Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K–12 school professionals and teacher educators, and national professional and representative organizations.

Social media are an ubiquitous, technological phenomenon, permeating both personal and professional lives. Increasingly, business professionals use social media at work, yet it is often omitted from the business curriculum. This qualitative study investigated business communication faculty members’ perceptions and usage of social media in classroom and business contexts. Data were collected via interviews and course syllabi review. Interviews were transcribed and coded using an adapted technology acceptance model. Overall, participants accepted social media’s importance as a business tool but did not reach a consensus about its inclusion in the curriculum. Guidelines for addressing social media in the business communication classroom are presented.

THE PURPOSE OF THIS STUDY WAS TO develop and establish content validity of an instrument designed to measure the organizational climate for research integrity in academic health centers. Twenty-seven research integrity scholars and administrators evaluated 64 survey items for relevance and clarity, as well as overall comprehensiveness of the constructs that are measured (organizational inputs, structures, processes and outcomes). Both quantitative and qualitative methods were used, particularly content validity indices (CVI) and analyses of respondents' comments. The content validity index for the overall survey was initially high (CVI = .83) and improved (CVI = .90) when 17 marginal-to-poor items were removed. This study resulted in the Organizational Climate for Research Integrity (OCRI) survey, a 43-item fixed-response survey with established content validity.

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