Action Research for Professional Learning and Educational Programs: International Case Studies

Action research is a practical approach to improving educational practices and professional development across diverse international contexts. It enables educators and practitioners to identify challenges, implement interventions, and evaluate outcomes through reflection and improvement. Examining global case studies highlights how cultural, social, and institutional factors influence the application and effectiveness of action research. International examples provide valuable insights into innovative strategies for enhancing teaching quality, student learning, and educational program effectiveness. Further exploration may reveal the role of action research in fostering evidence-based decision-making and global educational improvement. Action Research for Professional Learning and Educational Programs: International Case Studies explores how action research supports professional learning and the improvement of educational programs through systematic inquiry, reflection, and evidence-based practice. It examines international case studies to understand how educators and institutions in different cultural and educational contexts use action research to address challenges, enhance teaching effectiveness, and improve student outcomes. This book covers topics such as teacher education, curriculum development, and data literacy, and is a useful resource for educators, policymakers, academicians, researchers, and scientists.

Grace Huang , an Associate Professor in the School of Education and Counseling at Cleveland State University in the United States. She directs the CSU Action Research Program and co-leads the Center for Refugee and Immigrant Success (CRIS), where she connects research, education, and community partnerships to strengthen support for newcomer communities. A central focus of her scholarship is collaborative action research and the development of sustained school–university partnerships that strengthen practitioner inquiry, professional learning, and educational change. She currently serves as Chair of the Action Research Special Interest Group of the American Educational Research Association (AERA). Since 2013, Huang has developed and led a collaborative action research model that positions PreK–12 practitioners as inquiry leaders and university faculty as research partners. The model supports educators throughout the inquiry process―from identifying locally meaningful problems of practice and designing studies to sharing findings through symposia, conferences, and publications. Under her leadership, the CSU Action Research Program has supported more than 190 practitioner-led projects and expanded partnerships across Ohio and beyond. Across her scholarship, program leadership, and professional service, Huang advances collaborative action research as a powerful approach to practitioner empowerment, professional learning, and educational transformation. Her broader scholarship addresses newcomer education and culturally grounded parenting and family engagement through partnerships with schools and communities.

Jeff Karem is Professor of English and Africana Studies at Cleveland State University. His research and teaching focus on twentieth and twenty-first century literature of the Americas, with the goal of advancing a multi-lingual and international approach to the field. Dr. Karem is the author of sixteen articles and two books. In addition to literary criticism and history, Dr. Karem is an active scholar of the practice of teaching. He is particularly interested in how genre fiction (such as science fiction, fantasy, and spy fiction) can promote critical thinking in younger readers. Dr. Karem works to foster collaboration between his university and community partners to promote excellence and access in the arts and humanities in Cleveland. He has completed action research in multiple schools with partner teachers, including Ohio’s 2023 Teacher of the Year and the United States 2022 Teacher of the Year.

Marius Boboc is Professor of Education in the School of Education and Counseling, Levin College of Public Affairs and Education at Cleveland State University. Dr. Boboc earned his M.A. in Teacher Leadership from Roosevelt University in Chicago, and his Ed.D. in Curriculum and Instruction from the University of Northern Iowa in Cedar Falls. His administrative work experience at CSU over the past 23 years includes being the Director of the Office of Student Learning Assessment, chair of the Department of Curriculum and Foundations and then of the Department of Teacher Education, and Vice Provost of Academic Planning. Dr. Boboc’ research interests relate to online instruction (ranging from design to implementation and evaluation), institutional effectiveness, assessment and accreditation in higher education, postmodern education, leadership in higher education, teacher preparation reform, adult learning, and change management in higher education. His work has been published as books by Palgrave Macmillan, Sage Publications, IGI Global, Information Age Publishing, and Cengage Learning, as book chapters by Information Age Publishing and IGI Global, in journal articles in Brock Education Journal, TechTrends, International Journal of Learning and Development, International Journal of Education, Journal of Engaged Learning, Electronic Journal of eLearning, Science Scope, and the Journal of Technology and Teacher Education, as well as book reviews by Teachers College Record. His numerous peer-reviewed international and national conference presentations support the same scholarship agenda.