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Support for Teaching Action Research (STAR) Action Research Community (ARC)


We have created an Action Research Community (ARC) around the process of teaching action research.  We are starting with a small group and using the learning circle collaboration process  ( to structure our monthly meetings and the project work across our first year. We meet on the last Tuesday of the month in HANGOUT and we will be developing a website which will collect our group process around a number of projects each lead by a different person in the circle.  Learning circles interaction practices distributed leadership so everyone in the circle is both leader (on one project) and follower (on the set of projects).  

We keep the history of our meetings on an etherpad that we use during our meetings to keep track of our collective progress.  You can read through our progress from getting organized, developing the plan for projects and beginning to create a group process around the projects.  Since ARC's are small communities, we will be sharing our development of our neighborhood of teachers/supporter of action research. 

You can follows our meetings here :  Notes from the Monthly Meetings of the STAR ARNA ARC

You can monitor the development of our web home and we will provide a way for you to comment on our work as we develop it.  There maybe polls or discussion forums other other ways to participate on the website as we figure it out. 

This is our current (March 30, 2017)  list of  project leaders and their topics, they are likely to shift and our website  documents the progress:

Blending Theory and Practice

Led by Margaret Riel 

How do we help those who we support doing action research ground the development of their  living theory in the context of their experiences AND the history of learning theories? How can we best help educators to understand the relevance of learning  theories quickly when they do not have time to master all of the theoretical traditions.  What strategies, resources or practices do we have or can we create to help student understand what it means to take a theoretical approach to understanding learning?

Ethical Challenges of Action Research 

Led by Jennifer Robins  

What are the ethical challenges of action research and what are the best ways of addressing them?  If action research is "doing your job" when or in what ways do Institutional Review Boards (IRB) need to approve the process.  Reflective practice does not require IRB review but action research is SHARING outcomes with others.  What school and university policies are needed for action research.  How can we help IRB review panels to understand the different needs of action research review? K12 school districts often don't have IRBs, but practitioners practice action research using routine  educational.  Is 'routine' defined somewhere.   

Youth Participatory Action Research 

Led by Joseph Shosh  

Helping teachers to do action research often involves helping them to help others be action researcher.  Sometimes this might involve helping them to support youth participatory action research.  What are the issues involved in this approach and what experience have we had in helping teachers learn to support student action research?  Do teachers have to do action research themselves before supporting y-par or can they do their own action research in learning how to set it up? 

Framing the Research Question 

Led by Linda Purrington

How do you identify a question and study it within the time frame of  university programs.  What are good strategies that those in our group have used for framing the questions and when might be other strategies or issues to consider... Another possible project would be to consider what can be accomplished in action research in different time frames.  What can you accomplish in one course, compared to a one- or two-year program?


Timeframes for Programs of Action Research 

Led by  Daryl Ann Borel and Donna Azodi

Each university program that includes instruction in action research has to make choices about the time frame of the work.  In some cases, students learn about action research maybe forming a question, or thinking about data that they might collect in a first cycle.  In many programs, educators learn about action research by engaging multiple cycles of action research.  This can be a project that fits into a semester class, extends across a number of semesters in a strand or involves a multiyear investment with action research as the culminating presentation or dissertation.  These different time frames shape what is possible and type of support that can be provided both within formal classes and in advisory informal meetings. 

Action Research and Leadership Development 

Led by Daryl Ann Borel and Donna Azodi 

Action Research can be used as a tool for preparing school principals.  School leadership impacts student learning and high quality principals are vital to the effectiveness of our schools.  Principals who know how to both use data and support their teachers to use data in a systematic process of inquiry will be able to helps others see how to evaluate the effectiveness of classroom and school change.  This project will explore the the impact the implementation of action research has on leadership development.

Developing Action Research  Competence 

Led by Laura Dino

Al aplicar la investigación acción se desarrollan competencias profesionales, hablando de los estudiantes del nivel superior

 ¿Cuáles serían esas competencias?

¿Se desarrolla también la parte de valores y actitudes?

¿En qué les apoya para su profesión?

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