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Pub Date: |
1994-04-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
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Descriptors:
Age Differences; Beliefs; Codes of Ethics; Educational Research; Ethics; Females; Foreign Countries; International Studies; Interviews; Males; Partnerships in Education; Qualitative Research; Questionnaires; Researchers; Sex Differences; Teacher Attitudes; Teachers; Test Construction
Abstract:
It has been argued that qualitative research demands a special ethics code because of the special relationship between researcher and subject. Ethical aspects of teacher-thinking research were examined by asking 12 teacher-thinking researchers in Israel to participate in an interview on ethical issues of teacher thinking. Interview transcripts were analyzed and analyses were validated by two expert judges. With this information, a semistructured questionnaire was developed to explore ethics in teacher-thinking research and the relationship between researcher and teacher-subject. The questionnaire was completed by 25 participants at the 1993 International Study Association on Teacher Thinking. A wide range of opinions was apparent, so it was difficult to draw conclusions. In the Israeli community females and younger researchers appear to be more sensitive to ethical issues, but this is not the case in the international community. It is suggested that the code of professional ethics regarding the relationship between professionals and clients in general is not applicable to teacher thinking research, in which the teacher is more like the researcher's partner than like a client or a patient. Two tables present study findings. (Contains 34 references.) (SLD)
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Pub Date: |
1992-04-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Collective Settlements; Educational Experience; Educational Philosophy; Elementary Secondary Education; Foreign Countries; Immigrants; Individual Needs; Migration Patterns; Parent Role; Social Influences
Abstract:
This study attempted to identify reasons for the failure of kibbutz society to retain its young people, and to explain the role that parents play in encouraging their children to leave Israel. Data was collected through intensive individual interviews with several dozen ex-kibbutzniks currently living in Los Angeles, California, and through occasional observations and conversations at kibbutzniks' social functions. To assure that they were products of a complete kibbutz education, informants were included in the study only if they had been born and raised on the kibbutz. Interviews were open-ended and designed to elicit detailed accounts of the kibbutzniks' life histories and educational experiences. Findings indicated factors which pushed young people to leave the kibbutz. These included educational factors, such as an educational system which pressures children to be like everyone else and against which young people rebel, and personal factors, such as a desire for economic independence and individual freedom. Findings also indicated several factors, including economic independence and the desire for success and happiness, which caused ex-kibbutznik emigrees to remain in the United States. Results suggested that kibbutz education fails to distinguish between the obligation to live in Israel and the option to live on the kibbutz, and that this causes young people to feel that they must either live on the kibbutz or leave Israel. (MM)
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