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Many thanks Lesley, that paper looks perfect and I hope you won't mind if I share it with our Brookes panel. Re. AR studies, yes, I did my own action research doctorate with Jack Whitehead at Bath, and there were no issues at all with the Bath Univeristy panel. That same project, however, at Brookes entails up to 30 pages of detailed paperwork. So it is the diffference between institutional approaches that concerns me, and I hope will give me a chance to re-educate our Ethics panel that is definitely over-zealous on this matter (if not actually out of touch).. With thanks and good wishes, Jane On Thu, 8 Nov 2018 at 15:36, Lesley Wood <[log in to unmask]> wrote: > Hi Jane > Attached an article I wrote but it is more about communtiy engaged work > than classroom action research. However, we do not have much of an issue > with getting clearance for this type of work. I have always found it is a > matter of educating the committees who are not familiar with this type of > work - there are many examples of AR studies (see Jack Whitehead's website > for instance) and you could use them as examples of how this work is > accepted internationally. > Regards > Lesley > > Prof Lesley Wood > Director > Community-based Educational Research (COMBER) > Faculty of Education > North-West University > South Africa > Tel: +27(0)182994770 > Cell: +27(0)822969202 > e.mail: [log in to unmask] > http://education.nwu.ac.za/comber > > > Vrywaringsklousule / Disclaimer: * > http://www.nwu.ac.za/it/gov-man/disclaimer.html > <http://www.nwu.ac.za/it/gov-man/disclaimer.html>* > >>> Jane Spiro <[log in to unmask]> 11/8/2018 4:57 PM >>> > Dear fellow practitioner-researchers, > I wanted to ask about your institutions' ethical procedures for action > researchers. Our Ethics committee at Brookes is raising increasing blocks > to researching our own learners/classrooms, based on new opt-in rather than > opt-out regualtions for research participation; and concerns that > researching our own learners may entail coercion. Whilst we draw on > detailed theorised positions and evidence the beneficial nature of our > work, many of our doctorate students are being actively put off from > researching themselves in interaction with their learners because of the > documentation this now requires. > > I'd really welcome any examples or leads to show how this is done in other > institutions. Is it lightweight or heavily documented? Is the ethics > process a help or hindrance to enquiries into one's own practice? > > Very many thanks for any insights or examples and > good wishes, > Jane Spiro > > >> >> >> >> ------------------------------ >> > > ------------------------------ > To unsubscribe from the PRACTITIONER-RESEARCHER list, click the following > link: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=PRACTITIONER-RESEARCHER&A=1 > > ------------------------------ > > To unsubscribe from the PRACTITIONER-RESEARCHER list, click the following > link: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=PRACTITIONER-RESEARCHER&A=1 > -- Dr. Jane Spiro NTF, PhD, MPhil, MA, PGCE, SFHEA Reader in Education and TESOL HEA Senior Fellow and National Teaching Fellow *Sample publications* *Authored books* Spiro,. J, and Crisfeld, E. (2017) Linguistic and Cultural Innovation in schools: the languages challenge Basingstoke: Palgrave Macmillan Spiro, J. (2015) Playing for Time Kingsbridge: Oversteps (poetry collection) Spiro, J. (2013) Changing Methodologies in TESOL Edinburgh: Edinburgh University Press *Papers and book chapters* Spiro, J. and Dymoke, S. (2015) Translating Writing Words: writing as a poet, writing as an academic in Jones, R.H. and Richards, J.C. (eds.) *Creativity in Language Teaching * New York and London: Routledge pp. 77 - 94 Spiro, J. with EdD doctoral students (2015) Paving the way: creating space for the doctoral journey*Educational Journal of Living Theories *Vol. 8 no. 3 pp. 75- 94 https://ejolts.net/files/Spiro_at_al8(1).pdf Spiro, J. (2014) We are what we read: personal reading histories and the shaping of the teacher *European Journal of Applied Linguistics and TEFL* Vol. 3 no. 2 pp. 107 - 126 Spiro, J. (2014) Learning interconnectedness: internationalisation through engagement with one another *Higher Education Quarterly* Vol. 68 no. 1 pp. 68 - 87 *Interviews and webinars* *Spiro, J. (2016) Research and Creativity I**ATEFL Research Special Interest Group - worldwide webinar June 8th 2016* https://iatefl.adobeconnect.com/_a875541554/p3a42vko4gb/?launcher=false&fcsContent=true&pbMode=normal *Jane Spiro interviewed on creativity; Tokyo TEFLOLOGY podcast November 2015* Blog link: https://teflology-podcast.com/2016/05/25/tefl-interviews-20-jane-spiro-on-creativity-andreflection/ <https://teflology-podcast.com/2016/05/25/tefl-interviews-20-jane-spiro-on-creativity-and-reflection/> iTunes link: https://itunes.apple.com/us/podcast/the-teflology-podcast/id897413013?mt=2 Founding member and co-convenor of the Creativity group: http://thecreativitygroup.weebly.com/ ######################################################################## To unsubscribe from the PRACTITIONER-RESEARCHER list, click the following link: https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=PRACTITIONER-RESEARCHER&A=1