Educational and Community-Based Action Research

Rae Baker is a community-based researcher and assistant professor whose work is dedicated to building anti-oppressive relationships and communities. Their areas of research include community land use and food systems, racism and racial capitalism in settler colonial contexts, transformative and restorative justice, feminist and queer studies, trauma informed approaches to research, and housing politics and tenant activism. At UC, Dr. Baker excitedly instructs courses in qualitative research, applications of qualitative methods, critical pedagogy, and feminist research methods. 

Finding outlets for action is an important part of their practice, from labor organizing and tenant activism, to building partnerships for community safety. They were a member of the Tricycle Collective (2015-2019), a Detroit-based foreclosure support group serving households at risk of property tax foreclosure, and later served as a director in one of Detroit’s housing legal aid non-profits throughout the ongoing COVID-19 pandemic. With fellow tenants, they co-founded Detroit Renter City (2019-2021), a city-wide tenant action group working to stop evictions and the displacement of Black Detroiters. 

Dr. Baker holds a teaching credential in Adult Education from the Canadian College of Educators, a certificate in Decolonizing Education from the Centre for Indigegogy, and has completed the First Nations Indigenous Data Governance OCAP data sovereignty training. 

Dr. Baker recently co-edited an Urban Studies Foundation-funded volume about tenant activism and perspectives emerging from the COVID-19 pandemic. They are a member of the Decolonizing Cities Collective, Urban Praxis Workshop, a Fulbright alum, and a first-generation university graduate. They are an assistant professor in the Education and Community Action Research doctoral program at the University of Cincinnati, and a past instructor with the Prison Mindfulness Institute.

In pursuit of ongoing learning, they recently completed a post-graduate certificate in trauma informed practice from the School of Social Work at Wilfrid Laurier University (Ontario, Canada). They have a PhD in critical geography from York University (Toronto, Canada), and an MA in labor studies from McMaster University (Hamilton, Canada).

Dr. Baker is available to supervise graduate students and to join research collaborations. 

Dr. Miriam Raider-Roth is a faculty member at the University of Cincinnati where she serves as Professor of Educational Studies and Educational/Community-Based Action Research.She received her doctorate at the Harvard Graduate School of Education, earned her masters at the Bank Street College of Education, and her BA from the University of Michigan. She teaches graduate courses in action research, feminist qualitative methodology, and relational theory. Founding co-director of the Center for Studies of Jewish Education and Culture at UC, she currently directs the Action Research Center, which serves as a hub at UC and in Cincinnati for the training and sharing of action research.

Dr. Raider-Roth is also the Director of Mandel Teacher Educator Institute (MTEI).MTEI is a 2-year program that strengthens the Jewish community by developing educational leaders–teachers of teachers–who are spearheading powerful and innovative professional development experiences for their institutions and communities. MTEI invites educators from around the country to share an immersive experience that intertwines best practices in teacher education and professional development with Jewish texts and “big ideas.” 
 
Dr. Raider-Roth is author of Professional Development in Relational Learning Communities: Teachers in Connection(2017, Teachers College Press) and Trusting What You Know: The High Stakes of Classroom Relationships (2005, Jossey-Bass), co-editor of The Plough Woman: Records of the Pioneer Women of Palestine–A Critical Edition, with Mark A. Raider (2002, Brandeis University Press), and many articles and book chapters. Most recently, she coedited a special issue of the Journal of Jewish Education(2019, vol. 85, no. 2) focusing on practitioner research with MTEI participants and graduates. Her research interests include how relational learning communities contribute to teachers’ transformative learning in professional development settings. She serves on the editorial board of the Journal of Jewish Education; a research advisory committee of the Consortium for Applied Studies in Jewish Education (CASJE); AERA Division K awards committee, and an advisory team member of the Jim Joseph Foundation’s Professional Development Initiative.

Lisa M. Vaughn, Ph.D.
Professor, Pediatrics
       Emergency Medicine
Cincinnati Children's Hospital Medical Center
MLC 2008, 3333 Burnet Avenue
Cincinnati, OH 45229-3039
lisa.vaughn@cchmc.org
phone:  513-636-9424
fax:  513-636-7967
www.cincinnatichildrens.org
 

View Vitae: Lisa M. Vaughn.pdf


Joint Appointment, University of Cincinnati College of Education, Criminal Justice, and Human Services--Educational Studies

 

Office:  Teachers College 610T

 

 

 

 

Education:  formally trained as a social psychologist, counselor, and medical educator

 

Ph.D. in Social Psychology (Highest degree from University of Cincinnati 1997)

 

 

 

 

Current Appointment:  Pediatric Emergency Medicine at UCCOM/Cincinnati Children’s; Joint appointment with UC College of Education, Educational Studies

 

 

 

 

Research Framework (how I think about research/prevention/intervention):  community psychology, community-engaged research, public health, and community-based participatory research (partnership approach to research with equitable representation, co-design)

 

 

 

 

Methodologies:  qualitative and participatory research methodologies (e.g., Photovoice, large group level participatory assessments, concept mapping, social network analysis)

 

 

 

 

Content--Broadly:  sociocultural issues affecting the health and well-being of families focusing on immigrant and minority populations in the U.S.; social determinants of health including education; community-academic partnerships with low-resource schools

 

 

 

 

Content—Specifically:  parental health attributions for childhood health and illness; social and cultural deter

Vittoria S. (Vicki) Daiello, is an Associate Professor of Art & Design Education in the College of Design, Architecture, Art, and Planning (DAAP), and is Co-Director of the Action Research Center (ARC) in the College of Education, Criminal Justice, and Human Services (CECH). At DAAP, Daiello is coordinator of the Pre-Art & Design Education Certificate (PADE).

Daiello is an affiliate faculty member in Educational Studies/ Educational & Community-based Action Research (CECH); and affiliate faculty in Women’s, Gender, and Sexuality Studies (A & S). Daiello has completed coursework in mediation and conflict resolution and she holds a certificate of professional achievement in applied compassion from the Center for Compassion & Altruism in Research and Education (CCARE) at Stanford University.

A 2019-2020 Transdisciplinary Research Leadership Scholar (UC Office of Research), Daiello's research, teaching, and mentoring extend across disciplines, including collaborations emerging from the research group, "Narrative Medicine, Compassionate Arts, & Healing (NMCAH), a network of UC and community interdisciplinary scholars, writers, artists, educators, physicians, and activists whose individual or overlapping research seeks to promote equity, inclusivity, and healing in education, health institutions, public spaces, and communities through narrative, storytelling, and the arts. Daiello is currently collaborating with NMCAH colleagues to develop and teach arts-based reflective practice methods within a medical humanities elective course for med-peds residents at Cincinnati Children's Hospital.

Dr. Daiello’s expertise encompasses art and design educator pedagogy, mentorship, and professional development for teachers, faculty, and community arts leaders. Her arts-based research practice and applied compassion studies are a catalyst for her teaching which emphasizes development of inclusive dialogues and compassionate classroom communities. Daiello's research and creative practices are entwined with her teaching and documented through reflective acts that seek to bring form to the complexities of education. Accumulation of Uncertainties, an ongoing pedagogical research endeavor, combines iterative artmaking and writing processes to trace subtle structures of affective engagement across educators’ and students’ overlapping learning experiences.

Daiello's peer-reviewed publications include the Journal of Curriculum and Pedagogy, Visual Arts Research Journal, The Journal of Social Theory in Art Education, Studies in Art Education, and Creative Approaches to Research Journal. She also co-authored, with Dr. Candace Jesse Stout, "Arts-Based Writing: The Performance of Our Lives" in the 1st and 2nd editions of the Handbook of Arts-Based Research (P. Leavy, Ed.). Daiello’s research papers and collaborative projects are featured in cross-disciplinary national and international meetings, including the proceedings of the American Educational Research Association (AERA), the International Congress of Qualitative Inquiry (ICQI), the National Art Education Association (NAEA), International Association of Societies of Design Research (IASDR); Conference on College Composition and Communication (CCCC), Foundations in Art: Theory and Education (FATE), 1st Conference on Arts-Based and Artistic Research, the Alliance for the Arts in Research Universities (a2ru), and the International Association of Universities and Colleges of Art, Design and Media Conference (CUMULUS).

Daiello is a Fellow in the Academy of Fellows for Teaching and Learning (UC Office of the Provost), and served as the Academy’s president in 2023-2024. Other honors include the 2026 DAAP Award for Outstanding Teaching; 2019 DAAP Professor of the Year Award; 2011 DAAP Award for Outstanding Teaching, and The Ohio State University’s Marantz Distinguished Alumni Award in 2016.

Dr. Helen Meyer received her Ph.D. in Curriculum and Instruction from the University of Wisconsin - Madison, MA from Columbia University in Secondary Science Education, and BS from the University of Wisconsin-Eau Claire.  In addition to her work in STEM education, Dr. Meyer is interested in teacher education and democratic development both locally and internnationally.

Vicki L. Plano Clark is a professor in the Research Methods area of the School of Education.  She advises students in the Quantitative and Mixed Methods Research Methodologies (QMRM) concentration of the Educational Studies doctoral program and the Applied Research Methods (ARM) track of the Educational Studies master's program. 

As a methodologist specializing in mixed methods research, Dr. Plano Clark studies how researchers effectively integrate quantitative and qualitative approaches to address their research questions.  Her scholarship focuses on delineating useful designs for conducting mixed methods research, examining procedural issues associated with these designs, and examining larger questions about the contexts for the adoption and use of mixed methods.  She has written numerous books and articles in the field of mixed mehtods research.  She was the founding Managing Editor for the Journal of Mixed Methods Research and currently serves as an Associate Editor.  In 2011, she co-led the development of Best Practices for Mixed Methods in the Health Sciences for NIH's Office of Behavioral and Social Sciences Research.  In 2012 she became a founding co-editor of the new Mixed Methods Research Series with Sage Publications. She recently served as Chair of the Mixed Methods Research Special Interest Group of the American Association of Educational Research (AERA).

As an applied research methodologist, Dr. Plano Clark also engages in research and evaluation projects on a wide array of topics such as the management of cancer pain, the identity development of STEM graduate students, the professional development of teachers of Chinese, and the well-being of rural low-income families.

Before joining the University of Cincinnati in 2012, Dr. Plano Clark was the director of the Office of Qualitative and Mixed Methods Research, a service and research unit that provided methodological support for proposal development and funded projects at the University of Nebraska–Lincoln (UNL).  She also taught research methods courses in UNL's Educational Psychology department.  Prior to that work, she spent 12 years developing innovative curricular materials for introductory physics as UNL's Physics Laboratory Manager.