最后，应该始终努力确保参与者不以任何方式受到研究的伤害(Bryman, 2012)。在这种情况下，选拔过程的强制性，以及被面试学生的明显不适，表明可能造成了一些伤害。由于采访者承认了这一问题，情况在一定程度上得到了恢复，并且不再坚持在采访她的参与者时使用这种方法。相反，她允许一些学生提出另一种提供信息的方式，例如;由学生带领参观。然而，这仍然需要小组中一些没有自愿参与的成员参与，因此他们的观点没有通过这项研究被引出。目前还不清楚这些学生是否受到了伤害，但我们可以认为这是本研究中一个非常严重的弱点。总之，这篇文章很有趣地展示了在学校里如何不进行定性研究，而且它承认了对研究伦理基本原则的惊人忽视。另一方面，作者对研究中存在的失败是诚实的，并反思他们的错误，并声明他们已经改变和改进了他们未来研究的研究实践。然而，具有讽刺意味的是，最初的研究问题是关于参与者对他们在学校的权利的看法，而在这项研究中涉及到明显的伦理复杂性。这是适当的,这是放弃了一个严格的复审人员的数据采集过程,正如本文证明需要更多的培训教育社会学的研究人员,特别是在研究伦理,并进一步研究适当的实践校本的复杂性的主要研究是必需的。
英国社会学essay代写 选拔过程的强制性
Lastly, there should always be an effort to ensure that participants are not harmed by the study in any way (Bryman, 2012). In this case, the coercive nature of the selection process, and the obvious discomfort of the students being interviewed, suggest that some harm may have been caused. The situation was partly recovered by the interviewer’s acknowledgement of this issue, and ceases to persist on employing this method on interviewing her participants. Instead, she allows some of the students to suggest another way of providing information, for instance; through a guided tour led by students. However, this still requires some members of the group who did not volunteer to take part in this, and whose views were therefore not elicited through this study. It is not known whether those students suffered harm, nevertheless we can maintain that this is a very serious weakness in this study.In summary, this article was an interesting demonstration of how not to conduct qualitative research in schools, and it admits to a quite shocking disregard of fundamental principles in research ethics. On the other hand, the authors are honest about the failings endured in the research, and reflect on their mistakes and state that they have changed and improved on their research practices for future studies. It is ironic however that the original research question was about participant views on their rights in school when there are obvious ethical complications involved in this study. It was appropriate that this was abandoned in favour of a rigorous re-examination of the researchers’ data gathering processes, as this article proves that more training is needed for researchers in the sociology of education, especially in research ethics, and further research into the proper practice of the complexities of school-based primary research is required.
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