Our Action Research Community (ARC)

STAR Action Research Community (ARC) is led by professors of action research from eight nations.  These professors, who teach action research courses, have met between ARNA conferences over the last few years to think about strategies, issues, and resources to support the teaching action research. In the spirit of action research we continue to evolve. 

Within a distributed leadership framework and Learning Circle approach organized by Margaret Riel in 2017, the STAR community has developed through a series of phases. 

Meet the Leaders of the STAR ARC:

Clotilde Lomeli Agruel, Mexico 

Clotilde Lomeli Agruel

I find it very stimulating to participate in the STAR-ARNA-ARC group, I hope that other colleagues will join in the development of this great ARC.

Carlos Chiu, Peru

Christine Lechner, Austria

I met the STAR group at the ARNA conference in Montréal in 2019 and have since been a member. Participation is inspirational and very supportive for my educational action research activities. 

Laura Irene Dino Morales, Mexico

I direct the STAR ARC section related to the development of professional competencies through action research.

Teri Marcos, USA

Prior to moving to higher education, I served for 20 years at the middle school level in Chino Valley Unified as a teacher, principal, and GATE Coordinator.

I am Nana to four grandbabies and a serious baker of gingerbread. Nothing delights me more than to share their joy at rolling, cutting, baking, frosting, and nibbling. The sounds and smells of home are deeply ingrained from my parents' Southern, extremely hospitable DNA. This, along with a gift of gab, is my rationale for being a qualitative researcher. There just aren't enough words in the day so let's capture as many as we can and make sense of them.

Matthew Moors, England

Ronald Morgan, USA

I am new to the STAR ARC group and look forward to being a part of it. I'm an Associate Professor in the Educational Counseling Program at National University and currently the course lead for the action research course for the master's in education. Before coming to National in 2018, I was a full-time faculty at the University of Redlands for nearly 20 years. During that time at Redlands I served as a program director, department chair and Associate Dean in the School of Education. Prior to Redlands, I was a high school counselor for 5 years and then school administrator for another 5 years. I'm also a licensed Marriage and Family Therapist in California and had a part-time private practice for nearly 30 years.

Geitza Rebolledo Márquez, Germany 

Dr Geitza Rebolledo has a Master of Philosophy Degree from the University of London.UK

and a Doctor of Philosophy Degree from the University of East Anglia.U.K..  She is a Titular Professor at the  Pedagógic University UPEL IPC Caracas, Venezuela.

Dr. Rebolledo teacher Action Research at the Doctorate of Environmental Education.UPEL IPC .Caracas.Venezuela. She has served as an evaluator of articles of the Journal of Action Research CARN.U.K from 2010 to 2019. She has supervisored  seven Action Research thesis in Venezuela.  She also teaches an Online Course of Action Research for Colombian Teachers, UPEL IPC.

Pedro Navareño Pinadero, Cáceres, Extremadura, Spain

Dr. Navareño is a teacher, counselor and school inspector. He currently works as a trainer, advisor, researcher and volunteer in education. He has taught classes in Primary Education for 18 years, in Secondary Education he worked as a counselor for three years, he has been a tutor teacher at the UNED, he collaborated in the Master of Teaching in Secondary Education at the universities of Salamanca and Autonomous University of Madrid. For 15 years, 1996-2012, he worked in the Educational Inspection Service of Cáceres, a situation that allowed him to learn a lot from the directors and teachers of the centers with which he had the opportunity to share occupations and cares. He has been President of the European Forum of Education Administrators of Extremadura, also President of the Federation of Spain (FEAE), he was a member of the European Executive of the EFEA (THE EUROPEAN FORUM ON EDUCATIONAL ADMINISTRATION) for 4 years, as responsible for publications and webmaster.He has been fortunate to give numerous presentations in teacher training courses, always to share and learn more than to teach.

Linda Purrington, USA 

Prior to Pepperdine, I served as an adjunct professor at CSU Long Beach, CSU Fullerton, Chapman, and Concordia Universities. I made a career transition to higher education after serving 21 years in K-12 education as a bilingual teacher, principal, and district office coordinator.

Margaret Riel, USA

I have retired from Pepperdine where I directed the Learning Technologies M. A. program and taught in the action research strand. However, I continue to work with educators in the International And Resource Network (iEARN) to support global teachers in their action research.  To help in this effort, I created the online action research tutorials which are freely available to support the teaching and learning of action research.

I am enjoying being a member of this ARNA Action Research Community (ARC) and hope you will want to join with us as we explore issues in the teaching of action research.

Alex Rockey, USA

Alex Rockey, PhD, is an instructional technologist instructor at Bakersfield College. Prior to joining the Renegade team, Alex worked as an instructional design consultant at CSU-Bakersfield and a graduate student researcher in instructional design at UC Davis. She graduated from UC Davis in June 2020 with a PhD in Education. Her research has focused on feedback in online STEM courses. In this work, she found that some typically conceived limitations of online courses (e.g., lack of interaction) can be reimagined as benefits with the strategic use of technology. More broadly, her interests include humanizing online education, accessibility, and mobile-friendly course design. As an educator with K-16 teaching experience, Alex has taught both high school English and Puente as well as first-year writing at the college level. Alex is passionate about the potential of mobile-friendly course design to improve student access to high-quality educational opportunities. 

Ingibjörg Ósk Sigurðardóttir, Iceland 

I am an associate professor in early childhood education at the School of Education, University of Iceland. 

I teach in the preschool teachers’ education program at the School of Education. In Iceland, preschools are a part of the educational system as the first level of schooling. Also, you need to have a master’s degree to get a license as a preschool teacher. Graduate students engage in action research during their paid internships, focusing on their own professional development and leadership. 

My research has been in the field of play, preschool teachers’ practice, preschool teachers’ professional development, and the process of action research. I have participated in several national and international research projects about different fields in relation to preschool practice, in collaboration with preschool teachers and researchers.

Kimmie Tang, Canada

I am new to the STAR ARC group. Having been in the field of special education for over 20 years, I am currently working on special projects (e.g., designing online modules for special education teaching credential programs) for various institutions while I am temporary located in Canada. I was an Assistant Professor of Special Education at California State University, Dominguez Hills (CSUDH), teaching and preparing future special education teachers.  Prior to CSUDH, I was an Assistant Professor and Program Director of Special Education at Mount St. Mary’s University, where I coordinated and implemented the Special Education Teaching Credential and Master’s programs. In Texas, I worked as an Education Specialist at Region 4 Education Service Center, providing professional development trainings, program evaluation, and customized instructional services. I also served as an instructional faculty member for the LoneStar Leadership Education in Autism and Neurodevelopment Disabilities (LEND) Program at the UTHealth Children’s Learning Institute. Throughout various positions, action research has been embedded in all of my teaching and courses work.

Our History: 

This ARC began with a  Learning Circle Approach.  A learning circle is a highly interactive, participatory structure for organizing group work.  The goal is to build, share, and express knowledge through a process of open dialogue and deep reflection around issues or problems with a focus on a shared outcome. Online learning circles take advantage of social networking tools to manage collaborative work over distances following a timeline from the open to the close of the circle.  Circles have a final project which collects the shared knowledge generated during the interactions. Learning circles are a great way to organize learning in global projects.  

Learning Circle interaction is a process of distributed leadership.  Each of us led the circle around a project idea and developed the site resources around that topic.  We met monthly and worked on different projects. This website is the outcome of the learning circle interactions.  We continue to meet monthly in our learning circle.  

After we have developed the first draft of the website, we continue to evolve with the goal of moderating a larger level of participation around teaching topics.   We are all members of the action research tutorials facebook discussion and we hope you will join us there.