Reading Response 3: Ethics in Educational Research
Bournot-Trites, M., & Belanger, J. (2005). Ethical Dilemmas Facing Action Researchers. Journal of Educational Thought, 39(2), 197-215.
Nolen, A. L., & Putten, J. (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices. Educational Researcher,
36(7), 401-407.
Each group member will complete a reading response like the one below. Group members respond to each other’s reading response. When all group
members responses are completed, submit all three. Make sure you comment on at least two different responses for each group member. See sample
below. With three in a group that means you should have your own 6-8 plus at least 4 other responses (2 +2).
Column 1: Identify up 6- 8 statements total from the two articles that interest you, surprise you, confuse you, o r?? Copy those statements into
column 1, include article and page.
Column 2: Respond to the statement. This is where you tell why you chose it and tell your reaction, what you learned, what you are questioning,….
These are not long paragraphs.
Column 3: A group member must respond to your response. Group member starts with first name or initials and then responds. These are not giant
paragraphs! They are concise yet meaningful responses. They demonstrate you are trying to make a connection to the reading and your group
member's thoughts.
NAME: JOY SNEFF
Copy a statement the interests you from an
article. Cite article and page
Respond to the statement you selected.
Group member responds to response.
Include name or initials of responder.
“Only one partner in each pair was infected with HIV”
-Ethical Dilemmas Facing Action Researchers p. 4/12
I chose this particular quote because they do not
disclose in the article what the researchers had told the
participants they were being injected with – or, I had
just completely missed this concept. I am wondering
what did they tell the participants at the beginning of
the study before sticking them with a needle!?!
JH: This study definitely did not have human ethics
involved. With being injected with HIV, I think there
must be complete disclosure, emphasizing on the risks.
There is no cure for HIV or its prevention to turn into
full blown AIDS. Keeping patients informed is the
key!
“The research treatment turned some of the
experimental students into stutterers which
handicapped them throughout the rest of their lives”
– Ethical Dilemmas Facing Action Researchers – p.
4/12
“Disclosures which relate circumstances representing a
clear and present danger to individuals or those around
them may necessitate a breach of trust”
-Ethical Dilemmas Facing Action Researchers p. 6/12
I chose this quote because I am wondering how, how,
how did this study turn children into stutterers? Just by
having them read slow and telling them they were
stuttering? This seems a little outrageous and
unrealistic to me…
This quote struck me because as teachers, we come
across many morally disturbing things with our
students. Whether it be alcohol related, abuse, or any
other situation, breaking that trust and confidentiality
with our students is definitely priority because it is a
“If the treatment is significant, and if the experimental
students are given a six-month or full-year head start
on the control groups, the control groups may be
disadvantaged”
-Ethical Dilemmas Facing Action Researchers p. 7/12
“Each student protocol was identified by a code
number”
-Ethical Dilemmas Facing Action Research p. 9/12
danger to them. This is just a good reminder to read
because we are so concerned with our kids “liking” us.
This quote is something that I had never really thought
about. This is not just classroom situational, this is in
all studies conducted. If the experimental group is
receiving something beneficial and great, the control
group is always at a disadvantage. I think that more
compensation should be offered in those situations, or
something else rewarding.
I just really liked this way of disclosing information
because it is a safe way of doing it. I also remember
this distinctly in my NIH certification readings and
will probably conduct all my research in this way.
“IRBs clearly share the burden of responsibility for
ensuring the ethical conduct of action research
involving human participants; however, we contend
that more time and effort should be spent on educating
researchers about the complex ethical issues unique to
action research”
-Action Research in Education p. 2
I completely agree with this quote. After reading all
the studies that have broken moral and ethical code,
more time and effort should be put into educating
researchers and less on the actual studies.
“Great care must be taken with the identities of
participants so that parents are not left worrying”
-Action Research in Education p. 3
This is important in any situation because parents are
very important to be on good terms with when it comes
to being an educator. They set the tone for children at
home and we need to be constantly respectful of our
students’ families.
JH: I agree that a number is a great way to go. It is
hard in small setting of thirty or less to have a number.
As teachers, we must connect with our students, and I
feel that although a number helps with the subjectivity,
we still will have a hard time with keeping anonymous
as well grow as a community throughout the year .
JH: Great point! A parent could make or break a
research project or anything for that matter. An angry
or anxious parent can really cause harm for the child
and the teacher. Whatever we are doing in the
classroom or in research, should not be causing a
parent to worry. If so, then we need to step back and
evaluate and change what is necessary.