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    American Educational Research Association (AERA)

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    As a member of the American Educational Research Association (AERA), you have been asked to participate in a panel discussion for graduate students about ethical standards for educational research. The facilitator of the discussion has asked you to present a paper in reference to one of the following three guiding standards:

    * responsibilities to the field
    * intellectual ownership
    * sponsors, policymakers, and other users of research

    Choose a guiding ethical standard from the list, and review it on the AERA website: http://www.aera.net/aboutaera/?id=222

    A model of ideas is presented.

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    Responsibilities to the Field:

    Ethical behavior includes engaging in the spirit of teamwork; exhibiting respect for the University, colleagues, students, faculty, and alumni; participating in those activities that are in the best interest of the University; avoiding real and perceived conflicts of interest; monitoring and sharing information regarding use of gift funds; and holding confidential all donor personal and financial information in accordance with administrative policy, federal and state law, as well as sound relations practices.

    Honesty is the essential quality of a good teacher and student, neutrality is not. Teachers have ethical responsibilities in selection, instruction in ethics, career counseling, academic supervision, evaluation, compensation, and placement. They should demand assurance that they will not be required to compromise their professional responsibilities and ethics as a condition of their permission to pursue research. Specifically, no secret research, no secret reports or debriefings of any kind should be agreed to or given. If these matters are clearly understood in advance, serious complications and misunderstandings can generally be avoided.



    Research on academic dishonesty in higher education is generally reported in prevalence rates of cheaters, and in dimensions related to cheating (Hollinger & Lanza-Kaduce, 1996; Whitley, 1998). Yet, the literature shows wide disagreement on the prevalence and dimensions of academic dishonesty based on the researcher's design, sample, and setting. Surprisingly, these distinctions have been generally ignored in the literature. This cross-sectional exploratory study investigates these differences, specifically in terms of research setting among a sample of 857 students at a small-sized state university.


    http://www.creativepro.com/story/feature/18691.html (this talks about students faced with pirating material and the educational ethics involved)

    Educational researchers should conduct their professional lives in such a way that they do not jeopardize future research, the public standing of the field, or the discipline's research results.

    Educational researchers must not fabricate, falsify, or misrepresent authorship, evidence, data, findings, or conclusions.

    Educational researchers must not knowingly or negligently use their professional roles for fraudulent purposes.

    Educational researchers should honestly and fully disclose their qualifications and limitations when providing professional opinions to the public, to government agencies, and others who may avail themselves of the expertise possessed by members of AERA.

    Educational researchers should attempt to report their findings to all relevant stakeholders, and should refrain from keeping secret or selectively communicating their findings.

    Educational researchers should report research conceptions, procedures, results, and analyses accurately and sufficiently in detail to allow knowledgeable, trained researchers to understand and interpret them.

    Educational researchers' reports to the public should be written straightforwardly to communicate the practical significance for policy, including limits in effectiveness and in generalizability to situations, problems, and contexts. In writing for or communicating with non-researchers, educational researchers must take care not to misrepresent the practical or policy implications of their research or the research of others.

    When educational researchers participate in actions related to hiring, retention, and advancement, they should not discriminate on the basis of gender, sexual orientation, physical disabilities, marital status, color, social class, religion, ethnic background, national origin, or other attributes not ...

    Solution Summary

    This job models an American Educational Research Association (AERA) inquiry.