Ethics in Action Research

Doug felt that even though his action research project in his mind did not contain any ethical dilemmas, he should still “cover his bases” by sending out a letter to parents at the beginning of the year, stating who he was, what he’d be doing as a student researcher, and his duties in that regard. He also sent materials to his college and to the state (DPI?), and he took the extra step of speaking with students about what he was doing in addition to contacting their parents. In the course of his project he allowed students to control the dissemination of information, and provided pseudonyms when writing up his results so as to ensure confidentiality. Despite his initial sense that his project would be absent pressing ethical dilemmas, he obviously went to great lengths to ensure that any concerns over potential dilemmas would be assuaged by his efforts to comply with ethical standards.

Jeanette says her ethical dilemma revolved around the issue of disclosure. Her project was geared towards uncovering gender biases in the district’s Basal reading program. In the course of her project the principal of the school she was working in inquired as to the purpose of the research, to which she responded she was reticent to provide the purpose of the study and any findings she had found. Her description of the interaction she had with the principal makes it seem as though the principal was prying into her study, but I can’t help but feel as though if she had been more forthcoming about the purpose and her findings that the principal might have been interested and maybe even supportive of her study. To assume that the teachers and administrators of a school are going to be adversaries in the course of conducting research potentials creates a self-fulfilling prophecy; at the very least a researcher should disclose information that is not strictly confidential as a show of good faith, with the assurance that any potentially negative or coercive information will not be submitted to authorities overseeing the school without the school’s knowledge. Moreover, if Jeanette really wished to address the potential gender biases in the district’s reading material, she should want to solicit personal and professional support from the people she wishes would consider the possibility of gender bias, namely the principal and staff.

1. Area of Focus:

The proposed area of focus is constructing meaning in reading, which obviously has a great deal to do with teaching and learning but may be a bit vague to suite some people interested in replicating the action research project

2. Research Questions:

The author does have one research question: "What is the effect of an altered curriculum on student performance?" I believe the question is somewhat disconnected to the findings of the study; it is unclear whether the altered curriculum has a greater effect on building meaning in reading than the use of a traditional curriculum.

3. Locus of Control:

Because the author of the study was the facilitator of the classroom reading and discussion times, analyzing the potential impact of the alternate curriculum was within his locus of control.

4. Data collection:

The author used interview with students (qualitative) , personal observations (qualitative), statewide assessment scores (quantitative), and regular collection of student work (qualitative?) to help determine his findings. The author seemed to draw heavily on quantitativeness methods for determining his findings, which may be appropriate given the subjective nature of determining whether meaning was increased.

5. Ethics:

According to the text there are no ethical considerations, but I wonder if another researcher could perhaps propose some ethical considerations, such as the impact different cultural backgrounds could have on how meaning is evaluated.

6. Reflective stance:

The author's use of action research has seemingly caused him to be more reflective and more willing to use action research in the course of his professional development.

7. Action:

As to whether the study facilitated action, the answer is a clear yes. The author has used his study to evaluate himself as a teacher, and his findings have led him to utilize a variety of instructional methods so as to foster enhanced vocabulary development in his classroom. In addition he is continuously looking for new methods for improving vocab development.

8. Action-data connection:

The author demonstrated that the data he looked for, collected and analyzed have led to his taking action as a teacher, and that the findings of his study have greatly aided him in implementing effective strategies for enhancing the meaning taken from reading for his students.

Proposition Statements

Were I to construct my questionnaires and attitude scales for unmotivated kids at alternative schools (or borrow some from existing studies), I believe one potential bias could be a misunderstanding between the students and myself over what constitutes an acceptable level of motivation. Depending on their life history and background, a student may perceive him or herself as motivated simply by showing up to school or class, by not talking back while the teacher lectures, perhaps even for only sleeping for part of the time. To resolve such a dilemma I would either need to lower my expectations as to the degree of motivation I expect for students, or clearly and effectively communicate to students what types of behaviors are apparent in a motivated student. The second option is additionally problematic as most research concerning motivational surveys deal with students in a general education setting (although many of these students are still "at-risk"), and there are academic differences in the terms and assessment strategies used.

Reflecting on the Lit Review

This literature review was a whirlwind of information for me. Each reading started off as dry and academic and in the end because very emotional and personal. As I got better at finding articles that were more and more relevant to my topics (alternative schools, students BED, at-risk & low-income high school students) I started to see myself in the situations the authors were discussing, and to internalize the messages they were trying to convey through the data. Much academic research seems abstract to me, like it was discussing events on a foreign world or in the empty space where Newtonian physics play out. This, on the other hand, felt like it was an over-the-shoulder description of my every day life in the trenches. What I liked about it was the qualitative aspects that were able to academically conclude things similar to my viewpoint (better relationships, more open environments); here was something I could potentially take to another educator and say “See? It’s in the literature.” Whether I will actually do this or not remains to be seen…

Lack of Motivation

I approached this assignment drawing from my daily experience working at an alternative school in Wake County for students with behavioral and emotional disorders. Many if not all of the students have been placed at the alternative school due to the determination by their base schools and other administrative personnel that the alternative school is their Least Restrictive Environment. For whatever reason, the students are unwilling or unable to participate in the general education environment, and because all have Individualized Education Plans, they are entitled to an education at my school. This is often the last possible chance for them to receive an education before dropping out, being placed in jail, or entering a more restrictive environment like a residential facility or receiving instruction at home. After speaking with veteran staff at the school, I believe one of the primary obstacles to teaching these students is their own lack of motivation towards participating in the learning process. I believe that if students were to gain or develop an appreciation for learning, they would be more actively invested in their academic future as well as in developing a positive plan for their future.

I created my bubblus by thinking about from which sources inform values concerning learning. In all but the personal values, the individual is being affected by concepts outside of their locus of control. It may be impossible to determine which value source exerts the greatest influence on the student's attitude towards learning. Most likely this can only be determined on an individual basis, meaning no sweeping generalizations are made. One might argue that, at least initially, parents exert the greatest influence on their child's appreciation of learning, but it could be argued that because societal and cultural values informed the parent's opinion, this is more important. Of course, once the student reaches a certain age, peer influence is likely to overshadow parental influence to some extent; meanwhile that peer influence is also informed by societal and cultural influences.

For the purpose of this action research study, which is mostly concerned with older students, it may be useful for the researcher to limit the scope of the study to the personal values of the student; otherwise it would be easy to fall into a "chicken-and-egg" scenario. More so than with younger students, adolescent students are to a certain extent given choices about how to develop themselves morally, academically, and in other ways. It is practical for the researcher to assume that the "buck stops" with the individual; that is that the student is the ultimate decider of how they conceive of learning and how they want it to affect them.

Image of a Good Teacher

First of all, a good teacher needs a sense of humor. They should understand that life is not always fair, but that doesn’t mean it can’t always be fun. They should want to celebrate the joy of being a human being whenever they can through their instruction. Teachers should also instill a sense of wonder. Students in their class should marvel not only at the achievements of humanity but also at what they themselves can be capable of.

That being said, another good quality for an ideal teacher to have is organization. One cannot stir great passion into the hearts and minds of their students without knowing people’s names and phone numbers, or who got what on which test, or what types of learning strategies work best for each child.

In terms of using research, a good teacher should be able to ask not for whom the research bell tolls. That is to say, they should not respond to the results of a study with a quick, “Somebody should try that.” If a landmark breakthrough takes place in education, that should be worthy of both breathless enthusiasm and deep consideration.

Personal Interview

• Think back over your decision to become a teacher. What are the top five reasons for making this decision?

1. Improve Lives of Students

2. Better Self-Image

3. Challenging

4. Good Experience for Raising Children

5. Public Service

• Who and what kind of systems, situations, and experiences inform the above reasons?

I wish to improve the lives of students not only because their education benefits me indirectly as a member of society, but because I can sleep better thinking I have helped them for the rest of their lives. My need for challenging work ties into my reason for wanting a better self-image; as I experience life I grow better able to understand it and predict it. This is partly why I think teaching would help me be better at raising my children.

Consider your own career as a student. If you had to choose, what are five "critical moments" from your own schooling? How do these "critical moments" influence your image of a teacher? My desire to perform a public service comes from being raised in a family that valued government as a means to control and support society.

Although I can’t say I remember much of it, it is certainly true that my attending a well-funded preschool before Kindergarten was a critical moment; I had already been tested on knowing the alphabet, and was given many creative activities. During elementary school I had access to a computer while they were still relatively rare, which may have helped lead to my current level of proficiency. During high school I had access to a wide variety of programs, although I mainly participated in the drama department. My favorite courses were History, Government and Environmental Science; although I was friends with a Physics teacher, I didn’t care for it at the time. My 11^th grade Social Studies teacher introduced me to the book The People’s History of the United States, which I read with enthusiasm. It inspired me to think and to question, which in turn drove me towards developing the ability to learn new things and experience the joy of new ideas. I had, and still have, an addiction to those moments of satisfaction and awe when something clicks into place and the world makes sense.

• Describe your own cultural, ethnic, and socioeconomic background. How does this background influence your decision to become a teacher?

I was raised in a white upper-middle class two parent household in a wealthy part of Raleigh. I lived in the same house my whole life, and attended well-respected public schools until I graduated and enrolled in an expensive private school in Colorado. I really did not have much to complain about, although I still did. The fact that I had it so well off made me feel guilty for a while, and then I decided I should do something that I felt benefited society to make me feel better. I think it does.

• Describe in as little or as much detail as you are comfortable with how gender roles were determined in your family. How does this background influence your decision to become a teacher?

My parents were somewhat extreme in how progressive they raised me. Not to say they were radical, but they were a rarity for their time. My mother kept her maiden name (I always thought it was funny that she referred to taking my father’s name as a “slave name”). My father took pride in doing the cooking for the house, although it did seem like mom would often clean up. I don’t remember them fighting much, and if they ever did they would always work it out. They both encouraged me to try and treat people equally and not think in terms of stereotypes. I think being raised in this way helps me be a better teacher by allowing me to be open and empathetic to students.

• Describe major factors in the development of your current belief/value system. How do these responses influence your view of what a teacher should be and the role of education in today's society?

I have to admit that my current belief/value system is still in flux. I do not hold firmly to any strict religious opinions, but I believe that all people should be free to do as they want if it does not extensively harm themselves or others. I was raised to be a Democrat and a liberal, but I don’t like feeling hedged into any camp in terms of my opinion. That I have been allowed to slowly build my own opinion on things is a credit to my parents, although I suppose I would be just as happy if I was raised to believe more strictly in one ideology over another. In terms of education, I believe an effective teacher is well-organized and structured, but also curious about what makes their students tick. The ideal teacher should know when they teach a concept, that student understands the concept both deeply and critically. Their students should know that knowledge is limitless and that they are capable of trying to know anything.

• Do any of your reasons indicate that part of the teaching process includes doing research? Why or why not?

I did not include research as part of the teaching process. I am not sure why, but it may be because I think the motivation to be a great teacher causes one to research how. Still, I suspect many teachers do not read up on current research, or may not see how it applies to them.

• Why do you, or don't you, believe research should be/can be part of the teaching process?

I believe research is a crucial part of the teaching process. Much of what is researched can be informed by common sense, but all ideas, methods and procedures may be subject to research to test their validity. If something can consistently be proven effective or ineffective, it is a blessing to the entire profession.

• What, in your opinion, would make classroom research both beneficial and ethical?

To be beneficial, classroom research should not be too time intensive or multi-faceted. Mainly it should be of obvious practical benefit to the instructor. To be ethical, the educator should have a thorough understanding of the student’s best interests, and have collaboration or support from school administrators and parents or guardians.

• Do you want to become a teacher/researcher? Why or why not?

I want to become a teacher because I have a desire to inspire and motivate my students. I want to understand research better and be able to apply it because I believe it is the best way to ensure my teaching practices work and make sense.