2. Access&Ethics
Academic Freedom
o Researching is a privilege
o Expectation of inquiry without interference or
censorship
o Freedom to challenge thoughts and ideas
o Responsibility of researcher to:
Do what’s right for participant/situation
Ethic of respect/freedom from prejudice
Further knowledge
Avoid deception
Disseminate new knowledge
Thomas (2009) p147
BERA (2011) Guidelines 4 (aim to extend knowledge); 6 (ethic of respect);
7(responsibilites); 9 (freedom from prejudice)
3. Access&Ethics
Overview of Research Interest
o Research Interest – the role of visual spatial skills in creative thinking and
problem solving and their contribution to talent development in D&T
o Why am I interested in this? – personal experience indicates that students who
perform well in D&T are able to apply visual spatial reasoning well to problem
solving. The link between thinking strategy and visual outcome is personally
fascinating
o Educational benefits - to improve the alignment of teaching and learning in
relation to visual spatial skills application and talent development for all
o Value to dept/school - teachers’ planning benefits from greater understanding of
students’ approaches/thinking skills. Potential for curriculum development
o Dissemination – by internal report/web link (parents)/journal article
Blaxter et al. (2008)
BERA (2011) Guideline 11 (explanation of process); 50 (responsibility to
publish); 51 (accessibility of publication)
o Possible Research activities for ethical consideration
‘Creativity’ ‘test’/exercise (year group/cross sectional?)
Student interview
Parent interview/survey (internet/email survey?)
Staff/department survey
Exploration of CATs/exam data
Publication within school/journal publication
4. Access&Ethics
Access
o School based inquiry accessed via Headmaster
o Permissions sought (reference also to ‘ethical issues’ slide):
Administer year group wide/cross sectional test (time for
this, ‘deception’, use of admin staff) (consult assistant head
re: administering exercise)
Interview selected students individually
Interview/survey parents (via internet/email?) (consult
deputy head re: coordinated approach)
Interview/survey staff
Access CATs/exam data
Publication within/outside of school with appropriate
anonymity (will the research benefit other departments?)
Blaxter et al. (2008) p155
BERA (2011) Guidelines 32 (sponsor’s facilitation); 40 (right to publish)
5. Access&Ethics
Considering Ethical Issues
o Who is benefiting?
o Use of others’ time & energy
o Will participants be discomforted?
o Is privacy respected?
o Children in particular:
May feel loss of respect amongst peers
May feel they are being scrutinised
May be embarrassed
Thomas (2009) p149
o Blaxter’s et al. (2008, 158) issues: privacy, informed
consent, anonymity, secrecy, truthfulness, desirability of
research
6. Access&Ethics
Elaborating Specific Ethical Issues
Ethical Issue Application to Research Theme
Who is benefiting? Teaching & learning developed for all in D&T
Use of others’ time & energy Students may miss other curriculum opportunities
to take exercise/interview
Parents’ time
Will participants be discomforted? (1) Discomfort related to test taking conditions. Culture
fair exercise?. Some students feel awkward during
interviews. Use of recording device. Detriment-will
others feel left out of interviews?
Is privacy respected? (2)
Data storage (2)
Students not involved may know who is involved
(anonymity issue). Interviews in private (although
child protection guidelines to follow)
Consideration to where data is stored (external
locations, USBs etc). Voice recordings.
Children in particular:
May feel loss of respect amongst peers
May feel they are being scrutinised
They may be embarrassed
Less likely at this school
Possibly by test taking (younger students)
By interview/revealing personal viewpoints
Blaxter’s et al. (2008, 158) issues: privacy,
informed consent, anonymity, secrecy, truthfulness,
desirability of research
BERA (2011) Guidelines (1) 23 (explanation of detriment); (2) 25 (confidentiality); 28
(data storage, publication & confidentiality)
7. Access&Ethics
Considering Deception
o Creativity exercise – does it require an element of
‘deception’?
To ensure a ‘natural’ response?
To avoid leading participants?
Could it be described as a ‘learning’ exercise?
o Full deliberation/disclosure in reporting (including
feedback to participants) is recommended by BERA
(2011)
BERA (2011) Guidelines 14 (openness and Disclosure); 31 (debrief and reporting); 46
(scrutiny of data and methods)
8. Access&Ethics
Informed Consent
o Opting In (preferred for high risk; more work for researcher;
possible skewed samples)
Interview - an invitation explains participant’s involvement ‘informed
consent information’ (Thomas, 2009: 150, Table 7.1)
They choose to participate
The opportunity to withdraw at any time is made clear
No further analysis should take place
o Implied Consent (for lower risk; opt-out approach may be
affected by ‘power relationship’ when researching with children)
Creativity Test – ‘delivered’ to Year group or cross section
Letter to parents including ‘informed consent information’
(Thomas, 2009: 150, Table 7.1)
Contentious approach to be agreed with Headmaster
Thomas (2009, 150-151)
BERA (2011) Guidelines 14 (openness & disclosure);15 (right to withdraw)
9. Access&Ethics
Informed Consent Information
Consideration Information (TBC)
Nature & purpose of study
Expected benefits
Possible harm that may come
from the study
Confidentiality, anonymity, data
storage (for how long and its
destruction)
Ethics procedures & appeals
Researcher’s name and contact
details
Thomas (2009, 150: Table 7.1)
10. Access&Ethics
Potential Risks
Risk Application to Research
Theme
Causing psychological or physical
harm
Test taking/interviews can be
worrying for younger students
Damaging standing or reputation Involvement in interviews may
be viewed as defamatory by
other students
Infringing privacy Exploring students’ personal
perspectives
Breaking the Law Missing the normal curriculum for
test/interview
Harming a community Drawing attention to ability
differences
Thomas (2009, 152)
11. Access&Ethics
The Poem
Thought (Leaves of Grass)
Of Equality – As if it harm’d me, giving others the same
chances and rights as myself
As if it were not indispensable to my own rights that others
posses the same
Walt Whitman (1860)
12. Access&Ethics
References
BERA (2011) Ethical Guidelines For Educational Research, retrieved at
http://www.bera.ac.uk/publications on 26th March 2012.
Blaxter,L., Hughes, C. and Tight, M. (2008) How To Research (3rd ed),
Maidenhead: Open University.
Foreman-Peck, L. and Winch, C. (2010) Using Educational Research To
Inform Practice: A Practical Guide To Practitioner Research In Universities
and Colleges, London: Routledge.
Murphy, F. (1975) Walt Whitman: The Complete Poems, London: Penguin.
Thomas, G. (2009) How to do your Research Project, London: Sage.
