Recent Posts
- Group 2 – Article 8: Fostering Inclusivity Through Teaching and Learning Action Research
- Group 1 – Article 8: Fostering Inclusivity Through Teaching and Learning Action Research
- Group 1 – Article 7: The Cyclical Process of Action Research
- Group 2 – Article 7: The Cyclical Process of Action Research
- Group 2 – Article 6: Critical Literacy for School Improvement: An Action Research Project
This article begins by deciding what action research is defined as and then looks at the different issues that could arise when conducting action research in education. By looking at action research as a practical way to conduct research on students in the classroom by the classroom teacher, teachers are not always able to see the ethical issues on a larger level. By not receiving explicit consent by either the student or the parent researchers can possibly run into problems. Educators need to be aware of not only consent but also protecting the confidentiality of those participating in a study. Especially with the use of technology, researchers who do not fully understand the availability of information through the internet may not be as careful with the description of participants. This may lead to parents wondering if their child has be described in a negative manner or concerned that the information may lead to problems later in life. The third problem that may become an issue is the autonomy of the participants. Participants need to understand and feel as if the research truly is voluntary and they may opt out at any time. If the researcher is also the teacher, than the student participants may feel coerced into participating.
The article does suggest come recommendations for educator-researchers. The first recommendation deals with the use of IRB’s and action research, the article stipulates that the IRB should revise protocol forms that will explain the minimization of coercive actions of researchers, establish a minimum age for informed consent, and lastly, include teacher-researchers to be part of the IRB committee. The second recommendation includes K-12 school professionals and teachers. The article recommends that consent forms emphasize the right to refuse to participate, establishing a relationship between researcher and participant, include more research based education for educators and a formal training course, and lastly, create a district wide IRB for local teachers. Finally, the article describes how nationally researchers can be supported by the creation of common documentation concerning ethical issues and a forum that can oversee action research proposals.
While reading, I was intrigued by the idea of the ethical issue of informed consent. When conducting small action research in a classroom, most teachers don’t obtain consent from the parents of students to change how a unit or topic may be taught. Even implementing a new policy in a classroom doesn’t have to be reviewed by anyone if it is not spoken about outside the classroom. This requires teachers to be honest and reflective of their own practice and even if a teacher-researcher isn’t trying to be published I feel like there should be some type of oversight that administrators are using to ensure that teachers are aware of and utilize. For instance, in my own classroom, I may change the way a unit is taught because I notice that students are not grasping a topic, I must be aware of the impact this may have on another class because the ‘new way’ may include different types of hands on activities or video clips that the other classes feeling cheated about not getting to use. Another way teacher-researchers need to be careful is including participants without consent because the researcher is aware that the research may be more beneficial for the participant. Teacher-researchers are aware of the needs in the own school and may include students without consent and won’t include their data in the final report. This goes back to the need for honesty and reflection within the teacher-researcher.
As possible conductors of action research, it is important that we take note of and are conscious of these ethical considerations. Kimberly, as you stated, it is important that as teachers and researchers we hold ourselves accountable for upholding character values such as honesty and the ability to self-reflect. All of the ethical considerations addressed I feel are relevant, and honestly as a teacher-researcher I would have to purposely be mindful of. I agree with your suggestion that there should be something put in place for teacher-researchers to be mindful and cautious of these ethical concerns. This could possibly be a place for professional development or an addition to new teacher preparation programs.
This article allowed me to reflect on ethical considerations as an action researcher and as a reflective teacher. As Kim and Charity both recommended, I agree there needs to be some sort of system to keep teachers, admin, and other staff accountable for adhering to the ethical codes of research. However, I do question what this would look like and when it would be necessary. Kim gave the example of teaching units differently. From my perspective, I see that as differentiation or using best judgment and best practices. It leads me to the question, when does “teaching” or the combination of data driven differentiating and remediation with creative judgment become research?
This article serves to detail on the importance of ethical practices in conducting action research. I find it critically important that researchers and practitioners consider the implications that their work may have on students. One thing that everyone has mentioned is that there should be a system to which researchers and teachers can be held accountable. I agree that this sort of system would be beneficial in setting guidelines and boundaries for action research. While the thought of professional developments sounds like a promising start, I wonder if the sort of system could be implemented as a training normalized and developed through the VDOE? This could aid it in ensuring that all teachers and researchers in the state of Virginia receive the same training.