Validity and Ethics

Validity

When collecting data for action research studies, it is important for teacher-researchers to ensure the quality of their data.  If data collected for the study are imprecise, or if the researcher has actually measured something other than what was intended to be measured, at a minimum, the data will be inaccurate and misleading.  “The larger concern here is that if the action research study is continued to its logical 'end', the results of the study will follow suit: they too will be inaccurate and misleading.  If that occurs, you have essentially wasted your time - not to mention that of colleagues, students, parents and anyone else involved in your study" (Mertler, 2012, p. 131).

There are three common practices that teachers should be aware of that can help ensure the trustworthiness of data when dealing with qualitative data: triangulation, member checking, and prolonged engagement and persistent observation (Mertler, 2012).

Triangulation: using multiple data sources, multiple data collection methods and perhaps even multiple teacher researchers in order to support ultimate findings from the study.  Hinchey (2008) also refers to triangulation as collecting various types of data, minimally three, "to increase confidence in their [researchers] findings" (Hinchey, 2008, p.76).

Member checking: sharing the interview transcripts, analytical thoughts (such as observation notes), and drafts with the participants of the study to ensure that you have represented your participants and their ideas accurately.

Prolonged engagement and persistent observation: spending increased time 'in the field' which develops trust and relationships with participants, allowing you to learn the culture of the setting and observe patterns of behaviour to the point of being routine.  Observing or interviewing only once or twice will not afford this luxury (Mertler, 2012).  Hinchey (2008) agrees with Mertler (2012), and also heads the warning that collecting too much data, whether relevant or not, may cause the researcher "who collects more data than she has the capacity to analyze [to] either leave the study unfinished or to confront the painful task of eliminating some data from the study after taking the time and trouble to collect it" (p.77).

When dealing with quantitative data, Mertler (2012) suggests that for the purpose of action research, we focus on instrument content, which is a source of evidence based on the relationship between the content addressed on a test, or on another instrument used for data collection and the underlying construct it is trying to measure.

Ethics

"As action research has assumed a larger role in education, the need for appropriate ethical guidelines has become evident …. Each role - researcher and practitioner - brings its own ethical standards, and untangling these roles can present knotty challenges” (Zeni, 2009, p.254).

“In action research, there are two particular primary ethical concerns:  participants' privacy/confidentiality and the researchers' potential abuse of power” (Hinchey, 2008, p.56).

Responsibility and Accountability

"In classroom action research, the daily activities of teaching assume a dual role .... Meetings with individual students become informal interviews; discussions circles and projects become focus groups; the full range of student work becomes data as well.  One ethical question is central: 'Do the research methods support or interfere with my primary professional role?'" (Zeni, 2009, p.258).

Teachers must consider The Freedom of Information and the Protection of Privacy Act (FOIP) as they develop their action research project plans. “Most classroom-based action research projects will involve collecting personal information about students, including their demographic and achievement data. Parents must give prior approval for this type of information to be collected and, if necessary, reported or published" (ATA, 2000, p, 8).

Action and Social Justice

"I see personal and cultural self awareness as central - both epistemologically and ethically - to action research that addresses social issues inside and outside the classroom" (Zeni, 2009, p. 261)

A helpful approach is to consider examples of ethical questions that might inform your action research project. These might be questions a critical friend could pose as you move through your project (ATA, 2000, p. 7).

·      How might the intended changes from your project affect others?

·      Who has an interest in being informed about your project?

·      Who will own the information generated by the project?

·      How does the project express an ethic of caring for others?

·      In whose interest is the change you are proposing being made?

·      Who will own the success/failure of the project? 

Four ethical principles (ATA 2000) developed by Carson et al (1989) include:

1. Ethics of hope: 

Action research is motivated by an interest in making schools better places for students. Action research should be informed by a concern for the broad range of needs of students and the school community. 

2. Ethics of caring: 

At all times, the general welfare of both students and teachers must be kept at the fore.

3. Ethics of openness: 

It is important that both the questions and the ways that teacher-researchers work through them are made clear to colleagues and school members. 


4. Ethics of responsibility: 

The welfare of students and the need to maintain collegiality must be kept in mind at all times (p.7).