Conflict and Convergence: The Ethics Review of Action Research
- 174 Downloads
The article is based on the author’s experience as an administrator of three primarily social science institutional review boards (IRBs) to which researchers presented research protocols that purported to be minimal risk studies of teacher practice where the “teacher–researcher” was the “research subject.” Recently, educational, social, and behavioral science researchers encounter many problems with regard to their methodologies and the oversight mandate of the IRBs. There is a divergence between the IRB’s role and assumed bio-clinical predisposition and the ability of behavioral and social science researchers to have their research methodologies and research understood and appreciated by IRB members. The article explores some of the dilemmas confronting IRB members and administrators in the review and administration of the action research protocols, particularly those that involve vulnerable populations and which, from the practitioner–researcher’s perspective, focus on the practitioner–researcher as the object of the research.
Key wordsaction research ethics
- Altrichter, H., Kemmis, S., McTaggart, R. and Zuber-Skerritt, O. (1990). “Defining, confining or refining action research?”, In O. Zuber-Skerritt (Ed.), Action Research for Change and Development, Brisbane: CALT, Griffith University.Google Scholar
- American Association of University Professors (2000). Protecting Human Beings: Institutional Review Boards and Social Science Research, http://www.aaup.org/AAUP/About/committees/committee+repts/CommA/protecting.htm. (retrieved December 15, 2006)
- Arhar, J. M., Holly, M. L. and Kasten, W. C. (2001). Action Research For Teachers: Traveling The Yellow Brick Road. Upper Saddle River, NJ: Merrill Prentice Hall.Google Scholar
- Black, C. (2001). Managing transitions, M.Ed. Thesis. St. Catharines: Brock University, http://schools.gedsb.net/ar/theses/cheryl.
- Borg, W. R. and Gall, M. D. (1989). Educational Research: An Introduction. New York: Longman.Google Scholar
- Brown, J. (1998). Ethical issues and narrative inquiry, Paper presented at the Annual Conference of the Australian Association for Research in Education.Google Scholar
- Glesne, C. and Peshkin, A. (1992). Becoming Qualitative Researchers: An Introduction. London: Longman.Google Scholar
- Kemmis, S. and McTaggart, R. (1988). The Action Research Planner. Victoria: Deakin University Press.Google Scholar
- Knill-Griesser, H. (2001). A Vision Quest of Support to Improve Student learning: Validating My Living Standards of Practice, M.Ed. Thesis. St. Catharines, ON: Brock University. Also at http://schools.gedsb.net/ar/theses/heather.
- McMillan, J. H. and Schumacher, S. (1993). Research in Education: A Conceptual Introduction. New York: HarperCollins.Google Scholar
- McNiff, J. (2002). Action Research for Professional Development: Concise Advice for New Action Researchers, 3rd Edition. http://www.jeanmcniff.com/booklet1.html.
- MRC (Medical Research Council, Natural Sciences and Engineering Research Council and the Social Sciences and Humanities Research Council) (1998). Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans. Ottawa, ON: Public Works and Government Services Canada.Google Scholar
- Sieber, J. E. (1992). Planning Ethically Responsible Research: A Guide for Students and Internal Review Boards. Newbury Park, CA: Sage.Google Scholar
- Sieber, J. E. and Baluyot, R. M. (1992). A survey of IRB concerns about social and behavioral research, IRB: A Review of Human Subject Research 14(2), 9–10.Google Scholar
- Suderman-Gladwell, G. (2001). The ethics of personal subjective narrative research, M.Ed. Thesis. St. Catharines: Brock University.Google Scholar