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

Autor/inn/en	Nolen, Amanda L.; Putten, Jim Vander
Titel	Action Research in Education: Addressing Gaps in Ethical Principles and Practices
Quelle	In: Educational Researcher, 36 (2007) 7, S.401-407 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X07309629
Schlagwörter	Elementary Secondary Education; Action Research; Professional Associations; Ethics; Teacher Educators; Teaching Methods; Research Methodology; Evaluation Methods; Educational Research + Suchen Sie Ihr Suchwort? Projektforschung; Ethik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung
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. (Contains 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10