Task 5c: Professional Ethics Theory

Ethics is defined as ‘the philosophical study of the moral value of human conduct and of the rules and principles that ought to govern it’ (Collins Online Dictionary, 2015). There are many different theoretical frameworks outlining various aspects of ethics within work place practice (Reader 5). Ethical considerations and issues have become particularly important in teaching in the recent years as education has become a constantly changing environment (Simons & Usher, 2007), therefore as part of my inquiry it is imperative that I utilise relevant theory and documentation to inform and guide the ethical considerations of my proposed inquiry.

Personal, Professional, Organisational and Societal Ethics

The operational context in which ethics work, presented in Reader 5, outlines the ripple effect of personal, professional, organisational and societal ethics (Reader 5). From this concept, I discovered that the responsibility of ethics is not clearly defined into the categories listed above. On the contrary, the responsibility of ethics, particularly personal and professional ethics, becomes almost indistinguishable. Within a teaching context, Carr (2006, p. 172) posits that, ‘one cannot observe a sharp division between professional and personal values in the case of good teachers, and that therefore good teachers need to be not only obedient to certain kinds of rules but also certain kinds of persons’. It is made clear here that without a certain degree of personal ethics a teacher cannot hope to adhere to professional ethics. Furthermore, Jones (2003, p. 386) argues that, ‘teachers’ personal beliefs and values influence their decision marking and problem solving capacity on a day-to-day bases’. This statement could link with my professional inquiry within a teaching context; as problems arise within my inquiry process, I will need to address these issues making use of my personal ethics by ensuring that I abide by professional ethics set by my organisation. As I discovered in Task 5b many of my organisation’s policies are in line with the Department for Education, or societal ethics. Consequently, yet again, the distinction between personal, professional, organisation and societal ethics becomes unclear and merged, highlighting the importance for ethical considerations on all levels within my place of work during my inquiry.

This commonality of ethical responsibility, leads to the issues of professional dispute and tension. Within my inquiry project, the insider researcher position is indeed a position of trust (Nolan & Putten, 2007). Therefore if an incident occurs in my inquiry, I need to ensure that I handle this with meticulous care, as I have now discovered that my personal and professional actions can impact negatively on my organisation and even society through this research.

Theoretical Approaches to Ethics

The theoretical approaches to ethics, presented in Reader 5, made me deliberate how issues that arise within an inquiry can be considered from different viewpoints of what is thought to be ‘ethical’. Mill’s (1861) theory of consequentialism centers around the concept that what is ‘right’ is dependent on the outcomes; therefore the right decision always maximises the greater good and the greatest happiness or the greatest number of people (Reader 5). However, Kant (1779) believed in the very opposite. The theory of deontology states that what motivates the action decides whether it is morally right (Reader 5). Another theory introduced in the Reader is Virtue Ethics (Reader 5). This approach to ethics centres on the morals of the character making the decision as opposed to the rules and consequences (Reader 5).

Through wider research, I found that Mill’s (1861) views of consequentialism have fundamental flaws. For example, Taylor (2009) posits that although all consequentialists are, ‘someone who has a view about the kind of consequence, or outcomes, it is morally desirable to being about’ (p. 13), there are different types of consequentialist ethicists. As an example, do a Christian consequentialist and atheist consequentialist have the same views (Taylor, 2009)? Essentially, consequentialism in based on a shared idea of what is right, but not all humans agree on what is considered ‘right’ (Taylor, 2009).

In the context of my teaching workplace, I can recognise that different approaches to ethics when analysing a situation can result in dispute and internal conflict. For example, theoretically if I conducted an observation and witnessed what I considered something that was ethically ‘wrong’ how would I proceed with this? As a deontologist ethicist, there is only one right way to deal with: report it. However as a consequentialist ethicist, I would have to consider whether this would be for the greater good and cause the maximum happiness for both staff and students within my workplace. As a virtue ethicist, I would have to look within my own character and address why I thought that the teacher had done something ethically wrong; I would have to consider what my reasons would be for reporting an incident, especially in relation to student outcome. Overall, although I understand the different theoretical approaches, I am still unsure how I would deal with an ethical issue like this if it were to arise within my inquiry. Although I am very confident that no staff member would do anything that is ethically wrong, inquiry can be unpredictable especially where student view is concerned (Oliver, 2010).

Analysing Ethical Problems

Similarly, the frameworks for analysing ethical problems offered in Reader 5, present similar problems to approaches to ethics in terms of my own inquiry. When analysing ethical problems there is sometimes no clear right or wrong answer. However the way problems are analysed can affect the overall judgment. Descriptive Ethics gives an objective description of events and does not question or assess issues that arise (Reader 5). On the other hand, Normative Ethics questions the moral principles people use when making a decision or choice (Reader 5). Simplistically, Descriptive Ethics is an objective account of events, whereas Normative Ethics is a subjective discussion of ethical issues (Reader 5).

Conversely, Kagen’s (1998) views of Normative Ethics provides an interesting case for the need of prior knowledge in order to apply this type of analytical ethics. Kagen (1998, p. 5) states that in order to use Normative Ethics to analyse a problem, ‘we have to have views about what it is you need to do to provide a moral claim with good defence’. She further argues that, ‘in doing normative ethics we will be presupposing some kind of account – wither a developed one or at least a working understanding of one – of justification in ethics’ (Kagen, 1998, p. 5). This argument leads me to the question whether it is possible to be completely objective or subjective.

Returning to my earlier example of witnessing an ethical ‘wrong’ during an observation, I will have to consider which framework (Descriptive or Normative) will be suitable and ethically sounds for analysing ethical problems within my inquiry. Furthermore, the complex links with objectively and subjectively in this topic will need to be taken into account. For example, if I observe that something is ethically wrong that is because, as Kagen (1998) states, I have prior knowledge of what is right and wrong in teaching, so my observation in not objective but subjective. Therefore, if I am using Descriptive Ethics to analyse a situation I will have to try and be completely objective, but is this possible?

Professional Ethics

Under Professional Ethics Reader 5 (2015, p. 16) states that professions ‘have developed licenses to practice and professional bodies to oversee that codes and ethics are being adhered to’. Within my own practices, Qualified Teachers’ Status (known as QTS) is the license to practice (Department for Education, 2015, Teachers’ Standards). With the changes to education and the role of the ‘Academy’, a teacher no longer has to have QTS to teach in these schools (Department for Education, 2012). This has led me, to an ethical debate: if professional bodies such as the government run Department for Education are monitoring codes and ethics within the education system correctly, doesn’t allowing unqualified teachers to teach in some schools cause ethical disputes? The varying routes practitioners take into teaching in modern education, as opposed to ‘traditional’ teacher training courses, means that many ‘teachers’ have significant and abundant experience within the profession but do not have the certificate to prove this. Within my own practices, I work within a school teaching small groups as an unqualified teacher. I am now wondering what implications this has on my own inquiry?

‘Researcher Ethics’ and ‘Power of a Researcher’

The power of the Insider Researcher is something that has been discussed on the BAPP course many times. In addition to the bullet points listed in Read 5 under Research Ethics, I found the several ideas raised by Oliver (2010) and Nolan & Putten (2007) particularly poignant to my inquiry. Oliver (2010) states that defining the terms of the inquiry is a vital ethical process. Furthermore, the name given to the participants within the inquiry is also a matter that should not be overlooked, as the term ‘subject’ almost dehumanises the participants, and subtly gives the researcher a higher status than the participants themselves (Oliver, 2010). He further argues that, ‘If a descriptive term is chosen carefully and reflects accurately the category of people in the sample, it should not imply any value or status differentials between researcher and those who provide data’ (Oliver, 200, p. 7). In my inquiry planning, I have already identified that I will not use the names of any students within my study, however through this research I have realised that I will have to consider the names I give to my respondents. I have though about using either ‘Student A’ or ‘Young Person A’ as options within my inquiry.

When discussing young participants within an inquiry, Oliver (2010) outlines that before an inquiry takes place very detailed conversations may need take place with parents and teachers or other appropriate adults to discuss what will be put in place to protect the children involved in the study. Within my own inquiry I will need to consider whether a written consent letter is sufficient enough to outline my terms. I have now considered either having telephone conversations with all parents/carers who have children in the inquiry or holding a meeting for all parents to attend with a senior member of staff present. Additionally, Oliver (2010, p. 31) states that there is ‘Potential disadvantage or harm which might affect respondents’. Sensitive issues about feelings may arise within social research and even with a promise of anonymity participants may feel uncomfortable (Oliver, 2010). Oliver (2010) offers a strategy that can be used in interview where by respondents can be asked if they would like to rephrase what they have said. I had not considered that students or even staff might become upset when discussing issues within interview situations. Through research I can no recognise that social research projects are unpredictable, and understanding the method above could help me and protect the dignity of the participants if this situation arises.

Finally Oliver (2010, p. 39) defines the term ‘gatekeeper’ as, ‘a personal who controls access to a location where it is hoped to carry out research’ yet this is ‘typically used in a metaphorical sense’. This is generally the manger in charge of an organisation and within an educational setting this would be a Principal of a school. Oliver (2010) states that it is vital to gain permission from the ‘gatekeeper’ prior to any research being undertaken by the researcher themselves. I feel that when I have discussed the ethical considerations of my inquiry with my SIG, that I need to make an appointment to see my Principal to fully outline the terms of my inquiry, ensuring that permission is given to every aspect of my inquiry.

Within an educational setting, Nolan & Putten (2007) recognise that although insider research projects, ‘are valuable when conducted by skilled practitioners with established knowledge, working relationships, access and credibility within schools’ (p. 402) ‘the ethical issues unique to this form of insider research have not received consideration proportional to the growing interested in the methodology’ (p. 401), highlighting the importance of ethical issues surrounding an inquiry as a teacher.

Nolan & Putten (2007) discuss the issues of using minors in education as participants in an inquiry. In outlining the importance of gaining parental permission through detailed consent forms, Nolan & Putten (2007) state that there are several difficulties within this process. Firstly, in creating and distributing consent documents, it is vital that parents and students fully understand the terms of the research, including the use of appropriate language for both parties to suit reading and comprehension level (Nolan & Putten, 2007). This can be a long and laborious process and ‘time delay can dampen researcher enthusiasm (Nolan & Putten, 2010, p. 402). Moreover, minors do not have the confidence, maturity or sometimes ability to withdraw from a study independently, so researchers must ensure, in addition to clear terms in the permission forms, that their relationship with the participants ‘is as democratic as possible’ (Nolan & Putten, 2010, p. 405) and no pressure is placed on the participants, which is often difficult due to the teacher/student relationship. Through this research, I feel it would be appropriate not only to offer a parental consent form but a student consent form with adapted, more simplistic language. I would also like to take the opportunity to discuss the consent form with students, giving them opportunity to ask questions or identify parts that they do not understand, in this way, I can ensure that students fully understand the terms of the inquiry and how to opt out if they wish.

Nolan & Putten (2007) state that working with particular classes could be considered a problem as it makes subjects easier to identify, which could cause problems with parents even with the use of pseudonyms. Furthermore, ‘The recent emergence of Internet-based research and the increasing role of technology significantly complicate efforts to protect participant confidentiality’ (Nolan & Putten, 2007, p. 403). I have considered working with specific classes across one year group within my inquiry, as I only have twelve weeks to carry out the inquiry. From this research, I will now need to consider how I keep full confidentiality of students to ensure both the parents and the Academy are confident that I am adhering to ethical considerations.

Finally, Nolan & Putten (2007) identify a significant issue of insider research within education as, ‘National teacher organizations also have neglected to develop language on ethical principles and policies that clearly articulates the roles and responsibilities of the teacher as researcher’ (p. 404). This knowledge, and the Research Ethics list outlined in Reader 5, has made me consider the possibility of developing a researcher policy with my school where I outline an ethics checklist and the terms on my inquiry. Although I will complete and provide an ethics form, this ‘policy’ could provide an extra layer of ethical considerations between the Academy and myself for my inquiry.

Conclusions

At first I found the intricacies of ethics very overwhelming, yet through this research I have identified areas that I need to address within my inquiry plan under the broad umbrella of ‘ethics’ with BAPP students, tutors and my SIG:

• How will I deal with unplanned ethical situations that occur within my inquiry? – Analysing ethical problems.
• How does not having QTS affect my inquiry? – Professional ethics
• How should Normative/Descriptive Ethics be used within my inquiry?
• How should subjectivity/objectivity be used in my inquiry when describing observations?
• How can I definite my terms to parents/carers? – Proposed meeting and phone calls?
• How will I define my terms and withdrawal to participating students? – Developing own consent letter, opportunity to explain?
• What will I call my ‘respondents’? – ‘Student A’/’Young Person A’
• How will I ensure dignity and complete confidentiality in sensitive issues? – Methods discussed
• Can I develop my own insider researcher policy with my Academy?

Bibliography

Carr, D. (2006) Professional and personal values and virtues in education and teaching. Oxford Review of Education Volume 32, Issue 2, May 2006, pp. 171-183.

Collins English Dictionary (2015) Definition of ethics [Internet] Available from: http://www.collinsdictionary.com/dictionary/english/ethics [Accessed on 25 October 2015]

Department for Education (2012) Academies to have same freedom as free schools over teachers [Internet] Available from: https://www.gov.uk/government/news/academies-to-have-same-freedom-as-free-schools-over-teachers [Accessed on 26 October 2015]

Department for Education (2015) Teachers’ Standards PDF Document [Internet] Available from: https://www.gov.uk/government/publications/teachers-standards [Accessed on 21 October 215]

Jones, M (2003) Reconciling Personal and Professional Values and Beliefs with the Reality of Teaching: findings from an evaluative case study of 10 newly qualified teachers during their year of induction. Teacher Development, Volume, 7, Issue 3, 2003, pp. 385-402.

Kagen, S. (1998) Normative Ethics: Detentions of Philosophy Senses. USA: Westview Press

Kant, I (2007) Critique of Pure Reason. London: Penguin Classics

McGuiness, R. (2015) Middlesex University Reader 5: Professional Ethics BAPP Arts

Mill, JS (1987) Utilitarianism and Other Essays. London: Penguin

Nolan, A & Putten, J. (2007) Action Research in Education: Addressing Gaps in Ethical Principles and Practices. Educational Researcher, Volume 36, Issues 7, October 2007, pp. 401-407.

Oliver, P. (2010) The student’s guide to research ethics 2^nd Edition. New York: Open University Press.

Simons, H. & Usher, R. (2007) Introduction: ethics in the practice of research. In: Simons, H. & Usher, R. (2007) Situated Ethics in Educational Research New York: Routledge pp. 1-11.

Taylor, N. (2009) Consequentialism ad Ethics of Planning Research. In: Piccolo, L. F. & Thomas, H. (2009) Ethics and Planning Research England: Ashgate Publishing Limited pp. 13-28.

Task 5b: Ethics (from legislation and professional sources)

Since undertaking task 5a, I have researched ethics within my work place. I have researched and used government legislation from the Department of Education, as well as a variety of the Academy policies. I am not quoting or identifying the policies directly on my blog as I do not feel this is appropriate and falls in line with the ethics of my workplace.

Safeguarding

I identified that this was the most important aspect of ethics within my job. When I looked at the Department for Education document of safeguarding, they define safeguarding as, ‘protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes’ for everyone of 18 years and younger (p. 3). From this document, I identified that the most significant aspect of safeguarding is reporting anything of concern to the designated member of staff within the school. They state further that ‘Everyone who comes into contact with children and their families has a role to play in safeguarding children’ (p. 3). I also made note that it is the responsibility of the school not only to report suspicions but, ‘All school and college staff have a responsibility to provide a safe environment in which children can learn’ (p. 4).

In terms of my academy policy, it outlines that the policy falls completely inline with government legislation and regional safeguarding procedures. The two mot significant things I took from this policy were the following: mobile phones must be kept in secure places and not be accessed throughout contact time with children and photographs or images of children within the academy care may only be taken after parental consent has been given only using the Academy camera and the images must remain within the setting. Applying this to any possible inquiry I would carry out, I always understood that parental consent must be given before any photographs must be taken. However, I now see that I must use Academy cameras to record any interviews with students. Furthermore, these images must stay within the Academy. Therefore, I may have to only complete audio recordings of interviews in order to stay within academy codes of conduct and within legislation.

Finally from this policy I identified an area that I overlooked in my original post. When speaking to a student on a one-to-one basis it is vital that a door is kept open or a colleague knows where and when a conversation is taking place. This protects both the staff and student. I always do this during my daily practice, but I hadn’t thought about it in terms of how this could affect my inquiry. For example if I were interviewing as student one-to-one in order for them to speak honestly and openly, I would need to ensure that a colleague knows this conversation is happening and I will lave a door open.

Interestingly, I also used the Attendance and Register of Pupils Procedure policy as part of my research. It outlines that we have a duty of care to take registers accurately and know where each student is at any given time. Again, if I am in my Academic Coaching role teaching small groups or delivering one-to-one sessions, I always ensure that staff and attendance are aware of where the students are working (e.g. room number) and the time they will be in that room (specified lesson) working with me. However as part of my inquiry, I will need to ensure that attendance and staff are aware if as student is working with me at any given time either for an interview, questionnaire or task. It is vital that I do this to stay in line with legislation and academy policy.

Data Protection/Permission

The Data Protection Act policy within the academy states that no information will be passed outside of the Academy, Local Authority or Department for Education, unless consent is given. I must ensure that permission is given by all members of staff that have any involvement in my inquiry to pass on my findings, to comply with law.

Codes of Conduct

Interestingly, I didn’t consider the behaviour aspect within my inquiry. As I work within a school setting, it is imperative that my inquiry does not undermine the aims of the Academy to have high expectations in terms of behaviour. Within our behaviour policy we have two very clear visions, which the students should to abide by. I am not going to post them on a blog, as I do not feel this is appropriate. It outlines that staff should encourage and model good behaviour by treating everyone with respect and being polite to all members of the community. Furthermore, within the home/school agreement it states that the school will provide a safe and supportive environment for all pupils. I think this is really important to consider and remember within my inquiry. I always treat staff and students with respect and manors as I feel that it is important to lead by example for the students. However, it is vital that students feel that they will not come under and scrutiny for their opinions/ideas expressed within my inquiry. They need to feel free to make their own statements and without feeling unimportant or that their opinion is not the ‘right’ answer. On the other hand, I need to comply with Academy policy and by challenging and not accepting rude, offensive or inappropriate language to any staff or students, or racist, sexist or homophobic comments. I feel this could be very interesting if I chose to interview students. I need to consider how I will support students and allowing them to express how they feel, whilst at the same time not accepting inappropriate behaviour.

I mentioned Health and Safety within my original post and identified this as having high important within my inquiry. Through looking at the Health and Safety policy, I realised that I didn’t consider completing a risk assessment document. Usually, this is completed for off site activities, such as trips. However, as my inquiry in based in the Academy but not for the sole purpose of the Academy, I need to consider whether would I need to carry out a risk assessment. This is something I need to check with the operations manager at work.

Another aspect that I am fully aware of, yet overlooked in my original post, is ensuring that all students have equal opportunities. In the SEND (Special Educational Needs and Disability) policy, it outlines that it is vital for all students within the academy to have the appropriate support in order to achieve their full potential. Staff need to make sure that adjustments are made to ensure children are not being put at a disadvantage. Differentiation is key within this process. I had not considered all aspects of differentiation this within my inquiry. For example, if a student needs a different colour to read paper to read on in order for them to not be put at a disadvantage, I will need to ensure that any questionnaires or questions are copied onto the specified colour, ensuring they are not at a disadvantage.

My own conduct and professionalism

Although I mentioned that my own professional standards might not be written in a policy, I still thought it was important to consult the policies and government legislation to ensure that I haven’t missed anything obvious in my last post. I consulted the social media policy to ensure that I was using it in line with my inquiry. It states that the Academy logo should not be used without permission on any online site, that line managers and the Principal should be consult before a social media site is created and used. This is the reason why I have never stated where I work on my blog, which Academy I work in or mentioned any staff or student names. I feel it is important to maintain this throughout my inquiry. Furthermore, I will need to continue to censor the information I share and discuss online through my BAPP blog and SIG.

Finally, I looked at the Teachers’ Standards document on the Department for Education website. There are eight teaching standards listed which are as follows: 'Set high expectations which inspire, motivate and challenge pupils; Promote good progress and outcomes by pupils; Demonstrate good subject and curriculum knowledge; Plan and teach well structured lessons; Adapt teaching to respond to the strengths and needs of all pupils; Make accurate and productive use of assessment; Manage behaviour effectively to ensure a good and safe learning environment; Fulfil wider professional responsibilities' (Department for Education, 2015, p. 1). Although my project may not center around my own teaching, I will need to consider how I will abide by these standards, as I work within an educational setting. This policy also outlines the personal and professional conducts of a teacher also. It states that, ‘Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school (Department for Education, 2015, Teaching Standards Document p. 1). This includes many of the ideas I have identified within my school policies such as: treating pupils with dignity, building relationships, safeguarding students, having a tolerance for others/respecting beliefs and values (Department for Education, 2015). It has clearly states that teachers need to have professional regard for school policy and practices (Department for Education, 2015). Therefore, it is vital that I abide by the following things that I have identified within the blog when carrying out my inquiry:

• Gaining written parental consent
• Only using Academy camera for filming
•  Only using audio recordings within my inquiry
• Gaining permission from staff
• Conducting any interviews with the door open and another member of staff is aware this is happening
• Making sure the whereabouts of students is known at all times – this may mean emailing attendance if a student is with me
• Students must feel supported and valued
• Unacceptable behaviour is challenged
•  Consider and sonsult members of staff to establish if a risk assessment needed
•  SEND considerations and adaptations
• Continue to censor the information I share online
• Considering the teaching standards when carrying out my inquiry

      I have found this task interesting because many of the things I discovered from the policies I always abide by in my day to day work, but I hadn't necessarily thought of how these things could affect the way I carry out my inquiry.

Bibliography

Department for Education (2015) Behaviour and Discipline in Schools PDF Document [Internet] Available from: https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools-guidance-for-governing-bodies [Accessed on 20 October 2015]

Department for Education (2015) Keeping children safe in education: information for all school and college staff PDF Document [Internet] Available from: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 [Accessed on 20 October 2015]

Department for Education (2015) Teachers’ Standards PDF Document [Internet] Available from: https://www.gov.uk/government/publications/teachers-standards [Accessed on 21 October 215]

Workplace Policies used

Attendance and Register of Pupils Procedure Policy

Behaviour Policy

Data Protection Act 1998 Policy

Health and Safety Policy

Staff Dress Policy

Special Educational Needs and Disability Policy

Social Media Policy

Workplace Child Protection and Safeguarding Policy

Task 5a: Ethics (without reference to documents or discussion)

Within Module 1, I identified that ethics were crucial within my work place as a school. Looking back at my blog I found the following quote, which I believe highlights the continuing importance of ethics within Module 2 and planning my inquiry: ‘Teacher unions report an ongoing increase in the number of teachers facing discipline based on what they have posted online’ (Kuehn, 2012, p. 84).

When I came to write the ethics that I thought applied to my work place, I wasn’t quite sure where to begin. My immediate thoughts were of the most prominent aspect of ethics within my work place: safeguarding. However, through working at the Academy for just over two years, I realised there were many more areas to consider such as staff polices, codes of conduct, child protection and health and safety. I decided to write my ideas in small ‘clusters’ under topic areas that I thought were important within my workplace.

Safeguarding - I think this is the most vital part of my role within my workplace and for any teacher. It is really important that information about any student is not released outside of the Academy, unless permission is given or it is for an outside agency working to protect the child (child protection related). It is also imperative that student information is kept private; this includes keeping computers ‘locked’ when not attended to keep all information safe. Written permission is needed from parents if students are involved in after school/off site activities. A written permission form has to be singed for any audio or audiovisual recordings of the child to take place. If any students were to be involved in my inquiry, I would need to write a letter to parents outlining what my inquiry involves, where the information would be shared and who this information would be shared in order to gain full written consent for their child to take part. Furthermore, I would never use surnames of children, and I would even consider not even using first names. I would use names such as ‘child a’ if the parents did not want their child's names being used. I also think that keeping confidential information about a student completely confidential is absolutely crucial.

Data Protection – It is vital that no data or information for a child is released outside the Academy. This is also the case with staff. No staff data should be passed on to third parties without permission from that member of staff.

Codes of Conduct and Policies – we have many codes of conduct and policies within the Academy. One of the most important is health and safety. It is important at all times that the students’ and staffs’ health and safety is considered at all times within and out of lessons. This is particularly important in practical subjects where the risk of injury is greater. Furthermore, it is imperative that I follow and abide by the outlines within my job description; this even includes things such as abiding by the dress code and making sure I look clean and presentable. It is vital that staff wear identification badges at all times around the building and during after school activities as a child protection precaution.

Permission – in terms of my inquiry, written or verbal permission is needed from staff in order for me to complete observations, interviews and attend meetings. It is extremely important that all staff are aware the purpose of my inquiry and where the information I collect will be used and who will see this information. I would prefer written permission from staff to ensure effectively communication from both staff and myself to ensure that they fully understand my inquiry. Overall, I need permission from my Principle in order to carry out any form of inquiry.

Staff – I think it is important that staff know in advance if I am going to observe and are clear of what my intentions were to be. I also think it is important that staff know when I am recording conversations either audio/audio visually or in note form. I also think it is important that appropriate staff are made aware of an inquiry. For example, if I were to carry out some form of inquiry that involved the English and Performing Arts department, that Curriculum Leaders are fully aware that this is happening and that they are happy for this to happen.

My own conduct and professionalism – we discussed what makes a professional in Module 1. However, for me this is one of the most important things about ethical considerations. Following my contract (such as working hours, wearing my ID badge and use of appropriate language), behaving in a professional manor in front of students and staff (including appropriate tone and language), dressing appropriately (in line with dress code, looking clean, having clean hair and not wearing too much make up) are all incredibly important to me. I would ensure that no information is disclosed, especially that of a sensitive or controversial nature, to anyone who is not involved with the inquiry. For me it also goes beyond a contract, policy or procedure in terms of people. It is really important that my actions do not impact negatively upon my employers, colleagues, students or their parents. When conducting social research, it is imperative to remember that peoples’ feelings and emotions are intrinsically involved and connected with the inquiry; this needs to be handled with sensitivity and professionalism – something that may not be included in a contract or policy.

I have found it quite challenging to complete this task without undertaking background research. I feel that I have a good knowledge of ethics and policies within my work place, but I think that by just writing my ideas I will have missed a key aspect of ethics within my school which I need to have considered before undertaking my inquiry. It will be interesting to compare my thoughts with documentation and further research to see what I have overlooked.

Questioning my Assumptions...

After the online session last week, as part of my reflective journal, I looked back at my questions and analysed them in more detail. I focused on finding my assumptions within these questions. By doing this, I was able to find out what I am really interested in. I hope to focus on these interests, and not my assumptions, in my inquiry. I found this a really useful exercise for developing my initial and developing questions. 

Is there a link between improving literacy levels with dance lessons?

This question makes the assumption that there is already a link between dance and literacy. Here I think I am assuming that Dance lessons can be used to improve Literacy levels and that I need to record ways that it can be used in dance. I am really interested in dance and literacy and why students like these subjects.

Can dance be used to improve literacy levels in low ability students?

Again this question is assuming that Dance can be used to improve Literacy levels. I think I have observed that some students who excel in dance are in lower attainment Literacy sets. I often see that they are not behaving in the expected way in these lessons. I have clearly made the assumption that because they don’t behave in that lesson that they don’t enjoy it. Therefore, I have assumed these students need something used in their Dance lessons, incorporated into their Literacy lessons to improve their literacy levels. Furthermore, in this question I have created a generalisation of all low ability students based on my own preconceptions and assumptions. These preconceptions have clearly skewed this question. The fact that a minority of students enjoy Dance and don’t like Literacy, does not reflect the whole picture; this may only be the case with very few students. Moreover, I would not be able to complete this inquiry within the 12 weeks because it would require more monitoring that I would be able to give.  I am interest in dance and literacy lessons and why students like/dislike these subjects within my school context.

How does participation in extra curricular Performing arts effect engagement in timetabled lessons? Is this positive or negative?

Again I have made an assumption that there is a link between extra curricular and timetabled lessons. There may be no link at all. I would even say that I have made the assumption that it is a positive effect on timetabled lessons when students partake in extra curricular performing arts clubs. I think I have made this assumption from the fact that I have observed lessons where the students who take part in extra curricular are really involved in the lessons. I have helped backstage with the musical production and seen how involved these students are and then assumed that they bring the same enthusiasm into their lessons. Therefore, with this question I think I was trying to prove that there is a link and that extra curricular does contribute to positive engagement. I am interested in engagement.

What are the factors that contribute to positive engagement for students?

I think out of all of my questions this contains the least assumptions. There is no positive/negative engagement or leading assumptions about dance and literacy. However, I don’t think I have been that specific with the subject I am addressing this question. I almost think this is a good thing though. I think one of the benefits of this question is that it does allow me to find out more about what I am interested in. It links very much with the ideas that we were talking about during the online session of challenging my own assumptions through this question, as it is not looking for links/correlations. In the same way, nor is it ‘taking on the world’ and trying to find results that I will use to try and change peoples’ attitudes towards Performing Arts. I am interested in engagement in dance and literacy. I will need this for the future.

Can positive professional relationships in Performing Arts be used to improve attitude, engagement and enjoyment of English and Literacy classes?

This question has many assumptions in it. Firstly, it assumes that there are positive relationships between Performing Arts staff and all students. Secondly, it assumes that all students don’t like English and have negative relationships with staff. Out of all of my questions I now realise just how many assumptions are in this question! Some students may not like Dance/Performing arts at all because they don’t enjoy their lessons, and love English because they enjoy the subject. I think I have this assumption through working in my role as an Academic Coach and observing dance lessons during the summer. Within my Academic Coaching role many of the students I work with find English difficult and it is not one of their preferred subjects, therefore I think I have assumed from my own personal experience that ALL students don’t enjoy English. I feel a little bit ashamed of myself when I look back at the generalised assumptions I have made in this question! I am really interested in engagement in Dance/Performing Arts and Literacy/English.

Revised Questions:

Does a student’s level of engagement differ in Dance and English/Literacy lessons? Does this have an impact on their progress?

This question is a revised question that I posted on Danni’s comments about my original questions. Here I have tried to focus more on engagement, after recognising that this is something I am interested in, but I after the Skype session I can see my preconceptions and assumptions throughout the question. I have assumed that there is a difference in the engagement levels between the subjects, and this level of engagement does have an impact on their progress. Furthermore, I believe I have used a very open term in ‘engagement’. From this I think I need to look into what engagement is and discuss this with my colleagues. Similarly to another of my questions, I don’t believe I would be able complete this inquiry within the 12 weeks. Monitoring progress would take a longer period of time than 12 weeks to see if there is an impact on the progress. As Adesola said during the online session, this question needs to have ‘foundations’ first and I need to focus on these foundations at this stage. This type of question I now see is too much to take on at BA level in 12 weeks. I am interested in engagement and why students like/dislike Performing Arts and English.

Is there a correlation between different engagement levels in Dance and English/Literacy? What are the contributing factors to this?

Again I have assumed that there is already a correlation/link between Dance and English/Literacy engagement. I think I could even go as far to say that I thought I would find that students who enjoy Dance do not like English and, vice versa, students who enjoy English do not enjoy Dance. I see now that this is probably not the case and I have again made an assumption about this. Again, in the second section of this question, ‘What are the contributing factors to this?’ I am now asking myself ‘What do I mean by ‘factor’?’ Like ‘engagement’ how am I using this term? I think here factor means reason. Again this is something that I need to look into further through research and discussion with colleagues. I am interested in the reasons why students like and engage in Dance/Performing Arts and English/Literacy.