotes the idea of teachers as researchers and is also a founding member of the Action Research Special Interest Group of the South African Educational Research Association (SAERA).
Eveling Estrada is a primary school teacher at the Buenos Aires School in La Virgen Número Uno, Jinotega, Nicaragua. She taught 5th and 6th grades during the pilot phase of the Digital Seeds Program in Buenos Aires and continues to work there today. Estrada serves as lead teacher and school administrator at the Buenos Aires school.
Robyn Ewing is Professor of Teacher Education and the Arts in the Faculty of Education and Social Work, University of Sydney, Australia. She teaches in the areas of curriculum, English and drama, working with both undergraduate and postgraduate students. Robyn is passionate about the Arts and education and the role quality arts experiences and processes can and should play in pedagogy across the curriculum.
Allan Feldman, Ph.D.
Allan Feldman, Ph.D., is a Professor in the Teaching and Learning Department of the College of Education at the University of South Florida. His research focuses on the nature of action research and self-study, and how people learn to do research. He has written numerous papers on action research and self-study as well as on science teacher education. He is a co-author of the book Teachers Investigate Their Work: An Introduction to Action Research Across the Professions. He has been Principal Investigator (PI) and co-PI of numerous US National Science Foundation projects, many of which have incorporated action research. Before receiving his doctorate he taught middle and high school science for 17 years in public and private schools in New York, New Jersey and Pennsylvania.
Samara S. Foster, Ph.D.
Samara S. Foster, Ph.D., is the Associate Director of Student Success at the University of California, Santa Cruz, where her work focuses on practices and policies that promote student retention and persistence to degree, particularly for underrepresented students. She has a general scholarly interest in equity and social justice in educational policy and practice rooted in feminist epistemologies and collaborative approaches to research. She was previously the Assistant Director of the University of California Center for Collaborative Research for an Equitable California (CCREC). Dr. Foster received her Ph.D. in Education from the University of Colorado, Boulder.
Alison Fox is a Senior Lecturer in Education. Her research explores teacher learning and professional development, building on a body of work around teacher networking. Alison’s current research interests are in teachers’ use of lesson study, the impact of social media on the profession and the ethics of educational research.
Ronald David Glass, Ph.D.
Ronald David Glass, Ph.D., is a Professor of Philosophy of Education in the Education Department at the University of California at Santa Cruz. He is the Principal Investigator/Director of the University of California Center for Collaborative Research for an Equitable California (CCREC).
Jutta Gutberlet, Ph.D.
Jutta Gutberlet, Ph.D., is Professor in the Geography Department at the University of Victoria (UVic) in Canada, with recent appointments as a visiting scholar at the Faculty of Education, University of São Paulo (USP) and at the Institute of Latin American Studies (IHEAL), Sorbonne Nouvelle University in Paris. Since her doctoral studies she has worked for the United Nations and at different universities. In 2005 she created the Community-Based Research Laboratory (CBRL), at UVic. Her research applies participatory action methodology with special interest in collective approaches to local development and political ecology theory. Lately, most of her work centers on the multiple challenges related to informal and cooperative recycling as well as the overall questions linked to production, consumption and solid waste generation. For more information visitwww.JuttaGutberlet.com.
Una Hanley, Manchester Metropolitan University, has been with the CARN Co-ordinating Group for eight years as a coordinator for Study Days. She has also worked in mathematics education, as teacher, researcher, and supervisor of students undertaking masters and doctoral level study, involving research into sites of practice in a variety of fields. This research has not only been concerned with gaining a better understanding of pedagogy and how this might be developed, but also how to develop a critical understanding of the self in practice and in the broader social and political domain. With its stated commitment to participatory approaches and social equality, CARN and action research are a natural home for these commitments in a changing world.
Shaun Hawthorne has over 20 years’ experience working in the secondary schooling sector in New Zealand and currently works as an educational consultant with Cognition Education Ltd. He holds a Doctor of Education degree specializing in effective practices in teaching writing. His other research interests include schooling improvement and change management, formative assessment and personalized learning.
Eunsook Hong is Professor Emerita of educational psychology at the University of Nevada, Las Vegas. She has been an educator for more than three decades, and her scholarly work has addressed student learning, motivation, and creative thinking. She serves on numerous editorial boards of professional journals. She continues her work on improving education by assisting practitioner-researchers through the Social Publishers Foundation.
Angela James, School of Education, University of KwaZulu-Natal engages undergraduate and post-graduate students in Science Education research in the Foundation phase and Student Teacher professional development. Her research interests are also in undergraduate research and service-learning, environmental sustainability, and science and culture.
Batdelger Jamsrandorj, Ph.D., is a Professor at Mongolian National University of Education and a member of the Mongolian Educational Academy. She serves as team leader of Educational Research at MNUE. Her research areas are child psychology, early child development and education in Mongolia. She is the author of several books on early child development and education in Mongolia.
Bruno de Oliveira Jayme
Bruno de Oliveira Jayme is an art educator. He is a Ph.D. candidate in Interdisciplinary Studies (Cultural Geography, Education and Visual Arts) at the University of Victoria, where he is also an instructor. Through his Social Sciences and Humanities Research Council (SSHRC) Doctoral Scholarship, he explores the role of visual arts in social movement learning. In addition, he is the co–director of Tumbleweeds Theatre and Acting School in Victoria, British Columbia and the director of Ways of HeART, an art school in Brazil. For more information, please visit his homepage at http://www.brunojayme.com.
Candace Kaye, Ph.D.
Candace Kaye, Ph.D., is a College Associate Professor at New Mexico State University in the Department of Curriculum and Instruction. She was the 2010-2011 United States Fulbright Research and Teaching Scholar to Mongolia and continues teaching and consulting at Mongolian National University of Education and the Mongolian Ministry of Education.
Stephen Kemmis is Professor Emeritus at Charles Sturt University, Wagga Wagga, Australia. He was influential in the development of the Pedagogy, Education and Praxis network (PEP) International in 2006 from which time he has been actively involved as a co-leader and leading member of the PEP network. His research expertise and leadership in ethnographic inquiry, critical participatory action research and practice theory has been instrumental in the development of theory of practice architectures and theory of ecologies of practices. These theories form a foundational platform for the ongoing research work of members involved in PEP International.
Mina Kim is an Associate Professor in the Department of Elementary Education at San Francisco State University. She is a coordinator of the undergraduate Early Childhood Education (ECE) courses for prospective teachers and is co- coordinating the ECE master’s degree program at SF State. Her research interests are curriculum development in math and science for young children, multicultural education, women teachers and their occupational identities, as well as action research in ECE.
So Jung Kim, M.A.
So Jung Kim, M.A., is a recent graduate from the University of San Diego, where she studied Counseling with a Specialization in School Counseling. She completed her initial action research project at a comprehensive public high school in San Diego, where she conducted group counseling with international and immigrant students. She is currently working as a middle school counselor at Norris Middle School in Bakersfield, California.
Godwin Kodituwakku is the retired Director of Research and Development, National Institute of Education, Sri Lanka. He is currently Chairman for the Institute for Research and Development, Sri Lanka and a member of the Association for Educational Development and Research in Sri Lanka (AERDSL). He has written eight books on education, educational research and child literature, and conducted policy oriented research and action research on the Sri Lankan educational system.
Margaret Ledwith lives in Lancaster, UK, where she is Emeritus Professor of Community Development and Social Justice at the University of Cumbria. She is on the Coordinating Group of the international Collaborative Action Research Network (CARN), and emancipatory action research is her key interest. Early experience as a primary teacher and adult literacy tutor in Birmingham followed by many years in grassroots practice on the margins with communities in NE Scotland and in NW England led to a lifelong commitment to social justice. Margaret is author of the award-winning book Community Development: A critical approach, founded on her Freirean-feminist-anti-racist praxis.
Terry Locke is Professor of Arts and Language Education in the Faculty of Education at the University of Waikato. His main research interests are the teaching of writing, the teaching of literature, policy issues in subject English, and disciplinary literacies. His most recent book is Developing Writing Teachers (Routledge, 2015). He is Editor-in-Chief of the journal English Teaching: Practice and Critique.
Gill Mason is Principal of North Liverpool Community College, the education arm of a large third sector charity anchor organization. Gill has worked in the vocational training and education sector for over 25 years, including working in some of the most disadvantaged communities in Liverpool, England. She is passionate about vocational training and education as a means of transforming lives and communities. She is currently registered for a Ph.D. in Liverpool Hope University focusing on creating a vocational pedagogy for learners who are NEET (not in education, employment and training).
Mary McAteer, Director of Mathematics Specialist Practice Programs, Edge Hill University UK, has worked for the past 36 years as a teacher and educator, holding a range of senior posts in schools, local authorities and universities. Her own research and that of the students she supervises on masters and doctoral programs has a strong focus on action research as practice-development. In particular, she is interested in the concept of educational practice as ‘practical wisdom,’ and the challenge that this presents in terms of making moral and democratic choices in a neo-liberal and increasingly troubled education context. She is a longstanding member of CARN, and for the past 5 years has been a member of the CARN Co-ordinating Group. She is a visiting lecturer with the African Institute for Mathematical Sciences Schools Enrichment Centre (AIMSSEC), where she teaches mathematics education and action research to primary school teachers, and has recently been awarded a British Academy Newton Advanced Fellowship for a two-year collaborative Participatory Action Research project with Professor Lesley Wood, South Africa.
Tim McGarry is a founding member of Monkey Baa Theatre Company, one of Australia’s largest touring theatre companies for young audiences. He is passionate about the transformative nature of theatre and the arts. As an actor, director and teaching artist he has worked extensively in school communities throughout rural and regional Australia, and was involved in the trial and implementation of digital education programs for the Sydney Opera House.
Jean McNiff is Professor of Educational Research at York St John University, and holds visiting professorships in Norway and China. Her books on action research are core texts in professional education courses globally, and she is often invited to give lectures and provide consultancy work for organizations across the professions. She believes in the power of so-called ‘ordinary’ people to speak for themselves, so she tries to bring the university to everyday contexts, and everyday contexts into the university, for it is only by involving everyone, she feels, that the world will become a better place for us all.
Robin McTaggart is Adjunct Professor in the Griffith Institute of Educational Research at Griffith University, Australia. He is co-author, with Stephen Kemmis and Rhonda Nixon, of The Action Research Planner: Doing critical participatory action research (Singapore: Springer). Originally a high school chemistry and biology teacher, he was Professor of Education at Deakin University Geelong and Head of the School of Administration and Curriculum Studies, Adjunct Professor in Management at the University of South Australia, Dean of Education and Pro-Vice-Chancellor for Quality Assurance at James Cook University (and Adjunct Professor of Education). He has published widely in the field of action research and taught the theory and practice of action research and program evaluation in many diverse settings.
Paul Rampaola Mokhele, Ph.D.
Paul Rampaola Mokhele, Ph.D., was a senior lecturer in the Faculty of Education at Walter Sisulu University in South Africa, situated in rural Transkei. His work focused on research for social justice and lately on the need for adopting self-reflective practice, which he saw as an essential tool for transformative education especially for research, teaching, and learning in poor, rural, and under-resourced pedagogic settings. He unfortunately passed away before this chapter could be published.
Nayibe Montenegro is an educational facilitator in the Digital Seeds program and Seeds for Progress Foundation. Montenegro worked for the Ministry of Education as a public school teacher and administrator for many years. As a facilitator within the program she accompanies teachers and administrators, and serves as direct liaison between schools, the program and the foundation.
Natalie Moxham is a program designer, evaluator and facilitator specializing in participatory and theory-driven approaches and methods — underpinned by a strengths-based, appreciative inquiry approach. Through her practice (Leanganook Yarn) Natalie has worked extensively in community development, Indigenous and government sectors in Australia and internationally — training and coaching teams, and designing and evaluating projects and programs.
David P. Moxley, Ph.D.
David P. Moxley, Ph.D., is a professor in the University of Oklahoma Anne and Henry Zarrow School of Social Work where he serves as the Oklahoma Health Care Authority Medicaid Professor. David’s work spans community and organizational development methodologies and he works closely with community groups in advancing their quality of life, especially through participatory designs.
Anitra Nelson is Associate Professor in the Centre for Urban Research at RMIT University (Melbourne, Australia). Her participatory action research projects, teaching and publications have focused on community-based natural resource management, mainly involving community forestry, urban planning projects, and evaluations of aid-funded projects in the Pacific and Oceania. She has collaborated on developing course materials with internationally acclaimed Australian action researcher and theorist Yoland Wadsworth.
Rhonda Nixon, Ph.D.
Rhonda Nixon, Ph.D., is an Adjunct Professor in Elementary Education at the University of Alberta in Edmonton, Alberta, Canada. She is currently a Principal of a junior high school and has recently been a Senior Manager of Professional Development in Edmonton Catholic Schools. She has been an educator for twenty years and has taught in elementary to post-secondary settings and been a consultant in language and literacy. She continues to research and publish in the areas of language and literacy, teacher research, action research and educational change.
Julie Norton is a Lecturer in Applied Linguistics and TESOL at the School of Education, University of Leicester. Her research interests include Materials Development in English Language Teaching, Discourse Analysis and Lesson Study.
Altangoo Orchirbat, Ph.D.
Altangoo Orchirbat, Ph.D., is the Director of the School of Mathematics and teaches Natural Sciences at Mongolian National University of Education. She teaches physics and natural science coursework. She has authored several books on action research and teaching methodology. Her research areas are biophysics, physics education and action research.
Ron Passfield is an Adjunct Professor at the Australian Institute of Business, Adelaide, Australia, and Director and Executive Consultant, Merit Solutions Australia. He was a founding executive member of the Action Learning, Action Research and Process Management (ALARPM) Association in 1991 and President from 1992 to 1998.
Rachel Perry, Ph.D.
Rachel Perry, Ph.D., has been working in the education and arts industry for over twenty years. With a passion for teacher professional learning and the arts, she enjoys building relationships and supporting teachers all over Australia through an action research approach. Through her work at the University of Technology Sydney, as an independent education consultant, and teacher at The Pittwater House Schools, Rachel has expanded her focus to incorporate the use and role of live, interactive technologies in her work exploring ways such connectedness can support all learners irrespective of location or ability.
Cheryl Peterson has taught elementary school in Oregon for more than 23 years. During this project she finished her fifth year teaching second grade. She has an administrative license, has served as a TAG coordinator, mentored teacher candidates, has provided professional development to colleagues, and has used action research informally throughout her career to guide her instruction. Ms. Peterson just accepted an administrative position where she hopes to continue helping students and teachers succeed.
Ansurie Pillay, Ph.D.
Ansurie Pillay, Ph.D., is currently Discipline Head of English Education at the School of Education, University of KwaZulu-Natal, where she teaches and supervises students. Her research interests include participatory action research, critical pedagogy, teacher education and change agency, among others. She has been a high school teacher of English and Drama, and a documentary producer. As a documentary producer, she won a Commonwealth Vision Award (London) for excellence in filmmaking.
Elena Yu. Polush
Elena Yu. Polush is an assistant professor of educational studies, Department of Educational Studies, Teachers’ College, Ball State University, Indiana, USA. Her research interests are in research methodologies with the focus on narrative research and oral history; community based participatory research; action research, and evaluation research. Recent interests include (1) music as metaphor in teaching qualitative research; (2) philosophy of humanism to re-imagine our thinking about inquiry as it relates to dialogical space, ethics, quality criteria, and claims of knowledge. She is the Lead Editor for ARNA Conference Proceedings.
Manoj Rai did his Masters in Statistics in the early 1980s. He joined PRIA in the mid-nineties and since then has practiced participatory research. As director of PRIA, Mr. Rai is leading various national and international initiatives on action research. His areas of expertise include citizen participation, participatory research, decentralization, social accountability and democratic governance. Mr. Rai has been associated with various national and international expert committees of UN organizations, the Government of India and Civil Society Organizations.
José Ramos is an advocate for commons-oriented change strategies, passionate about the visions and designs for new political, economic and cultural systems that inspire and sustain, and committed to helping people bridge the gap between foresight and action. He has lectured and published widely, and is senior consulting editor of the Journal of Futures Studies. He has over a decade of experience through his research and consulting business Action Foresight, working with communities and organizations to develop their foresight-to-action capabilities and has helped to establish a number of social enterprises and projects.
Joanne Rappaport is Professor of Spanish and Portuguese, and of Anthropology, at Georgetown University. She is an anthropologist and Latin Americanist, specializing in collaborative research methodologies and the history of indigenous peoples of the northern Andes. She is the author of The Disappearing Mestizo (2014), Intercultural Utopias (2005), Cumbe Reborn (1994), and The Politics of Memory (1990, 1998), and the co-author of Beyond the Lettered City (2012, with Tom Cummins) and ¿Qué pasaría si la escuela…? (2004, with Graciela Bolaños, Abelardo Ramos, and Carlos Miñana). She is currently conducting research on Orlando Fals Borda’s field notes.
Sharon M. Ravitch
Sharon M. Ravitch is a Senior Lecturer at the University of Pennsylvania’s Graduate School of Education where she is Research Co-Director at the Center for the Study of Boys’ and Girls’ Lives and a Founding Co-Director of Penn’s Inter-American Educational Leadership Network. She is a co-founder and serves as the Principal Investigator of Semillas Digitales and is a Board member of the Seeds for Progress Foundation.
Karin Rönnerman is Professor in Education at the Department of Education and Special Education, University of Gothenburg, Sweden. Her main research interest is in the field of school development and professional development through action research. Her research focus is on teachers’ own learning and acting within and outside their own practice, and specifically how learning transforms into leading through involvement in action research. She has been conducting action research in educational contexts for almost 20 years and has published books and articles on numerous action research projects. She is also the Swedish coordinator of the Nordic Network for Action Research and of the international Pedagogy, Education, Praxis network.
Petri Salo is a Professor in Adult Education in the Faculty of Education and Welfare studies, Åbo Academy University, Finland. His research interests relate to adult and popular education in the Nordic Countries, schools as organizations, micropolitics, action research and qualitative methods. He is currently researching school leadership, local leadership practices and the importance of trust in schools. He is the Finnish coordinator of the Nordic Network for Action Research and the international Pedagogy, Education, Praxis network.
César Osorio Sánchez
César Osorio Sánchez completed his Bachelors of Law and Masters in Sociology at the National University of Colombia. He is currently a research professor in Historic Memory, State Theory, and Human Rights at the National Pedagogical University in Colombia. He is also an editorial committee member of the Journal of the Strategic Center of Alternative Thinking (CEPA), founded by the sociologist Orlando Fals Borda. He also acts as an adviser on pedagogical-research strategy at the Human Rights Archive (DDHH) – National Center for Historical Memory (CNMH).
Doris Santos is currently an Associate Professor at Universidad Nacional de Colombia. She has a BEd (Hon) in Modern Languages, an MA in Linguistics and postgraduate studies in political philosophy at the Universidad Nacional de Colombia and a PhD from Charles Sturt University, Australia. She has conducted participatory action research, critical ethnography and critical discourse analysis research projects on higher education issues. She is the leader of the interuniversity research group Estudios del Discurso (Discourse Studies) and a member of the Collaborative Action Research Network (CARN), the Pedagogy, Education and Praxis network (PEP) and the Association of Latin American Discourse Studies (ALED). She is currently the Director of the Institute of Research in Education at Universidad Nacional de Colombia.
Joseph C. Senese
Joseph C. Senese has been a classroom English teacher and high school administrator for 36 years, most recently at Highland Park High School (IL). His interest in and support of teacher development extends to teaching action research in the Master’s Program in Education at Northwestern University. Recipient of the award for Best Research in Staff Development in 1999 from the National Council of Staff Development, he has written about his experiences working with fellow teachers and conducting his own action research and self-studies.
Rajesh Tandon is an internationally acclaimed leader and practitioner of participatory research and development. He founded the Society for Participatory Research in Asia (PRIA), a voluntary organization, and continues to be its Chief Functionary since 1982. He has recently been appointed Co-Chair of the prestigious UNESCO Chair on Community Based Research and Social Responsibility in Higher Education. A pioneer of participatory research, Dr Tandon has championed the cause of building organizations and capacities of the marginalized through their knowledge, learning and empowerment. He has authored more than 100 articles, a dozen books and numerous training manuals on participatory research and people-centered development, democratic governance, civic engagement, civil society, and management of non-governmental organizations.
Matthew J. Tarditi
Matthew J. Tarditi is a doctoral candidate in the Teaching, Learning and Teacher Education Program at the Graduate School of Education, University of Pennsylvania. He is a co-founder of Digital Seeds Program, residing in Nicaragua on the Buenos Aires Farm during the pilot year of the program. Currently, Tarditi provides assistance to the program in the areas of monitoring and evaluation, strategic planning, and sustainability among other foci, and advises the Seeds for Progress Foundation as a whole.
Maarten Tas is a former lecturer in education at the School of Education, University of Leicester. He now works as a teacher of Science with responsibilities for professional development using Lesson Study in two secondary schools at the Lionheart Academy Trust.
Michel Thiollent is a Franco-Brazilian scholar known around the world. He has a doctorate in Sociology from Paris Descartes University-Sorbonne Paris. He is the author of numerous books and articles on action research methodology. He has extensive experience in organizational studies, local development, educational research and university extension projects. Now a retired Associate Professor at COPPE-Instituto Alberto Luiz Coimbra de Pós-Graduação e Pesquisa de Engenharia, of the Federal University of Rio de Janeiro, he is also collaborating Professor of the Post-Graduate Program in Administration of the UNIGRANRIO – University of the Grande Rio.
Suzy Thomas, Ph.D.
Suzy Thomas, Ph.D., is Professor and Department Chair in the Counseling Department at Saint Mary’s College of California, located in the San Francisco East Bay. Dr. Thomas teaches graduate counseling courses and serves as advisor to students in the school counseling specialization. She has been supervising graduate student action research projects in school counseling for over 12 years, and her professional publications and presentations focus on professional development and mentoring of counselors, school counseling reform, and collaborative action research. She is a founding member of the Action Research Network of the Americas (ARNA).
Valerie Thompson, Ph.D.
Valerie Thompson, Ph.D., is the chief executive officer of the Urban League of Greater Oklahoma City. She leads a multi-program social service organization focusing on protecting members of minority groups from the multiple negative consequences of poverty while helping them acquire social capital to advance their quality of life. She is educated in business administration at the master’s level, and in political science at the doctoral level.
Crystal Tremblay, Ph.D., is a Social Sciences and Humanities Research Council of Canada (SSHRC) Postdoctoral Fellow with the Institute for Resources, Environment and Sustainability at the University of British Columbia, Canada. Her research is multidisciplinary and arts-based, focused on environmental governance, livelihood enhancement, citizenship and participatory public policy. She has worked with communities in Canada, Latin America and Africa using arts-based action research as a tool for enhancing citizenship, governance and livelihoods, particularly around issues related to water, sanitation and waste. She is the Research Director for the UNESCO Chair in Community-based Research and Social Responsibility in Higher Education and Associate Director of Research at the Institute for Studies and Innovation in Community-University Engagement at the University of Victoria. For more information please visit: http://www.crystaltremblay.com.
Robert Urquhart, Ph.D.
Robert Urquhart, Ph.D., is the Principal Researcher of the Association of Children’s Welfare Agencies (ACWA), Sydney Australia. He is a highly experienced research manager, social science researcher, social policy analyst and trained social worker. Before he joined ACWA, he was Centre Manager and Research Fellow/Honorary Lecturer at the Gifted Education Research, Resource and Information Centre (GERRIC), School of Education, University of New South Wales (UNSW). His Ph.D. investigated cognitively talented children’s constructions of their friendships from their perspective, using an innovative methodology that foregrounds the voice of the child. Prior to that he was Principal Research Officer, UnitingCareBurnside, and Senior Research Officer at the Social Policy Research Centre (SPRC), UNSW, where he was a national technical expert advising on cross-national long-term trends in household poverty and inequality in G8 countries.
Following many years in social work and adult education, Joan Walton entered the academic world at a late stage of her career. Having gained her own doctorate in 2008, she is now Senior Lecturer (part-time) at York St John University and doctoral supervisor at Liverpool Hope University in the UK. She is currently enquiring into the question: “What knowledge do we need to create a world in which all human beings can flourish, and what research methodologies will enable us to generate that knowledge?” A number of her doctoral students, and other practitioner researchers, are interested in working with her to pursue this question in relation to their own professional contexts.
Nathalis Wamba is a Professor of education leadership in the Department of Educational and Community programs at Queens College, City University of New York. His areas of interest include critical theory, participatory action research, critical pedagogy, and education of children with learning differences. His books include Exit Narratives (2010); Poverty and literacy (2012); and, Children with learning differences: Research, practice and advocacy (2010).
Michael Wearing, Ph.D.
Michael Wearing, Ph.D., is the Senior Lecturer in the Social Work Program, the School of Social Sciences, Faculty of Arts and Social Sciences, at the University of New South Wales (UNSW) Sydney, Australia since 1996. After practicing as a social worker, he completed a Ph.D. in sociology from UNSW while a scholar at the Social Policy Research Centre, UNSW, in the 1980s. In the last two and half decades he has taught and published in the areas of social work, social policy, sociology and political sociology as an academic at Sydney University and then UNSW. He is the author of several books and over 70 refereed publications. These include the research areas of socio-cultural aspects of tourism, community services, social welfare and social policy. His current research interests are in the environment and ecotourism, poverty and inequality, the politics of welfare rhetoric, change in human service organizations, and comparative social policy.
Alicia Wenzel, Ph.D.
Alicia Wenzel, Ph.D., is a teacher educator at Western Oregon University in Oregon and is serving as the assessment specialist. She has over 10 years of elementary and middle school teaching experience working with diverse learners. Her expertise is in curriculum development and assessment, middle level advocacy, supporting novice teachers, and problem and performance based learning.
Jack Whitehead carried out most of his educational research into educational theory at the University of Bath between 1973-2012. He is now a Visiting Professor of Education at the University of Cumbria where he is continuing with doctoral supervisions of Living Theory Researchers. His original work includes the idea that each practitioner-researcher can generate their own living-educational-theory as an explanation of their educational influence in their own learning, in the learning of others and in the learning of the social formations that influence their practice and understandings. His web-site http://www.actionresearch.net contains free access to many of his writings and to living-theory doctorates and masters writings.
Lesley Wood, Research Professor, Faculty of Education Sciences (COMPRES), North-West University, Potchefstroom Campus is a National Research Foundation (NRF) rated researcher and has played a leading role in promoting action research in the region, particularly through her involvement in founding the Action Research Special Interest Group of the South African Education Research Association.
Phil Wood is a senior lecturer in education at the School of Education, University of Leicester. His research interests focus on pedagogic innovation and complexity theory, particularly in relation to higher education.
Lin Yuan, Ph.D.
Lin Yuan, Ph.D., graduated from The University of Sydney, Australia. She worked as Associate Research Librarian in Sichuan University Medical Library, Chengdu City, Sichuan Province, People’s Republic of China. She now is an independent scholar in Australia. Her research interests include participatory action research, aged care and rural health policy assessment.
Ortrun Zuber-Skerritt is an Adjunct Professor, Griffith Institute for Educational Research, Griffith University, Brisbane, Australia; and an Extraordinary Professor, Faculty of Education Sciences, North-West University, Potchefstroom, South Africa. She was the convenor of the First World Congress on Action Learning, Action Research and Process Management (ALARPM) in Brisbane in 1990 (named ALARA since 2008).