> If educators were made responsible to ethics committees, as are researchers, such developmentally inappropriate educational misplacement would never be permitted.
This is a recurring theme. For example, when doing education research with a control group. Sometimes, while the study is still in progress, the benefit of the intervention becomes so clearly dramatic, that by IRB standards, continuing to deny the intervention to the control group becomes ethically fraught, suggesting the experiment be stopped. Even though by education standards, the intervention is unlikely to be widely adopted any year soon.
Similarly, part of why science works, is researchers' fears of being embarrassed in front of their peers, by getting things carelessly wrong. This doesn't always exist - my favorite example being astronomy education content that gets the color of the Sun wrong. So there's a question of what community characteristics are needed to support it.
Awareness of ethical issues in education, such as "equity", seems greater now than in decades past.
So looking ahead, might a perception of embarrassment, or of ethical failure, be encouraged and leveraged to improve content and pedagogy? And what might that look like?
This is a recurring theme. For example, when doing education research with a control group. Sometimes, while the study is still in progress, the benefit of the intervention becomes so clearly dramatic, that by IRB standards, continuing to deny the intervention to the control group becomes ethically fraught, suggesting the experiment be stopped. Even though by education standards, the intervention is unlikely to be widely adopted any year soon.
Similarly, part of why science works, is researchers' fears of being embarrassed in front of their peers, by getting things carelessly wrong. This doesn't always exist - my favorite example being astronomy education content that gets the color of the Sun wrong. So there's a question of what community characteristics are needed to support it.
Awareness of ethical issues in education, such as "equity", seems greater now than in decades past.
So looking ahead, might a perception of embarrassment, or of ethical failure, be encouraged and leveraged to improve content and pedagogy? And what might that look like?