Case Studies for Teaching Research Ethics

1995 ◽  
Vol 4 (3) ◽  
pp. 179-198 ◽  
Author(s):  
Deni Elliott ◽  
Keyword(s):  
Research Ethics ◽  
Case Studies ◽  
Teaching Research

Teaching Research and Data Use in the Education Doctorate

2019 ◽  
pp. 194277511987223 ◽  
Author(s):  
William A. Firestone ◽  
Jill Alexa Perry ◽  
Andrew S. Leland ◽  
Robin T. McKeon
Keyword(s):  
Case Studies ◽  
Data Use ◽  
Education Doctorate ◽  
Practical Research ◽  
Teaching Research ◽  
Research Findings

Schools now face a sea of “evidence”—supposedly validated products, research findings, and test, demographic, and teacher-generated data—that leaders must use. How have recent reforms to educational doctorate (EdD) programs addressed these demands? Case studies of four exemplary EdD programs illustrate how the better ones help graduates learn to use evidence. These programs have well-developed strategies for teaching students to find, assess, and conduct practical research. While they provide opportunities for students to share their work with users, they rarely provide the intellectual tools and frameworks to think about putting different kinds of evidence into practice, even in leadership courses.

scholarly journals Teaching Research Ethics Better: Focus on Excellent Science, Not Bad Scientists

2013 ◽  
Vol 6 (3) ◽  
pp. 201-203 ◽  
Author(s):  
Mark Yarborough ◽  
Lawrence Hunter
Keyword(s):  
Research Ethics ◽  
Teaching Research

A model for teaching research ethics

2004 ◽  
Vol 10 (4) ◽  
pp. 693-704 ◽  
Author(s):  
Arri Eisen ◽  
Kathy P. Parker
Keyword(s):  
Research Ethics ◽  
Teaching Research

Integrating Research Ethics into the Introductory Psychology Course Curriculum

1997 ◽  
Vol 24 (3) ◽  
pp. 172-175 ◽  
Author(s):  
Celia B. Fisher ◽  
Tara L. Kuther
Keyword(s):  
Research Ethics ◽  
Case Studies ◽  
Ethical Issues ◽  
Introductory Psychology ◽  
Ethics Instruction ◽  
Standard Instruction ◽  
Scientific Ethics ◽  
Psychology Course ◽  
Interest In Research

Faculty at 2 universities integrated 6 case studies on research ethics into their introductory psychology curricula. Students who received the ethics modules were better able to identify ethical issues and consider moral ambiguities them students who received standard instruction. Students and faculty favorably evaluated the curriculum, and students indicated that ethics instruction increased their interest in research psychology and scientific ethics.

Teaching research ethics as active learning: reading Venkatesh and Goffman as curriculum resources

2017 ◽  
Vol 20 (3) ◽  
pp. 243-253 ◽  
Author(s):  
Martin Tolich ◽  
Louisa Choe ◽  
Adam Doesburg ◽  
Amy Foster ◽  
Rachel Shaw ◽  
...  
Keyword(s):  
Active Learning ◽  
Research Ethics ◽  
Teaching Research

scholarly journals Activating the Teaching-Research Nexus in Smaller Universities: Case Studies Highlighting Diversity of Practice

2010 ◽  
Vol 7 (2) ◽  
pp. 140-158
Author(s):  
William E. Boyd ◽  
◽  
Meg O'Reilly ◽  
Danny Bucher ◽  
Kath Fisher ◽  
...  
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Case Studies ◽  
Panel Discussion ◽  
Development Program ◽  
Important Process ◽  
Dimensions Of Learning ◽  
Personal Experiences ◽  
Teaching Research

The teaching-research nexus (TRN) has become an important process in the modern University, providing both identity to university scholarship and a device for the integration of academics’ work. Over the last decade many reports have identified the need to both establish institution-wide processes to embed and support TRN, and assist in academic professional development in adopting TRN. This case study reports one such institutional project, focussing on one element of the staff development program, a TRN panel discussion by academics who have engaged TRN. The discussion was structured around the five TRN dimensions of: Learning through research; Research-led teaching; Researching teaching; Teaching informed research; Learning how to do research. By reflecting on their personal experiences, the presenters provided example and discussion of the diversity of options within TRN. In evaluating this event, we consider the diversity of subtlety of TRN. There are clearly advantages for students and staff alike, and TRN allows the curriculum to have a significant authenticity. In terms of teaching, research becomes a core learning tool and foundation of the curriculum. TRN then becomes the catalyst for merging boundaries between teachers and learners, lecturers and researchers: TRN becomes a truly twoway relationship.

scholarly journals All Parts of the Same Thing: Dispatches from the Creativity Everything Lab

2021 ◽  
Author(s):  
David Gauntlett ◽  
Mary Kay Culpepper
Keyword(s):  
Everyday Life ◽  
Case Studies ◽  
Community Outreach ◽  
Multiple Perspectives ◽  
Research Project ◽  
Creative Practice ◽  
Wide Range ◽  
Teaching Research ◽  
Multiple Media

We established the Creativity Everything Lab at Ryerson University in 2018 as a place that would support and unlock “all kinds of creativity for all kinds of people.” In this article, we detail the transdisciplinary roots of our work and outline some of our activities and the thinking behind them. As a team of researchers developing projects and experiences that embrace a wide range of creators and creative practices, we are fashioning the lab to facilitate the actions of doing and making in a range of spheres: in everyday life, professional creative practice, and in learning and research. Three case studies – our ongoing efforts at supporting learning for students, a research project on platforms for creativity, and the community outreach of the 2019 Creativity Everything #FreeSchool – explore how teaching, research, events, and collaborations in multiple media intersect in a multifaceted system for relating to, and engaging with, creativity. Our studies suggest that creative practice as research helps people make connections that fuel curiosity and experimentation. We argue that engaging in multiple perspectives of the “everything” of creativity better equips our students, university, and public to reap its benefits and rewards.

scholarly journals ‘You're in Cruel England Now!’: Teaching Research Ethics through Reality Television

2012 ◽  
Vol 11 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Viv Burr ◽  
Nigel King
Keyword(s):  
Qualitative Research ◽  
Research Ethics ◽  
Reality Television ◽  
Ethical Issues ◽  
Research Project ◽  
Big Brother ◽  
Teaching Research ◽  
Qualitative Work ◽  
One Year ◽  
Familiar Material

This article reports findings from a one-year research project funded by the Higher Education Academy (HEA) Psychology Network. The research aimed to explore the use of ‘reality’ television in teaching research ethics to psychology undergraduates and this article reports on those findings that have particular relevance for qualitative research methods. Experience of teaching research ethics suggests that students can find the process of thinking through ethical issues in qualitative work quite challenging. Ethical issues in qualitative research can be subtly different from, or more complex than, those raised by quantitative studies, and yet most textbooks that deal with research ethics tend to focus on the latter. This article presents findings from a research project by the authors, which suggest that using familiar material such as TV programmes, and in particular ‘reality’ TV, can be effective in helping students address ethical issues in qualitative research. Fifteen second-year psychology undergraduates were shown an extract from an episode of Big Brother (Channel 4). They were then asked to discuss in small groups the ethical issues they felt it raised, and these discussions were audio-recorded. Subsequently, they were asked to apply their thinking to a research brief by discussing the ethical issues it raised, suggesting ideas for design and then writing a research proposal. This article reports findings from the first stage of the project. It presents evidence from the discussion groups indicating that the TV material had promoted an in-depth consideration of some ethical issues that can be challenging for students to address in relation to qualitative work, notably informed consent, confidentiality and risk of harm.

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