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.
Ron’s Responses to Ethics Reading Response of Week 3
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.
1
In a school setting, the school professional (teacher,
librarian, principal, counselor, or the like) is acting not
only as the researcher but also as the change agent.
Nolen/Vander Putten, pg. 402
..
2
Another issue to consider is the freedom to the student
to choose whether to participate in research that is part
of the normal schooling process. If the research is not
clearly defined apart from what the student would
ordinarily be required to do in the classroom, then the
student will have difficulty making an informed
decision and freely choosing (or choosing not) to
participate.
Nolen/Vander Putten, pg. 402
I chose this statement because the information that
follows mentions the conflicting roles and the possible
results when and insider takes on the role of researcher
without academic collaboration. The possibility of
jeopardizing the primary objective (student learning) is
also at risk. These comments do not come as a surprise
to me when they speak of the same ethical dilemmas in
the organization behavior of industry/ business, an area
that I spent almost 20 years.
This article was selected on the basis that most
students could easily see this research experiment as
more of an opportunity to earn extra credit to
compensate for low scores in previous assignments. To
treat this as such would not lend credence to the
opportunity to make and informed decision and free
choice to potential participants.
JH: I agree with Ron. I won’t know how to present a
research project to me fifth graders and their parents
saying, “Your child will be doing this either way.” It
would cause confusion and possible unnecessary
anxiety. They might think, “Why are you bothering
me about this?” as well.
I think that a researcher really needs to be specific of
what s/he is doing and why so parents/students can get
a better understanding. Communication is the key.
3
Under the topic of Examples of Unethical Studies, I
was completely taken by surprise of the Tuskegee
Syphilis Experiment conducted by the U.S. Public
Health Service. The researchers lied to the subjectstold them that they would receive treatment for their
disease – then refused to treat them.
Bournot-Trites & Belanger, p. 198
I have serious difficulties with the lack of ethical
consideration for human life especially when
according to the report, Europeans had been studying
Syphilis and its effects for hundreds of years. What is
even more disgusting is that it was allowed to last for
forty years and take the lives of over 400 with no
respect for persons.
4
In regards to The Rakai Aids Study, the research refers
back to the Tri-Council Policy Statement
acknowledging the authors statement “In certain
situations conflict may arise.” The fact that they could
not alert the non-infected partner because of Ugandan
policy does not sit very well with me. Also, its
approval by the ethical review board of John Hopkins
University and Columbia University, two extremely
highly regarded institutions, was very unsettling after
reading the do’s and don’ts for this week’s readings.
Bournot-Trites & Belanger, p. 202
It completely surprised me to find out that two major
universities in the U.S. would endorse this type of
research . To add insult to injury, the publication of the
studies in the New England Journal of Medicine
perhaps brought more attention to the unfairness to the
study than information about the study. The fact that
25% of the healthy partners (total of 100) had
unknowingly become infected with AIDS and had the
possibility of spreading the disease outside of their
experimental partner, smells of serious ethical
problems.
5
Student’s Ownership of their Written Work- this topic
is mentioned in the Nuremberg Code. However, many
researchers appear to treat student texts ranging from
classroom journals through responses to questions on
formal examinations as if they were in the public
domain, open to quotation, interpretation, and
unanswered criticism.
Bournot-Trites & Belanger, p. 204
6
Recording Classrooms-Audio and video recordings of
classroom become problematic unless all students
through their parents consent to take part in the
research. It may be to treat all students ethically,
research involving recordings of classrooms cannot be
carried out unless each subject in an intact class
provides free and informed consent.
Bournot-Trites & Belanger, p. 207
Initially, this section did not offer much in the way of
advice on how this should be handled, leading to my
selection of said topic. As one reads on with this article
it is restated by Zeni and Ray (cited in Bournot-Trites
& Belanger, 2005) . Zeni, when referring to the teacher
researcher, mentions that the “insider” has different
connections than does the outsider doing research in
schools. Ray covers higher level of ethical standards
towards teacher researchers. Both suggesting that
teacher researchers are accountable to their students
and school communities first and foremost.
Speaking for myself, I chose this purely from the
perspective as a parent. I would not feel very
comfortable, in this day and age of technology,
allowing my child(ren) to participate in just any
research study especially if the photos or videos will
be circulated as research. I have always viewed
technology as a double-edged sword. Then there is the
issue of not being singled out and disadvantaged as the
student who is left out of said research due to lack of
parental consent. Very interesting issues to debate for
me to ponder as both a parent and teacher.
7
8
.JH: It is a shame to hear of the way human life has
been used in medical research, from Nazi medical
procedures to the syphilis endeavor that lasted several
decades. We are fortunate in America to have freedom
of speech, which exposed the syphilis endeavor and
brought forth regulations and policies. We need to
always have ethical considerations in every aspect in
our lives, personal, professional, and academically.
JH: I agree with Ron. It is hard to look at journals to
responses to formal examinations without a critical eye
for grading and criticsm. It is part of teacher’s nature
to share the funny and serious sayings and works of
students with colleagues and staff. Especially when
used to help relieve stress or concerns about a student.
We need to be accountable to our students and our
school communities first. We cannot use them as
exploits at any level. That is not the purpose of any
form of research.