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Action Research in Education: Addressing Gaps in Ethical Principles and Practices

Assistant professor at the University of Arkansas, Little Rock, College of Education, Department of Teacher Education, 2801 S. University, Little Rock, AR 72204; alnolen{at}ualr.edu. Her areas of specialization include research design and statistics

Jim Vander Putten

Associate professor at the University of Arkansas, Little Rock, College of Education, Department of Educational Leadership, 2801 S. University, Little Rock, AR 72204; jvputten{at}ualr.edu. His areas of specialization include the responsible conduct of researchers and working-class issues in higher education

Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K–12 school professionals and teacher educators, and national professional and representative organizations.

Key Words: action research • ethical practice in research • insider research

Educational Researcher, Vol. 36, No. 7, 401-407 (2007)
DOI: 10.3102/0013189X07309629


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