Search results
- Educational research, and research in the Social Sciences more generally, has experienced a growth in the introduction of ethical review boards since the 1990s. Increasingly, universities have set up ethics review procedures that require researchers to submit applications seeking approval to conduct research.
People also ask
Do ethical review boards exist in Educational Research?
Do universities need ethics review boards?
Are ethics review boards Universal?
Are ethics reviews a problem in Educational Research?
Are ethics review boards obstructive?
Do Review Board procedures encourage early engagement with ethical issues in research?
Aug 29, 2018 · As a result, at least in the UK and several western European countries, universities set up ethical review boards, which in turn, generated codes of conduct. Thereby, researchers seeking ethical approval for their projects, make written submissions to these boards (Smith, 2016).
- Login
As a result, at least in the UK and several western European...
- Forgotten your password
We would like to show you a description here but the site...
- Login
Aug 29, 2018 · At the same time, review boards and their procedures have been acknowledged as contributing to consideration of the ethical conduct of research. This paper explores the issues related to ethical review and examines the wider ethical considerations that may arise during the research process.
- George Head
- 2020
- Contents
- Letter from The President
- Introduction
- Guidelines
- Historical Note
Dear colleague, On behalf of the Council of the British Educational Research Association (BERA), I am very pleased to present to you our fourth edition (2018) of the Ethical Guidelines for Educational Research. Research related to education is varied and complex, rarely amenable to precise measurement or given to all-encompassing solutions to its m...
The intended audience for these guidelines is anyone undertaking educational research – be they people whose job description includes research, or others who, for a variety of reasons (including studying for a qualification or with the intention of improving practice), conduct research within the field. This includes both independent researchers an...
Responsibilities to participants
1. The British Educational Research Association (BERA) believes that educational researchers should operate within an ethic of respect for any persons – including themselves – involved in or touched by the research they are undertaking. Individuals should be treated fairly, sensitively, and with dignity and freedom from prejudice, in recognition of both their rights and of differences arising from age, gender, sexuality, ethnicity, class, nationality, cultural identity, partnership status, fa...
The provenance of these guidelines can be traced back to a BERA invitational seminar convened by John Elliott and held at Homerton College, Cambridge in March 1988. The seminar led to a report published in Research Intelligence 31 (February 1989), which called for a code of practice to be drawn up. In 1991, BERA Council invited Caroline Gipps and H...
Educational research, and research in the Social Sciences more generally, has experienced a growth in the introduction of ethical review boards since the 1990s. Increasingly,...
Jul 13, 2020 · Whilst there is some discussion of the ethical issues underpinning research practices in educational research, there exists a gap in empirical research into the perceived role of ethics committees and whether or not these committees are considered a help or a hindrance by researchers.
- Carol Brown, Jane Spiro, Sarah Quinton
- 37
- 2020
- 13 July 2020
Educational research, and research in the Social Sciences more generally, has experienced a growth in the introduction of ethical review boards since the 1990s. Increasingly, universities have set up ethics review procedures that require researchers to submit applications seeking approval to conduct research.
Jan 13, 2020 · The first part of the paper explores the emergence of ethical review boards in social science and educational research and illustrates some of the problematic issues that have arisen. The second section uses ethical theories of utilitarianism and deontology to understand why review boards operate in an apparently constrained context.
