Responding

 
Guided Response: Respond to at least two peers. In your responses, ask a question about the ethical implications they found in their study. Compare it to your own post and offer input as to how the considerations in light of the Belmont Report should be taken into account. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
 
First respond:

 
Drosopoulos, J. D., Heald, A. Z., & McCue, M. J. (2008, May). MINIMIZING BULLYING BEHAVIOR OF MIDDLE SCHOOL STUDENTS THROUGH BEHAVIORAL INTERVENTION AND INSTRUCTION. Retrieved July 9, 2020, from     https://files.eric.ed.gov/fulltext/ED500895.pdf
               
The ethical considerations employed for this study were the dignity of participants as well as the anonymity, protection and privacy of the students. The three teachers that conducted this study displayed their professionalism in maintaining student privacy while discussing and research bullying and its effects. One of the possible factors of bullying in the school used for the study is the large number of low-income families. Students were asked to define bullying is as well as participated in role-playing scenarios where each student would be the bully, the victim or a bystander. Throughout each week, students contributed in various ways such as creating posters, writing songs, filling out surveys and working on self-esteem tests. By the end of this study, the students reported that they had felt more comfortable dealing with bullying situations and the results show that the amount of bullying had decreased from 147 instances in the pre-doc, to 101 in the post doc, a decrease of 31% (Drosopoulos et al., 2008).

Second respond:

 
Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Journal of Educational Technology & Society, 13(2), 116–127.  7-1
Within this article Bekele, discusses the motivation that students have in a internet based learning environment from the standpoint of higher education. Some ethical standpoints to consider would be of course ensuring that the students private information is kept out of the action research study. We must also consider the learning abilities, or each student involved. Furthermore asses the study to insure that there aren’t any implicit biases. Throughout this study the group of students must reflect as diverse, meaning there is an equal representation of race and gender. “This study examined how success measures (motivation and satisfaction) are impacted by success factors (ISLE).
Studies (Bekele & Menchaca, 2008a; Menchaca & Bekele, 2008) indicated course, method, support, and technology related factors jointly impacted successfulness.”(Bekele 2010)”
Resources:

Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Journal of Educational Technology & Society, 13(2), 116–127.  7-1