education-research reflection-questions
Including the principles (which are drawn from the Canadian model)
## TCPS2 | “Reasons to Conduct Secondary Analyses of Data”“Reasons to conduct secondary analyses of data include: avoidance of duplication in primary collection and the associated reduction of burdens on participants; corroboration or criticism of the conclusions of the original project; comparison of change in a research sample over time; applicationof new tests of hypotheses that were not availableat the time of original data collection; and confirmation that the data are authentic. Privacy concerns and questions about the need to seek consent arrive, however, when information provided for secondary use in research can be linked to individuals, and when the possibility exists that individuals can be identified in published reports,or through data linkage” (TCPS2, Chapter 5, D. Consent and Secondary Use of Identifiable Information for Research Purposes).
## TCPS2 | Article
1. 5A“If a researcher satisfies all the conditions in Article
1. 5A (a) to (f), the REB may approve the research without requiring consent from the individuals to whom the information relates.a.identifiable information is essential to theresearch;b.the use of identifiable information without the participants’ consent is unlikely to adverselyaffect the welfare of individuals to whom the information relates;c.the researchers will take appropriate measuresto protect the privacy of individuals, and to safeguard the identifiable information;d.the researchers will comply with any knownpreferences previously expressed by individuals about any use of their information;e.it is impossible or impracticable to seek consentfrom individuals to whom the information relates; andf.the researchers have obtained any other necessary permission for secondary use of information for research purposes” (TCPS2, Chapter 5, D. Consent and Secondary Use of Identifiable Information for Research Purposes).
##
# Secondary analyses of data Secondary analyses of data, also referred to herein as secondary use of data consists of information originally collected for other purposes. Such information might consist of student work, information obtained for program evaluation, school records, or other identifiable materials collected for educational or administrative purposes.****
## TCPS2 | Article
1. 5B“Researchers shall seek REB review, but are not required to seek
participant
we use participant to refer to those choosing to participate in research, those where consent-waivers may be in place or where some stakeholders may fulfil participant-researcher roles (e.g., teachers), and those 'data subjects' whose data is used in research often without their knowledge.
consent, for research that relies exclusively on the secondary use of non-identifiable information” (TCPS2, Chapter 5, D. Consent and Secondary Use of Identifiable Information for Research Purposes).
##
# Key PrincipleApply the above principles of privacy, and seekREB review even if your research involves data initially collected for other reasons (e.g.,“secondary use of data”).
##
# Strategies for Ethical Practice
When possible, use anonymous data.
If generating anonymous data conflicts with your research question and design, when possible, use data that has been de-identified.
Although seeking
participant
we use participant to refer to those choosing to participate in research, those where consent-waivers may be in place or where some stakeholders may fulfil participant-researcher roles (e.g., teachers), and those 'data subjects' whose data is used in research often without their knowledge.
consent is not required for non-identifiable data (Article
5B above), it is still good practice to seek students’ consent to use their data again.
If the data you want to use is identifiable andthe REB requires that you seek students’consent anyway, apply the principles and strategies in “Consent Processes,” startingon page 6 of this Guide.
If you are emailing former students to seek consent to use their previously generated information as data or for additional information that may serve as data, be sensitive to general overuse of email and full inboxes.
Use a third party to collect consent for research participants who are not your current students. Although this is not required, using a third party is a good practice if these students want to enroll in a future course you teach or ask you to serve on an advisory committee or write a reference letter for them, etc.
If you are contacting former students to seek their consent to use their previously generated information as data or for additional information that may serve as data (e.g., “secondary use of data”), be prepared to explain to the REB:› **why you want to contact these former students,› how the potential benefits of this follow-up or additional data outweigh any drawbacks of contacting them,› who will be contacting the individuals and the nature of their relationship with those students (e.g., a third party), and **how they will be contacted (Article
6). All drawn from Fedoruk (2017)