Ethical Considerations for Continuous School Improvement Inquiry and Leader-Initiated Doctoral Research

• In Event: Advancing Equity and Inclusivity Through Ethical Leadership and Documentary Engagement in Education

Abstract

In this era of continuous improvement and research-based practice, school leaders are encouraged to engage in practitioner inquiry for continuous school improvement. Concurrently, graduate programs are increasingly designed to promote research on practice, particularly to disrupt inequitable practices. District policies vary widely in support of practitioner research, particularly for graduate research. This paper draws on a case study of one urban school district’s approach to reviewing practitioner research, both in practice and as part of doctoral research, to surface the policy tensions, conflicts and challenges. It then compares these findings to the policies reviewed for five other urban districts to show their common practices and alternatives. At issue is how districts weigh the benefits of practitioner research while supporting ethical considerations.

Authors

• Margaret Terry Orr, Fordham University

• Akane Zusho, Fordham University