MESHGuides

Links to ethical guidelines published by associations providing support for research in social sciences:

British Education Research Association Ethical Guidelines (2018)

https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018

ESRC Research Ethics Framework

Clark, A. (2006) Anonymising Research Data, ESRC National Centre for Research Methods, NCRM, Working Paper Series 7/06. http://eprints.ncrm.ac.uk/480/1/0706_anonymising_research_data.pdf

Corden, A. & Sainsbury, R. (2005) Research Participants’ Views on Use of Verbatim Quotations. SPRU, University of York.

This MESHGuide draws on a range of key literature in the field of social science research ethics. Also its design has been informed by lessons learned from my own research, which has focussed on the following areas:

This guide is designed to help you to:

• Understand the significance of ethical concerns in the research process
• Identify the nature of the ethical issues that may be of significance in the design and implementation of your research
• Develop your research design in a way that takes into account of ethical considerations, so that your research is as ethical as possible
• Understand the complexity of the process of gaining informed consent and enable you to achieve this
• Reflect on the complexity of research ethics

BATOD has a section on their free-to-access Audiology Refreshers resource on Acoustics.

The Achievement for All project has established links and collaboration with the following projects and organisations:

Anti –Bullying (working in partnership with the Anti-Bullying Alliance, the Council for Disabled children and Contact a Family, funded by the Department for Education, Achievement for All has been delivering the Anti-Bullying programme for senior leaders)

The DFE evaluation of AFA found that changes in outcomes varied as a function of a variety of factors at pupil level. Our quantitative analyses demonstrated that, generally speaking, pupils with stronger positive relationships, who attended school more regularly, and with higher levels of academic achievement at the beginning of 5 the AfA pilot experienced better outcomes. Pupils at more complex Special Educational Needs as recognised by the school generally experienced less improvement when compared to others, as did pupils eligible for Free School Meals.

Achievement for All aims to extend the impact of the programme across countries.
Achievement for All is currently working with schools in Wales, Norway, the USA and Latvia (2013/2014). The underlying principles of the Achievement for All framework enable adaptation of the programme for different contexts.

Evidence shows that children and young people with special educational needs and disabilities and other vulnerable groups are less likely to access extra-curricular activities. Through the Achievement for All framework schools have both further developed extra-curricular provision and removed ‘barriers’ to entry. This has enabled pupils to participate and engage in the activities leading to an increase in self-esteem and confidence.