scholarly journals Researchers and research ethics: Between fears of the expansion of controversial practices and the strengthening of ethical awareness

2018 ◽  
Vol 19 (1) ◽  
pp. 43-55
Author(s):  
Pavel Zgaga
Keyword(s):  
Education Research ◽  
Research Ethics ◽  
Academic Freedom ◽  
Educational Research ◽  
Main Part ◽  
Research Association ◽  
Ethical Awareness ◽  
Academic Values ◽  
Potential Conflict ◽  
Specific Field

In 2015, the European Educational Research Association (EERA) initiated a study to examine education researchers’ experiences with and attitudes towards research ethics reviews. This paper is not a result of this study; nevertheless, it is related to it while critically reflecting upon the issue of research ethics reviews. It starts with an analysis of observations and comments provided by the interviewees in their questionnaire replies. In them, some key dilemmas can be identified, which have been discussed in various academic circles in recent decades. The main part of the paper is intended to review these discussions and to determine their relevance for the debate in the specific field of education research. In the conclusion, attention is drawn to a gradual shift from the sphere of legitimacy to the sphere of legality, resulting from the current attempts of regulating research ethics, while pointing to a potential conflict between the two key research principles, which are also key academic values: ethical conduct in research and academic freedom.

Fostering quality education research: The role of the European Educational Research Association as a scientific association

2018 ◽  
Vol 19 (1) ◽  
pp. 30-42
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Education Research ◽  
Research Ethics ◽  
Educational Research ◽  
Interdisciplinary Approach ◽  
Critical Discussion ◽  
Research Association ◽  
High Quality ◽  
High Quality Research ◽  
Quality Research ◽  
Academic Field

This paper considers the role and responsibilities of a scientific association in promoting and supporting high quality research, particularly with regard to providing guidance on research ethics. The paper reports on a survey-based study commissioned by the European Educational Research Association in 2015 which focused on educational researchers’ experiences with, and attitudes toward, the research ethics review scope and practice. The study provides insight into the role and activities of the European Educational Research Association in fostering high quality educational research. The analysis reveals the perception of academics that the European Educational Research Association might further high quality educational research for the benefit of education and society in the following ways: (i) leading the development of guidelines on ethical education research that are applicable across Europe whilst recognizing varied transnational contexts; (ii) promoting free, open dialogue and critical discussion on ethics in educational research; (iii) taking a comprehensive and interdisciplinary approach to ethics in educational research; (iv) informing the public about current developments in educational research; (v) developing practices of reviewing educational research in the context of research ethics; and (vi) promoting debate on ethics in the academic field of educational research. The paper concludes with some recommendations for the European Educational Research Association related to its role and responsibilities in fostering quality research.

scholarly journals The Politicization of Education Research and the AERA

2021 ◽  
Vol 34 (3) ◽  
pp. 78-84
Author(s):  
Richard P. Phelps
Keyword(s):  
Education Research ◽  
Best Practices ◽  
Educational Research ◽  
American Educational Research Association ◽  
Professional Associations ◽  
Research Association

Like many science-related professional associations founded on the principles of unbiased research, nonpartisanship, and best practices, the American Educational Research Association (AERA) has become thoroughly politicized.

scholarly journals “Trying to square the circle”: Research ethics and Canadian higher education

2018 ◽  
Vol 19 (1) ◽  
pp. 56-71
Author(s):  
Alison Taylor ◽  
Robyn Taylor-Neu ◽  
Shauna Butterwick
Keyword(s):  
Research Ethics ◽  
Educational Research ◽  
Ethical Review ◽  
Research Association ◽  
Community Based Research ◽  
Research Ethics Review ◽  
Canadian Higher Education ◽  
History Of ◽  
Uniform Policy ◽  
Changes Over Time

At the European Conference on Educational Research (ECER) in 2016, a panel presented the findings from a survey initiated by the European Educational Research Association Council to examine educational researchers’ experiences with the research ethics review process at their universities. Some researchers appeared to be looking to North America for models to govern and regulate university research ethics. In response, our inquiry began from the question: what can European researchers learn from the way ethical review structures and processes have developed in Canada? But as we approached this question, we encountered a more immediate question: to what extent is it possible to address a diversity of research–ethical concerns via a single, bureaucratic policy? Then, how do standardized ethics regimes fail to account for non-standard research—and thereby fail researchers, participants, and communities?; and what is the alternative? In this paper, we explore the history of the development of an ethics regime for Canadian universities, and changes over time. Based on this review, as well as our personal experiences with community-based research, we argue that efforts to regulate the diversity of social sciences research via a uniform policy almost inevitably miss the mark: one ends up trying to “square the circle”.

Book Review: Multiple Perspectives of Teacher Noticing: An Emerging Area of Research

2015 ◽  
Vol 46 (3) ◽  
pp. 371-376
Author(s):  
Edna O. Schack ◽  
Molly H. Fisher ◽  
Jonathan N. Thomas
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Mathematics Teacher ◽  
American Education ◽  
Research Association ◽  
Multiple Perspectives ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Education Award

“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.

Sign in / Sign up

Export Citation Format

Share Document