I hope to get further clarity on the scope and purpose of the action research we will be conducting. It seems that our scope for this semester is around a specific inquiry related to our driving question(s), but how does that relate to the IRB review? For example, if I'm conducting research on the effect of using technology in a group of adult (21+) students, and it poses no risk beyond what is experience in daily, typical activities, how is IRB review involved?
I found the IRB certification training and the IRB review document insightful into the thorough nature of conducting research, especially with children and other vulnerable populations. Other points to consider are the risks involved for the participant, how those risks are shared through the consent process, ethical guidelines for different test groups, research reporting, and minorities and women participation. Many of the guidelines only apply to research that is funded by NIH and HHS and exceeds minimal risk; these topics are great to have awareness around, but I don't think our scope will extend into this area. The main need to knows to address my driving question, surround the idea of minimal risk and how to include a diverse sample size. My driving question has to do with motivation and voice/choice. Specifically for the action research for this semester, I plan to introduce technology into my adult cohort of students that will allow them to communicate questions (online) to the assistant instructor, who will communicate CFU levels to the main instructor. To me this is a basic minimal risk project, measured by participants' answers to a questionnaire. I will need to know how to separate test and control groups, what level of consent is necessary, and how my small sample size of 21 students will effect results. Again, my main questions are around what IRB review is necessary for an action research project of such small scope.
3 Comments
Kelley Miller
9/24/2016 01:31:41 pm
I also hope to get clarity around this research we'll be doing; my thoughts echo your own, but I'd like to know if I've got the right idea. To me, also, it seems we've got a Big Picture driving question which we'll be exploring throughout our upcoming year of graduate studies. The action research we're engaging in for Ed 790, is to study one element of that question- which, according to what we've read this week, may produce even more questions and that's okay. For example, my DQ is about PBL in the context of Common Core ELA standards. It's broad! Certainly not something a couple weeks' of study could completely answer- but hopefully that's confirmation that our driving questions are good ones.
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Joseph Hall
9/25/2016 09:52:33 am
Zachary, I agree with the statement you made, "Many of the guidelines only apply to research that is funded by NIH and HHS and exceeds minimal risk; these topics are great to have awareness around, but I don't think our scope will extend into this area."
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9/26/2016 09:31:55 pm
My question is really how to make it so one can use students of a middle school age. Then that makes me think about school districts use of data of their students. How does that work? They know all sorts of stuff about kids and they haven't surveyed one person. So, under that premise can't we look at the same thing, to find out data that is already known? Just some thoughts...
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AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
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