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Develops the notion of situated ethics and looks into how ethical issues are practically handled by educational researchers in the field.
Ethics has traditionally been seen as a set of general principles which can be applied in a range of situations. This book argues that in fact ethical principles must be shaped within different research practices and hence take on different significances according to varying research situations. The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contributors present theoretical models and practical examples of what situated ethics involves in conducting research on specific areas.
This collection of papers examines ethical issues in different kinds of social research including surveys, ethnography and historical research. Contributors also deal with ethical problems involved in examining controversial issues in education. Hence the book is largely about the ethics of the conduct of social investigation, rather than an analysis of the technical procedures themselves.
This timely and topical look at the role of ethics in fieldwork takes into account some of the major issues confronting qualitative researchers. The main purposes of this book are twofold: to promote an understanding of the harmful possibilities of fieldwork; and to provide ways of dealing with ethical problems and dilemmas. To these ends, examples of actual fieldwork are provided that address ethical problems and dilemmas, and posit ways of dealing with them.
This book examines the nuanced and situated experiences of self-study researchers. It explores the ways in which ethics are dynamic, idiosyncratic and require an ongoing ethical reflexivity. In addition, the book identifies, documents and collates the collective experiences of self-study researchers and sheds new light on the role and impact of ethics, ethical dilemmas and ensuing decisions for education researchers. The book considers the ethical dilemmas that self-study researchers in teacher education face, their careful ethical considerations while conducting research, and how they form their professional judgment and understanding of what it means to be an ethical self-study researcher. For self-study researchers, there are a number of ethical dilemmas and challenges that cannot be neatly captured by the frameworks and guidelines of an ethics board. For many, this requires researchers to be ever-present and re-engaged with the ethics of their own projects, from the development, through to the dissemination of their work. Readers will gain a deeper understanding of ethics, ethical perspectives and practices in the field of self-study research.
Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education and professional practice. It reflects on the theoretical, methodological and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice by exploring topics such as: Learning practices and digitalized dialogue Digital design experiments Digitally mediated collaborations Ethical digital inquiry and design Expertly researched and written, this book is a unique resource for scholars, researchers and professionals working in the fields of digital design, applied technology and the learning sciences. The Preface, and Introduction, as well as Chapters 3 and 5 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
In this open access edited volume, international researchers of the field describe and discuss the systematic review method in its application to research in education. Alongside fundamental methodical considerations, reflections and practice examples are included and provide an introduction and overview on systematic reviews in education research.
All social researchers need to think about ethical issues. Their salience has recently been increased by the pressures of ethical regulation, particularly in the case of qualitative research. But what are ethical issues? And how should they be approached? These are not matters about which there is agreement. Ethics in Qualitative Research explores conflicting philosophical assumptions, the diverse social contexts in which ethical problems arise, and the complexities of handling them in practice. The authors argue that the starting point for any discussion of research ethics must be the values intrinsic to research, above all the commitment to knowledge-production. However, the pursuit of inquiry is rightly constrained by external values, and the book focuses on three of these: minimising harm, respecting autonomy, and protecting privacy. These external values are shown to be far from unequivocal in character, often in conflict with one another (or with the commitments of research), and always subject to situational interpretation and practical judgment. Nevertheless, it is contended that in the present challenging times it is essential that qualitative researchers uphold research values. Martyn Hammersley is Professor of Educational and Social Research at The Open University. Anna Traianou is Senior Lecturer in the Department of Educational Studies, Goldsmiths, University of London.
"Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, Moving Up without Losing Your Way looks at the ethical dilemmas of upward mobility--the broken ties with family and friends, the severed connections with former communities, and the loss of identity--faced by students as they strive to earn a successful place in society"--Dust jacket.
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.