“Everything’s Ethics”: Practitioner Research in Data-Driven Times

• In Event: Examining the Impact of Teacher Inquiry as a Professional Development Tool

Abstract

In an increasingly audit culture of K-12 classrooms most teachers are not trained researchers and are unprepared for the increased emphasis on data and evidenced-based practice. The demands on teachers to be data-collectors, interpreters, or utilizers raise questions about research ethics and how to prepare teachers for roles—as methodologists, practitioners, and ethicists. In addition, more attention has been paid to quantitative data, general omitting attention to qualitative research and its ethical considerations. This study focuses on how teachers perceive their capacity to conduct research by way of a focus on research ethics. My objective is contributing understanding of the practitioner-researcher induction process and its implications for classroom practice.

Author

• Jill C. Lynch, Ashland University