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Academic Integrity and Ethics Across the Disciplines

A growing collection of codes of conduct, statements of professional ethics, and research ethics resources relevant to disciplines taught at Rhode Island College.

NEA Code of Ethics

National Education Association Code of Ethics
 

Special Education

CEC Ethical Principles for Special Education Professionals

Professional special educators are guided by the CEC professional ethical principles (see below) and practice standards (see below) in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:

  1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
  2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
  3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
  4. Practicing collegially with others who are providing services to individuals with exceptionalities.
  5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
  6. Using evidence, instructional data, research and professional knowledge to inform practice.
  7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
  8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
  9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.
  10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
  11. Engaging in the improvement of the profession through active participation in professional organizations.
  12. Participating in the growth and dissemination of professional knowledge and skills.

Adopted by the CEC Board of Directors, January 2010

 

CEC Standards for Professional Practice (complete text)

(subsection) Professionals in relation to the Profession and to other Professionals

Highlights:

The Profession
(1) Special education professionals assume responsibility for participating in professional organizations and adherence to the standards and codes of ethics of those organizations.
......
(5) Special education professionals initiate, support, and/or participate in research related to the education of persons with exceptionalities with the aim of improving the quality of educational services, increasing the accountability of programs, and generally benefiting persons with exceptionalities.

They:

  • Adopt procedures that protect the rights and welfare of subjects participating in the research.
  • Interpret and publish research results with accuracy and a high quality of scholarship.
  • Support a cessation of the use of any research procedure that may result in undesirable consequences for the participant.
  • Exercise all possible precautions to prevent misapplication or misutilization of a research effort, by self or others.

AAUP

American Association of University Professors

College Art Association

CAA Standards and Guidelines webpage offers helpful information about academic programs, career and workplace, legal issues and best practices, as well as ethics.

AASA Code of Ethics

Educational Research

Code of Ethics

Preamble

This Code of Ethics articulates a common set of values upon which education researchers build their professional and scientific work. The Code is intended to provide both the general principles and the rules to cover professional situations encountered by education researchers. It has as its primary goal the welfare and protection of the individuals and groups with whom education researchers work. It also serves to educate education researchers, their students, and others who would benefit from understanding the ethical principles and standards that guide education researchers in their professional work. It is the individual responsibility of each education researcher to aspire to the highest possible standards of conduct in research, teaching, practice, and service.
Adhering to a set of ethical standards for an education researcher’s work-related conduct requires a personal commitment to a lifelong effort to act ethically; to encourage ethical behavior by students, supervisors, supervisees, employers, employees, and colleagues; and to consult with others as needed concerning ethical problems. Each education researcher supplements, but does not violate,the values and rules specified in the Ethical Standards based on guidance drawn from personal values, culture, and experience.

Guiding Principles (A - E)

Principle C:....Education researchers value the public trust in research and are concerned about their ethical behavior and the behavior of other education researchers that might compromise that trust. While endeavoring always to be collegial, education researchers must never let the desire to be collegial outweigh their shared responsibility for ethical behavior. When appropriate, they consult with colleagues in order to prevent or avoid unethical conduct.

Standard 4. Research Misconduct
Education researchers do not engage in fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research results.

Standard 15. Plagiarism
(a) In publications, presentations, teaching, practice, and service, education researchers explicitly identify, credit, and reference the author(s) when they take data or material verbatim from another person’s written work, whether it is published, unpublished, or electronically available. (b) In their publications, presentations, teaching, practice, and service, education researchers provide acknowledgment of and reference to the use of others’ work, even if the work is not quoted verbatim or paraphrased, and they do not present others’ work as their own whether it is published, unpublished, or electronically available.

Standard 20. Education, Teaching, Training / 20.01 - Administration of Education Program

(d) Education researchers who are responsible for education and training programs have an obligation to ensure that ethics are taught to their... students as part of their professional preparation.

Standards for Research Conduct

I. Guiding Standards: Responsibilities to the Field/B. Standards (excerpts)

1. Educational researchers should conduct their professional lives in such a way that they do not jeopardize future research, the public standing of the field, or the discipline's research results.

2. Educational researchers must not fabricate, falsify, or misrepresent authorship, evidence, data, findings, or conclusions.

3. Educational researchers must not knowingly or negligently use their professional roles for fraudulent purposes.

III. Guiding Standards: Intellectual Ownership/B. Standards

1. Authorship (excerpts)

f. The work of those who have contributed to the production of an intellectual product in ways short of these requirements for authorship
should be appropriately acknowledged within the product.

g. Acknowledgement of other work significantly relied on in the development of an intellectual product is required. However, so long as such work is not plagiarized or otherwise inappropriately used, such reliance is not ground for authorship or ownership.

 

State Ethics Codes and Guidelines

The Rhode Island Code of Professional Responsibility is a set of commitments which the Rhode Island educational community expects all members to honor and practice. These commitments guide professional conduct in all situations with professional and ethical implications. The Code embraces the fundamental belief that the student is the foremost reason for the existence of the profession.

Many individual states, through their Departments of Education or their state-level teacher credentialling agency, publish codes or guidelines on professional practice.

Washington (state)
Code of Professional Conduct for Education Practitioners [see p.4 "Acts of Unprofessional Conduct"]
Florida
North Dakota

Health Education

Code of Ethics for the Health Education Profession, approved by the Society of Public Health Educators and the Coalition of National Health Education Organizations

Preamble
The Health Education profession is dedicated to excellence in the practice of promoting individual, family, organizational, and community health. Guided by common ideals, Health Educators are responsible for upholding the integrity and ethics of the profession as they face the daily challenges of making decisions. By acknowledging the value of diversity in society and embracing a cross-cultural approach, Health Educators support the worth, dignity, potential, and uniqueness of all people.

The Code of Ethics provides a framework of shared values within which Health Education is practiced. The Code of Ethics is grounded in fundamental ethical principles that underlie all health care services: respect for autonomy, promotion of social justice, active promotion of good, and avoidance of harm. The responsibility of each health educator is to aspire to the highest possible standards of conduct and to encourage the ethical behavior of all those with whom they work. 

Regardless of job title, professional affiliation, work setting, or population served, Health Educators abide by these guidelines when making professional decisions.