@article {1028, title = {ETHICAL DIMENSIONS WHEN INTERVENING IN CLASSROOM RESEARCH}, journal = {Problems of Education in the 21st Century}, volume = {73}, year = {2016}, month = {October/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {18-26}, abstract = {There is an increasing amount of educational research that aims at intervening in classroom teaching and learning practices, partly as a response to {\textquotedblleft}what works{\textquotedblright} in education. However, few researchers ask the fundamental question of who actually {\textquotedblleft}owns{\textquotedblright} the interventions, and not the least which ethical dimensions arise from intervening in classrooms. The present research investigates these two questions and relates them to the role of the researcher in formative intervention research, and by relating ethical dimensions to ethics of principles, consequences, relations and virtues. It suggests that interventionist researchers need to develop their reflexive sensitivity, both epistemologically and methodologically when they conduct formative interventions in classrooms, and that the idea of intervening requires different responses depending on the type of ethics that is applied. Interventionist researchers need to be more humble, more open to new ideas and changes in their original plans, and more able to share their contributions with the field of education compared to descriptive research designs. Also, they need to question the very idea of intervening in classrooms, legitimize it and reflect on it with ethical dimensions in mind. }, keywords = {formative interventions, intervention research, professional development, research ethics}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.73.16}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1224696}, author = {Tony Burner} } @article {504, title = {RESEARCH ETHICS: AN INVESTIGATION INTO WHY SCHOOL LEADERS AGREE OR REFUSE TO PARTICIPATE IN EDUCATIONAL RESEARCH}, journal = {Problems of Education in the 21st Century}, volume = {52}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {7-20}, abstract = {The present qualitative study investigates the reasons given by 236 Norwegian upper secondary school leaders when they either accepted or refused to take part in a research project. The analysis shows that those who agreed to participate gave two main reasons, while the range of reasons among those who refused was more diverse. Moreover, when making their decisions the school leaders considered the consequences for their schools and their teachers, and to some extent, their students. These findings are discussed in relation to consequence ethics and value judgments, in the hope of contributing to a renewed perspective on research ethics. There is a tendency to consider research ethics a matter of how researchers should treat their participants to safeguard the participants{\textquoteright} interests. However, the findings of the present study suggest that it is equally important to understand the participants{\textquoteright} perspectives, which will in turn help researchers provide the information needed to better inform, and hopefully recruit participants for research projects.}, keywords = {consequence ethics, professional development, research ethics}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.52.07}, url = {http://oaji.net/articles/2014/457-1419412326.pdf}, author = {Lisbeth M. Brevik} }