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Extra info for The Power of Video Technology in Inernational Comparative Research in Education
In some extreme cases, in the interest of confidentiality, IRBs might require that videos be destroyed rather than archived. Clearly, these issues are very complex and require continuing attention from educators and ethicists, as well as researchers who have used video technology for a variety of purposes, to develop guidelines for the research community. Issues of confidentiality are further complicated in the case of international video because of cross-cultural differences in perceptions about privacy and teaching, as well as by the potential power of international video to reach and affect large and disparate audiences.
TIMSS researchers planned to use videotapes to help communicate the results of the study to the general public. However, because the survey participants had been guaranteed confidentiality, the actual survey footage could not be released to the public. Consequently, another set of videos was filmed for use in public discussions at such forums as PTA meetings, professional conferences, and teacher training events. , 1999:14). Many of the workshop participants noted that discussions of publicly released videotapes have often focused on the negative and, at times, deteriorated into teacher blaming.
Campbell, D. 1961 The mutual methodological relevance of anthropology and psychology. In F. , Psychological Anthropology: Approaches to Culture and Personality (pp. 333-352). Homewood, IL: The Dorsey Press, Inc. de Brigard, E. 1995 The history of ethnographic film. In P. , Principles of Visual Anthropology. 2nd ed. (pp. 13-43). New York: Mouton de Gruyter. Erickson, F. 1986 Qualitative methods in research on teaching. In M. , Handbook of Research on Teaching. 3rd ed. (pp. 119-161). New York, NY: MacMillan Publishing Company.