Action Research in Education: Addressing Gaps in Ethical Principles and Practices

Abstract

Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K–12 school professionals and teacher educators, and national professional and representative organizations.

Enhancing The Quality Of Teaching And Learning Through Action Research

“…The absence of ethical protocol could result in ethical dilemmas, especially since students in a K-12 system are minors and might not be aware of their rights. For example, if these students were asked to partake in a study, they will most likely agree due to their lack of maturity and independence, especially if the request is coming from an authoritative person such as a teacher (Nolen & Putten, 2007).…”

“…Hence, a formal contract is created, consent forms are reviewed and approved, and everyone involved in the project is made aware of the ethical consequences. In case ethical issues arise during the project, the university's IRB will address the issue (Nolen & Putten, 2007). However, in action research projects where there is no collaboration between the school and a university, the researcher, who may be a principle, teacher, librarian or a counselor, will act as the sole researcher; hence, there will more likely be a conflict of interest since the researcher is satisfying two roles and could hinder the research process, student's learning, and the classroom dynamics (Nolen & Putten, 2007).…”

Conceptualizing the innovation: factors influencing doctoral candidates’ interventions in the action research dissertation

“…We adhered to the guidelines of our university institutional review board, and to the ethical action research guidelines recommended for K-12 school professional and teacher educators (Nolen and Putten 2007) due to the authors' roles as participants and researchers in the project, including clarifying that there was no penalty for participating in the project (e.g. student grades were not affected by not participating in the project).…”

Teacher action research asBildung: An application of Gadamer’s philosophical hermeneutics to teacher professional development

“…Her most recent articles appeared in International Journal of Qualitative Studies in Education, Educational Philosophy and Education, and Journal of Curriculum Studies. sional organizations all around the world (Nolen andPutten 2007, Cochran-Smith andLytle 2009). Teacher action research today is acknowledged as a way to value and honour teachers' practical knowledge and to claim their autonomy and agency.…”