Research Paper on "Looking Into Intergration of Ethics"

Research Paper 2 pages (3846 words) Sources: 1+

[EXCERPT] . . . .

Fullan's (1991) theoretical framework regarding roles of teachers as conversion agents has been utilised to outline their experiences on implementation of advisory curriculum in classrooms in a large urban middle school (James, 2006).

However, the researcher specifically mentioned in the study that fictitious names have been used in place of school and teacher's names. Classroom observations and audio-taped interviews of participants have been the primary means for data collection. Information has been recorded as transcripts and field notes, member checks and observation has also been done. Moreover, all classrooms, times, dates, people, activities and researcher's reactions were also documented in a researcher's log to establish reliability (James, 2006). Thus, he followed these research ethics of privacy and confidentiality, informed consent and careful data handling, thereby fulfilling and mentioning most of the norms of research ethics in his study and produced an ethically sound work.

Another similar study by Julie Ann Moore, Principals' Perspectives on Middle School Advisory Programs, makes an effort to determine the perspectives' of middle school principals on advisory programs. As the study focuses on middle school model, this exclusive outlook provides a better clarity and understanding by considering principals' views regarding advisory programs. Mac Iver's (1990) constructivist lens, practiced for a qualitative study, has been used as theoretical framework which supports presumed specialized ideas of life experiences. For design and methodology, the researcher carefully chose in-depth, formally structured interviews as the instrument for data collection, to explore their viewpoints about advisory program. The interviews, note taking and transcript of audiotapes provided unique insight of participants' perspectives. This study assessed the extent to which principals' views were connected, associated or drifted away from the actual purpose of advisory program (Moore, 2014).

However, the in-depth interviews employed in this project were carried out on a comparatively small number of participants. Collective or individual issues depend upon the level of trust established and ensuring the participants' understanding of the implications of the interviews. The intention in this project, as well as others where interviews are involved, is "to access the private and make it public" (p. 499). The deontological framework suggests that it carries the possibility to do harm with it, especially if the participants reproduced his past events, and which unearthed their uncomfortable memories. Additionally, publicizing personal information raises problems of reporting (Stutchbury & Fox, 2009).

The specific list of guidelines and procedures of ethical analysis will also be discussed in the paper, of the sort we are supporting, but the grid proposes more than just the guidelines.

Scope of Study

The theory of ethical grid by Seedhouse is very practical for future researches on ethical grounds. The comprehensiveness of this grid allows the researcher to expect an ethically sound research project by analysing the project through this grid, as all noteworthy ethical issues are recognised. Such recognition is grounded on a moral basis, such that any subsequent decision-making procedure can stand ethical scrutiny. In mental constructs such as these, it can be anticipated that it would evolve with time and grow to be directly pertinent to educational research to some degree. (Stutchbury & Fox, 2009)

Significance of the Study

This study is significant because it allows for and promotes the ethical aspect of educational research when research students apply this theory. Moreover, the other student affairs professionals who work with students can be educated by using this informative study, thereby improving overall quality of students' education.

Discussion

It can be argued that the researchers need to understand the core values of moral reasoning and morality first, to act ethically. Western moral philosophy has two traditional theories, deontology and consequentialism. The basic tenet of deontology lies in 'doing your duty' anyway, irrespective of consequences. A deontologist would claim certain actions like 'always keeping promises' are right, irrespective of their consequences. On the other hand, the basic principle of Consequentialism or utilitarianism is to judge morality on grounds of intentional or anticipated outcomes, i.e. a certain action is generating more benefit than drawbacks for maximum people. Accordingly, one is morally justified if his breaking a promise brings good for greater number of people (Stutchbury & Fox, 2009).

To enhance this moral reasoning, Seedhouse, a philosopher, designed an ethical grid, including these theories of western moral philosophy whereby he assures assimilation of a greater ethical awareness upon constant usage of this grid. The grid is not designed to provide solutions to ethical issues as a tool, rather it offers a structure to user's thinking to guide and enable him to recognize the issues and react systematically. The decisions, then, would more likely be ethical and the process of decision-making transparent and open to reason, consideration and discussion. The four layers of grid present four facets for complete ethical analysis, they are as follows:

(1) Outer or External layer discusses external issues like rubrics of practice, law and usage of accessible resources

(2) Consequential layer encourages the researchers to assess the possible consequences of their actions for society, for people or a group of persons.

(3) Deontological layer is concerned with the 'duty' and the way things should be done without considering the consequences of those actions.

(4) Inner layer comprises of the 'core rationale' and covers the issues related to autonomy and respect for the individual (Stutchbury & Fox, 2009).

Moreover, along with this theoretical framework, a researcher also needs to follow some critical ethical principles that have practical implications while conducting a research. They are as follows:

Plagiarism -- The words, records and ideas of others by writers with the indication that it belongs to them, without giving credit to the original author, in the appropriate format of presentation, is considered as theft of intellectual property and the person is guilty of plagiarism and thereby of research misconduct. Other's work, either published or not, a written work or an online material, needs to be cited or accredited (Merz, 2011).

Risk assessment --The researcher should try to produce a work, which is worthwhile, and maximize the benefit, minimizing the risk of potential harm to participants, by taking healthy precautions. All information regarding purpose, methods, requirements of research, degree of their participation, benefits and risks should be conveyed to the research staff and participants beforehand. Ethics review should be in proportion with potential risk. The likelihood and level of risks should be assessed during ethics review, by considering both the slight risk of severe harm and modest risk of negligible harm, as ethical concerns are different in each situation (ESRC, 2015).

Informed consent -- The 'Informed Consent' proviso requires a document, i.e., a consent form that ought to be signed by respondents prior to research. After giving consent, they become eligible to be informed of any potential risk or benefit of their participation, whenever any such information is gathered during the research, and that they can withdraw from the study at any time or stage of the study. Any future changes in the consent document or research procedure requires IRB approval prior to implementation, the Principal Investigator must convey all modifications to all co-investigators and research staff (Merz, 2011).

Privacy and confidentiality -- Research related to human subjects must include appropriate provisions to protect their privacy and confidentiality. The researcher should have respect for their privacy and consider the timing, circumstances and extent of sharing themselves with others, physically, emotionally and intellectually. Any private information of subjects such as initials, names, study numbers, social security numbers and other private identifiers, are not permissible to collect without prior written approval by subjects and IRB. Not just the concealment rather any meddling with, deliberate removal of, or damage to relevant property, tools etc. is inacceptable and categorized as research misconduct. (Hale, 2015)

Data handling and reporting --Any distortion or misrepresentation of research findings are severe forms of misconduct. Avoiding any falsification, fabrication or any exclusion that mislead the research record is the primary responsibility of the investigator. However, other circumstances such as deliberate destruction of records or failure to preserve and reproduce research records when required are considered as an evidence of research misconduct (American Educational Research Association, 2011).

Mistakes and negligence --The researchers should be acquainted with the available quantitative procedures such as data handling, including tabular and graphical ways of representation, error analysis, and reliability tests. Research integrity entails not just accurately recorded and reported data rather that all relevant information should be reported; and any deliberate or careless neglect of truth while reporting is considered as an example of research misconduct (Merz, 2011).

Working with a Mentor -- Although mentor is often considered as foundation of a research, but a mentee is no less a strong pillar, and thereby, so is his responsibility. Everything in the study, from discussion to review, topic, place, publication should be with the consent of the mentor, although, at times, the mentor places the researcher in the first position whose contributions are extreme in… READ MORE

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