This article investigates the meanings of sound research ethics in social science research involving children. In recent years, coinciding with an increased interest in research that involves children, discussions have emerged regarding both the processes of ethical research design and subsequent approval mechanisms. In these discussions, two different views on research ethics can be distinguished: ethics as risk management and ethics as research practice. However, the international discussion seems to have had little impact on Swedish ethics deliberations. The paper aims to raise awareness and stimulate a continuing academic conversation about how to act ethically in social science research where children are included. First, the two views are explored separately. The article examines and compares how perceptions of research ethics as risk management take form in the formal regulations in two nations. Thereafter, the most significant meanings of ethics as research practice are investigated. Consequences for researchers, children and research are discussed throughout the paper.
Among all the various learning style models, the Dunn and Dunn Learning Style Model (DDLSM) in particular has become a widely used method transforming teaching practice. Dunn andand Dunn research literature is scarce when it comes to how the model is used by teachers in general. This is an issue, since the model is a research-based prescriptive model of teaching. Employing observations and interviews to collect data, the present study investigates teachers’ use of the model. Findings indicate that the DDLSM is used for a number of purposes, some of which contradict the model’s prescriptions.
In-depth studies on the practicum part of physical education teacher education (PETE) is a neglected area in Scandinavian research. This article reports data from focus group interviews with PE student teachers: their perceptions on what and how they learn in the practicum in PETE in Norway. The study found that the students viewed themselves as apprentices, and that observation was a prominent part of the practicum. Our study supports earlier findings about PE students’ lack of critical thinking on PE and teaching. However, we also found that students are able to think critically about their mentors and their teaching performances during the practicum.
The topic of this article is how preschool teachers understand democracy and the significance of this for children's democratic participation in kindergarten. The data set consists of 15 interviews with 32 preschool teachers. The preschool teachers refer to three different ways of understanding democracy when they talk about how they work to facilitate children's contribution in developing a democratic practice. In the article, I argue that the reference to deliberative democracy represents a higher potential than the two others because it make it possible for children to get valuable experiences taking part in the kindergarten community. The aim of this study is to contribute to the discussions about what kind of conditions have to be present in order to strengthen the kindergarten as a democratic forum.