Tom Bourner, PhD
University of Brighton, UK

Tom Bourner is Emeritus Professor of Personal and Professional Development at the University of Brighton in the United Kingdom. When he retired from paid work at the university, he was head of research in the Business School and led the Management Development Research Unit. He originally trained as an economist but his research on graduate employment destinations led to a growing interest in higher education outcomes more generally, and then to the learning processes producing those outcomes. He first encountered action learning in the mid‐1980s and, afterwards, most of his professional work was influenced by action learning and the values that support it.

Hilary Bradbury, PhD
The Taos Institute, Oregon Health Sciences University

Hilary Bradbury is 2018 Jubilee Professor at Chalmers Institute of Technology, Gothenburg, Sweden. She is a scholar‐practitioner focused on the human and organizational dimensions of creating healthy communities. A professor of organization studies since 1998 (Case Western, University of Southern California, and Oregon Health & Science University), she is editor‐in‐chief of the international peer‐reviewed Action Research Journal (Sage) and CEO of AR+ Foundation, ActionResearchPlus.com, the global community of participatory action researchers “accomplishing more together.” She has also edited the popular series of Sage Handbooks of Action Research, starting in 2000 with co‐editor Peter Reason.

Cheryl Brook, PhD
University of Portsmouth, UK

Cheryl Brook is a senior lecturer at the University of Portsmouth in the United Kingdom. Her academic career was preceded by a number of years working as a senior manager and trainer, having worked in the National Health Service, the third sector, and for an independent consultancy prior to moving into higher education. She holds a PhD in management learning from the University of Lancaster. Her doctoral thesis was concerned with the practice and development of action learning in the UK health service. She is on the editorial board of the journal Action Learning: Research and Practice.

Catherine D. Bruce, PhD
Trent University, Ontario, Canada

Catherine D. Bruce is the Dean of Education at Trent University in Ontario, Canada. Her research involves engaging in collaborative action research with educators in classrooms and focuses on teacher efficacy, models of professional learning, and mathematics education. Cathy's work has been published in such journals as Teaching and Teacher Education and the Canadian Journal of Action Research. She is a founder and member of the Action Research Network of the Americas, and in 2015 was awarded the Eduardo Flores Leadership Award for her commitment to action research. Her work can be found at www.tmerc.ca.

Mary Brydon‐Miller, PhD
University of Louisville

Mary Brydon‐Miller is Professor in the Department of Educational Leadership, Evaluation, and Organizational Development in the College of Education and Human Development, University of Louisville. She is a participatory action researcher who conducts work in both school and community settings. She is the editor, with David Coghlan, of the SAGE Encyclopedia of Action Research and recently completed work on Ethics in Participatory Research for Health and Social Well‐Being: Cases and Commentaries with her colleague Sarah Banks from Durham University. She is now working with middle school students from around the world to better understand the impacts of climate change.

Andrea C. Burrows, EdD
University of Wyoming

Andrea C. Burrows, an associate professor holding an EdD in curriculum and instruction, is a secondary science education faculty member at the University of Wyoming. She teaches courses and conducts research in science methods and educational research. Dr. Burrows leads an NSF (National Science Foundation) Noyce and several other grants with a focus in partnership and action research. She is an active member of several organizations (e.g. American Educational Research Association Action Research Special Interest Group Chair) and has published numerous journal articles on the initial preparation and professional development of K‐12 preservice and inservice teachers. She taught US K‐12 science for 12 years before moving to higher education.

Ray R. Buss, PhD
Mary Lou Fulton Teachers College, Arizona State University

Ray R. Buss is Associate Professor of Educational Psychology and Educational Research in the Mary Lou Fulton Teachers College at Arizona State University. He teaches research and methodology courses and supervises doctoral students in the College's highly recognized EdD program in the Division of Educational Leadership and Innovation. He conducts research that focuses on doctoral students' development of identities as educational leaders and educational researchers; examines instructional issues and outcomes in the doctoral program; and with colleagues, he explores infusing technology into the College's teacher preparation courses and its effects on technology integration by teacher candidates preparing for their classrooms.

Emily F. Calhoun
Saint Simons Island, Georgia

Emily F. Calhoun is Director of The Phoenix Alliance. Her major work is helping responsible parties study the effects of curriculum and instruction on student learning and strengthen the learning environment for all. Her research interests include literacy development pre‐K‐12 along with the use of action research for individual and organizational development. She is the author of How to Use Action Research in the Self‐Renewing School, Teaching Beginning Reading and Writing with the Picture Word Inductive Model, and Using Data To Assess Your Reading Program. She is the co‐author of Learning to Teach Inductively, The New Structure of School Improvement, Models of Professional Development, and Models of Teaching.

Patrick Casselman, PhD
State University of New York, College of Technology

Patrick Casselman is an associate professor of mathematics at the State University of New York, College of Technology located in Canton, New York. He received his PhD in education from Northcentral University in August of 2015. His dissertation focused on improving student retention in online courses, and the research methodology he used was participatory action research. He continues seeking ways to improve the experience of students in online courses. Currently, he is developing open source materials for students taking courses in statistics and differential equations.

Bruce Damons, PhD
Centre for the Community School, Faculty of Education, Nelson Mandela University, South Africa

Bruce Damons is the Director for the Centre for the Community School (CCS) at Nelson Mandela University in South Africa. The CCS is tasked with developing alternative approaches to school improvement that are relevant and responsive to the contextual realities of under‐resourced schools located in working‐class communities across South Africa. These alternative approaches are co‐constructed through engagement with multiple stakeholders, using a critical participatory action learning and action research approach.

Bob Dick
Chapel Hill, Queensland, Australia

Bob Dick is an independent scholar, an occasional academic, and a consultant in community and organizational change. In this work he prefers to use highly participative and action‐oriented processes. To do so he draws on concepts and processes from action research, action learning, facilitation, and community and organization development. He helps people (including himself), organizations, and communities to improve their work, learning, and life. He resides in Brisbane's leafy western suburbs with the love of his life, Camilla.

Debra M. Dosemagen, PhD
Mount Mary University

Debra M. Dosemagen is the Director of the Graduate Program in Education and Education Department Chair at Mount Mary University where she teaches courses on action research, educational psychology, and instructional practices. Prior to that, Deb taught high school mathematics for 23 years and also served as Director of Instruction at the high school level for six years. In 2000, Deb was certified by the National Board for Professional Teaching Standards in the area of Adolescent and Young Adulthood Mathematics. Reports of her own action research have been published in School Science and Mathematics and the 69th NCTM Yearbook.

Dusty Columbia Embury, PhD
Eastern Kentucky University

Dusty Columbia Embury is an associate professor in special education in the Department of Curriculum and Instruction at Eastern Kentucky University. She is a participatory action researcher interested in collaboration in school settings, both P‐12 and higher education. Recent publications address curriculum and safety for students with significant disabilities and frameworks for collaborative teaching. She has also contributed entries in the Encyclopedia of Action Research, and a chapter in the SAGE Handbook of Action Research. She an associate editor for Action Research and supports the website AR+, a virtual community of action researchers sharing research, knowledge, and experiences.

Tara Flynn, PhD
School of Education and Professional Learning and the Trent Math Education Research Collaborative Peterborough, Trent University, Ontario, Canada

Tara Flynn is the Director of Research for the Trent Math Education Research Collaborative at Trent University in Peterborough, Ontario, Canada. As an educational researcher, Tara has been involved in facilitating collaborative action research in mathematics education with hundreds of dedicated and innovative educators, particularly through long‐term research projects in spatial reasoning and fractions. She has written and presented extensively on action research, and is the principal author of a research‐based resource for practitioners, Learning through Teacher Research: A Guidebook for your Action Research Journey.

Jennifer Gleason, MS
School District of Palm Beach County, Florida

Jennifer Gleason received Bachelor of Arts degrees in English and linguistics from Florida Atlantic University and a Master of Science degree in applied psychology from Lynn University. Currently, Jennifer is a teacher and Chairperson of the School‐wide Positive Behavior Support Team at a Title I high school in the School District of Palm Beach County. Her future interests include conducting research in the field of educational psychology and pursuing a doctoral degree in education.

Cher C. Hendricks, PhD
University of Idaho

Cher C. Hendricks serves as Vice Provost for Academic Initiatives and Associate Professor of Educational Research at the University of Idaho. She earned her PhD in educational research and measurement from the University of South Carolina. Prior to her work in higher education, Cher was an elementary and middle school special education teacher in Texas and South Carolina. She is author of Improving Schools through Action Research: A Reflective Practice Approach, now in its fourth edition.

Danah Henriksen, PhD
Arizona State University, Mary Lou Fulton Teachers College

Danah Henriksen is Assistant Professor of Leadership and Innovation at Arizona State University. Her research examines creativity, transdisciplinary thinking skills, and design thinking in education. Her work has been published in peer‐reviewed journals such as Teachers College Record and Thinking Skills & Creativity, and practitioner venues such as Educational Leadership and Phi Delta Kappan. She is Co‐Chair of the Creativity Special Interest Group for the Society of Information Technology in Education. Dr. Henriksen has taught on topics in educational psychology, systems change, leadership, and design thinking or creativity in education. More about her work, and her complete vita, are available at http://danah‐henriksen.com.

Andrew Johnson, PhD
Minnesota State University, Mankato

Andrew Johnson is Professor of Education at Minnesota State University, Mankato. He specializes in literacy instruction for students with intellectual and learning disabilities, RTI (Response to Intervention Model) for reading and writing, strategies for the inclusive classroom, and advanced pedagogy. He received his PhD from the University of Minnesota in literacy instruction and gifted education. He is the author of 12 books and numerous academic articles related to literacy, learning, and the human condition.

Mark Kohan, PhD
Neag School of Education, University of Connecticut

Mark Kohan focuses on multicultural education and human rights in teacher education at the University of Connecticut where he serves as affiliate faculty of the Thomas J. Dodd Research Center and the Human Rights Institute. Much of this work consists of co‐generating experiential learning opportunities and grassroots organizing efforts grounded in principles of action research and anti‐racism.

Jennifer J. Lesh, PhD
Ross College of Education, Lynn University

Jennifer J. Lesh received her Bachelor of Science from Indiana University (Bloomington) in special education with an emphasis in behavior modification. She earned her Master's and PhD from Barry University (Miami) in educational leadership. Dr. Lesh is currently an assistant professor at Lynn University where she is the coordinator of the Exceptional Student Education Master’s and teaches the research methodology courses in the Educational Leadership Doctorate program. Before joining Lynn, she was a professional educator in the School District of Palm Beach County where she held several positions within Exceptional Student Education, as well as in administration.

Rolla Lewis, PhD
California State University, East Bay

Rolla Lewis is Professor Emeritus in Educational Psychology at CSUEB and a Taos Institute Associate. Dr. Lewis has published numerous chapters, articles, and poems in books, peer‐reviewed journals, and other publications, including Lifescaping Practices in School Communities: Implementing Action Research and Appreciative Inquiry (with P. Winkelman) and Lifescaping Project: 2016 Action Research and Appreciative Inquiry in San Francisco Bay Area Schools (with A. Dailey, G. Jennings, & P. Winkelman).

Craig A. Mertler, PhD
Arizona State University, Mary Lou Fulton Teachers College

Craig A. Mertler is an associate professor at Arizona State University's Mary Lou Fulton Teachers College. He began his career as a high school biology teacher. He has been an educator for 33 years, 23 of those in higher education and nine as an administrator. He teaches courses focused on the application of action research to promote educator empowerment, school improvement, and job‐embedded professional development. He is the author of 10 books (including three books on action research), nine invited book chapters, and 21 refereed journal articles, and is also an engaging speaker. Find out more at www.craigmertler.com.

Punya Mishra, PhD
Arizona State University, Mary Lou Fulton Teachers College

Punya Mishra is Associate Dean of Scholarship & Innovation and Professor in the Division of Educational Leadership & Innovation in the Mary Lou Fulton Teachers College at Arizona State University. He is internationally recognized for his work in technology integration in teaching; the role of creativity and aesthetics in learning; and the application of design‐based approaches to educational innovation. He has published over 100 articles and edited three books. He is an award‐winning teacher and an engaging public speaker, as well as an accomplished visual artist and poet. You can find out more about him by going to http://punyamishra.com

Marie Paz Morales, PhD

College of Graduate Studies and Teacher Education Research, Philippine Normal University, Manila, Philippines

Marie Paz E. Morales is a full professor at the Philippine Normal University – the National Center for Teacher Education in the Philippines. Currently, she holds the directorship of the Publication Office of the University, managing three journals. She recently received confirmation of regular membership of the National Research Council of the Philippines and is a member of the Educational and International Policy division. Her research interests are in science education, cultural studies in science education, indigenous knowledge, STEAM and gender education, and PAR. Her team also conducts action research with elementary and secondary science and mathematics teachers in the community.

Linnea L. Rademaker, PhD
School of Educational Leadership, College of Graduate and Professional Studies, Abilene Christian University‐Dallas

Linnea L. Rademaker serves as professor of the EdD program in organizational leadership at ACU‐Dallas. Rademaker teaches research, serves as the research support specialist, and directs dissertations. Her areas of expertise include action research and evaluation and assessment, as well as the Institutional Review Board. Rademaker has served on the leadership teams for the American Educational Research Association Action Research Special Interest Group and within the Action Research Network of the Americas (ARNA). Her research interests include research into doctoral mentoring, qualitative research methods, and research in the arts.

Amy Rector‐Aranda, PhD
Texas A&M University

Amy Rector‐Aranda is a visiting assistant professor of teacher education and urban/multicultural education in the Department of Teaching, Learning, and Culture at Texas A&M University. Her scholarship examines matters of equity, relational culture, care and compassion, critical consciousness, and student agency and voice in PK–12 and teacher education. Her current research interrogates how we can better prepare future educators for their essential roles in a pluralistic society, including recruiting and supporting more teachers of color, providing training in critical and culturally sustaining pedagogies, and otherwise ensuring that all teachers are empowered to enact transformative, responsive, and equitable practices.

Lonnie L. Rowell, PhD
University of San Diego (Ret.)

Lonnie L. Rowell is a scholar‐activist and international authority on action research. He is Lead Editor for the Palgrave International Handbook of Action Research and an editor for the journal Educational Action Research. He recently retired as Professor of Counseling at the University of San Diego. Dr. Rowell was lead organizer of the Action Research Network of the Americas (ARNA) and is President of Social Publishers Foundation, which supports practitioner‐based knowledge production and dissemination. He has received numerous awards and recognitions for his work, including McDaniel Foundation Award for Outstanding Contributions to the field of Counseling and ARNA's Eduardo Flores Leadership Award.

Eileen M. Schwalbach, PhD
Mount Mary University

Eileen M. Schwalbach served as the 11th President of Mount Mary University from 2009 until 2017. She began her career at Mount Mary in 1993, progressing in her roles from professor and director of the graduate program in education to Provost and then President. Dr. Schwalbach taught courses related to classroom instruction and teacher research. She is author of the book Value and Validity in Action Research: A Guidebook for Reflective Practitioners. She began her career as a teacher in the Milwaukee public school system, where she taught English at Milwaukee Trade and Technical High School.

Kristin Shealy, PhD
Pinecrest School, Fort Lauderdale

Kristin Shealy was an elementary school educator for 13 years, in both public and independent schools, and an instructional coach for two years before becoming Head of Lower School at Pine Crest School in Fort Lauderdale, Florida, where she has been for eight years. Kristin earned a BA in elementary education, an MEd in curriculum and instruction with an emphasis in reading, and a PhD in curriculum and instruction/curriculum, culture, and educational inquiry, all from Florida Atlantic University. Action research as professional development was her research focus and is an area of continued interest and focus as an administrator.

Gail Sigelakis, PhD
Florida Atlantic University

Gail Sigelakis is an adjunct instructor in the Department of Teaching and Learning at Florida Atlantic University in Boca Raton. She has also taught in the Palm Beach County School district in grades K‐8. Her current action research interests focus on secondary literacy and writing engagement.

Douglas M. Stevens, PhD
Cincinnati Public Schools, University of Cincinnati

Douglas M. Stevens, based in Cincinnati, Ohio, teaches English and technology at Hughes STEM High School in addition to action research and qualitative research methods courses at University of Cincinnati and Northern Kentucky University. He holds a PhD in educational studies from University of Cincinnati (2014), a MEd in curriculum and teacher leadership (1996), and a BS in English education (1990) from Miami University. He has worked as an advocate in urban education for 27 years. His research interests include technology access and equity, writing assessment, and school organizational culture with a focus on relational theory and teacher leadership.

Ernest (Ernie) Stringer
Curtin University, Australia

Ernest (Ernie) Stringer, after an early career as teacher, principal, and lecturer in teacher education, worked with Aboriginal staff of Curtin University's Centre for Aboriginal Studies to develop innovative and highly successful education and community development programs. As visiting professor at universities in New Mexico, Texas, and Oregon he has facilitated action research projects with diverse community groups. He was engaged as education policy consultant by the Australian federal government, and as UNICEF consultant from 2002 to 2005 he assisted in reconstruction of the school system in East Timor. His seminal texts on action research are used widely in university courses internationally.

Samantha N. Uribe, PhD
Florida Atlantic University

Samantha N. Uribe is an instructor of TESOL (Teaching English to Speakers of Other Languages)/bilingual education in the Department of Curriculum, Culture, and Educational Inquiry at Florida Atlantic University. She earned her BA and MEd from the University of Florida and her PhD in curriculum and instruction from Florida Atlantic University. Dr. Uribe has also worked as an elementary school teacher, school‐based ESOL Program Coordinator, and administrator in Broward County Public Schools' Bilingual/ESOL Department. Her research interests include student and faculty communities of practice, as well as the benefits of scaffolding, feedback, and dialogue in hybrid and online teacher education courses.

Michelle Vaughan, EdD
Florida Atlantic University

Michelle Vaughan is an assistant professor at Florida Atlantic University in the Department of Curriculum, Culture, and Educational Inquiry. She teaches courses in curriculum design, action research, and school reform. Her scholarship explores teacher growth and change through action research, online learning, and the integration of technology into practice. She works with local school districts to train teachers in curriculum design and inclusion strategies. Most recently, she was awarded the Excellent in eLearning Faculty Award (2016) from the Center for eLearning at Florida Atlantic University and the Innovation in Higher Education award from the Florida Distance Learning Association (2017).

Jack Whitehead, PhD
University of Cumbria, UK

Jack Whitehead is a visiting professor in education at the University of Cumbria, UK. He is a former President of the British Educational Research Association and Distinguished Scholar in Residence at Westminster College, Utah. He is a visiting professor at Ningxia University in China and a member of the editorial board of the Educational Journal of Living Theories (EJOLTS – http://ejolts.net/node/80). Since 1973, his research program in higher education has focused on the creation of the living‐educational‐theories that individuals use to improve their practice and explain their educational influences in their workplaces. His website can be accessed at www.actionresearch.net.