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Foundations

Listed below are:

  • TLRP's specially commissioned guides to ethical issues and also some consideration of research paradigms and epistemlology
  • showcased TLRP projects' contributions to ethical issues
  • some additional resources on research ethics

Guides

Name
Title
Delivery for posting
Martin Hammersley Guide to research paradigms
14/10/07
Martin Hammersley Research ethics (sociological perspective)
14/10/07
Philosophy of Education Society of Great Britain (PESGB) Research ethics (philosophical perspective)
14/10/07
PESGB Epistemological issues in educational research
14/11/07
Chris Taylor Resources from RCBN and the Journal
14/11/07

 

TLRP Showcase: Foundations
Learning How to Learn Project: This project created a Handbook containing Codes of Practice

Additional Resources

'The British Educational Research Association believes that all educational research should be conducted within an ethic of respect for the person, knowledge, democratic values, quality of educational research and academic freedom' ( BERA Ethical Guidelines , 2004: 5). Researchers have responsibilities linked to the research profession, participants, public, funding agencies, publication, relationships with host institution and so on. All research therefore faces ethical issues, and a past BERA president (and TLRP researcher) Anne Edwards discussed ways of being a researcher in her presidential address: Responsible Research: Ways of being a researcher  at the BERA Annual Conference, Leeds 2001. She argues:

Being an educational researcher is not an easy option. We are practitioners in an engaged social science which makes particular demands on us. These include responsibility to our field of study. In this address I argue that close-to-the-field research, that can do justice to the meaning making that occurs there, is an important part of the responsibility of the educational research community. Research of this kind, sometimes called interpretative or transformative research, calls for a form of engagement with the field which could be termed responsible agency. Because examinations of individual agency and responsibility must take into account contexts, their values and opportunities, I also examine how BERA as a Learned Society can sustain the identities of engaged researchers and how their revelations from the field can inform educational policy and the methodologies which shape educational enquiry.

The linked documents below are other sets of ethical guidelines produced by various professional and government bodies:

Doing the Right Thing outlining the Department for Work and Pensions' approach to ethical and legal issues in social research , Bacon J and Olsen, K, DWP working Paper 11 (2003). The work on ethics is concerned with giving clarity about the duty beholden on researcher to undertake investigations sensitively, ethically and legally. They have produced a draft document, which includes a whole chapter on ethical issues and research methodology.

The British Psychological Society has also produced a Code of Ethics and Conduct  (2006), which includes a section on research ethics.

The British Sociological Association too has produced a statement of ethical practice  (2002) with reference to research issues.

The Government Social Research Unit has developed guidance for the ethical assurance of government social research:  Ethics in social research .

 

 

 

 

 

 

   

 

 
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