Ethical Code for Gifted Education and Creativity Researchers

Ethical Code for Gifted Education and Creativity Researchers
The Journal of Gifted Education and Creativity adopts the ethical codes put forward by associations, an important union in the field of gifted education and creativity. Gifted Education and Creativity Researchers (GECR), is a group that conducts academic research in many research disciplines, and the interdisciplinary and metadisciplinary nature of its research will ensure that the ethical standards to which it will be adhered are also versatile. In addition, organizations that conduct research and applications in the field of gifted education and creativity will show sensitivity in complying with the ethical codes they are affiliated with. Important organizations in determining the ethical codes of JGEDC; Committee of Publication Ethics (COPE), The National Association for Gifted Children (NAGC) UK Creativity Researchers, and American Psychological Association (APA)

Purpose of Determining Ethical Codes for GECR
The GECR ethical code is intended as a guiding framework for all those involved in early childhood research and the publication and dissemination of its results. Determining these ethical codes will enable researchers doing research in the field of gifted education and creativity to know and apply certain ethical standards. There are more than a dozen academic journals in the field of gifted education and creativity, which are indexed in important indexes around the world. The editors of these important academic journals accept and adopt the ethical standards of organizations that support academic publications in the interdisciplinary field of gifted education and creativity.
JGEDC editors and editorial board know that the goal of being an important platform where gifted education and creativity researchers meet is possible with the development of ethical code standards. We hope that the development and updating of these ethical codes will pave the way for researchers to conduct research with higher well-being and vulnerability.
Since GECR ethical codes are the codes applied in published books, articles, congress proceedings, JGEDC aims to make an announcement here to all its stakeholders so that they know and adopt these ethical codes.

Gifted Education and Creativity Researchers’ Ethical Principles
These principles are introduced with the intention of encouraging Gifted Education and Creativity researchers to work with a desire to achieve these high ethical expectations in all aspects of their work, while at the same time recognizing that it is very difficult to fulfill all aspects of these expectations. We believe Gifted Education and Creativity researchers should have the ethic of respect for;

GECR respects social justice and equality in society. Gifted education and creativity research should act with respect not to the creation of an elite group in the society, but to the development of the society and to the development of the society and the development of these individuals with special educational needs to have equal rights in line with their needs. It respects different paradigms, theories and methods in the world. Confidence should be given to the presentation of different views, different facts and realities.

Respect the active participation of all research stakeholders and their fair and appropriate contribution to the research. To all participants of the research, to their democratic values; should respect all differences such as language, religion, special educational needs, disability, family, gender identity, race and ethnicity. Characteristics should show deep respect for the group of children on which gifted research is focused, in the context of their own rights (UN Convention on the Rights of Child).

The ethics of research should be applied throughout a lifetime, from childhood to being a family member to being a member of a community or society. The child, family, community and society in which the research is conducted should be treated with respect as the subject, not the object of the research. Without prejudice to all these subjects, free from prejudice regardless of cultural identity.

Respects the emergence of multiple perspectives of researchers. Existing and established giftedness theory respects original research that represents different and multiple perspectives, as well as models. It encourages and respects research involving the multiple perspectives of practitioners, policy makers, educational philosophers, and developmental psychologists that demonstrate paradigm shifts in gifted education and creativity studies.

Guiding the practice of research should respect the open and transparent disclosure of ethical principles. During the research, people such as their colleagues and study group should not be treated in a way that endanger their peace, and respectful interactions should be ensured. Research should be conducted with the principle of integrity, explaining all data and accepting contributions, and never deception or distortion.

Since gifted and creativity researches represent the minor group, rigour should be shown in all processes of research. Due to the effects of these research results in a small framework, it should be noted that the literature review requires meticulousness in correct citation. A high effort should be shown in the presentation and dissemination of the research in all social media environments and in showing personal effort.

In academic research, researcher(s) should be brave in revealing the real contribution, and the power of the academic title, the role of supervisor, position and power in an institution should not affect the determination of the order of authorship. Institutions, funds, sponsors that provide direct or indirect financial support in gifted education and creativity research should respect the obligation to display the visible attribute.

Gifted education and creativity researchers design their research on a group that is often neglected worldwide because of their research on the minor group, such as the gifted. Focusing on this minor group should be aimed at social responsibility awareness and social contribution and development. It should be ensured that the researches have a promoting and enhancing effect on the public good. By fostering the spirit of critical analysis of the gifted and creativity researchers community, research that opens new doors for policy makers and practitioners and contributes to the development of knowledge and experience should be encouraged.

Related Ethical Topics and Responsibilities for Gifted Education and Creativity Researchers
The ethical principles that Gifted Education and Creativity Researchers must abide by are listed below;
* GECR guarantees to protect the confidentiality and anonymity of the data collected in the research and to provide privacy.
* GECR should taken care to store data in a very safe place so that anonymity and confidentiality.
* It takes the necessary precautions to avoid negligence in keeping confidential data such as the IQ scores of gifted individuals. He never takes any action that will lead to the deciphering of a group or community other than the purpose of the research.
* GECR conducts its research with voluntary participants in all its research.
* All studies must have a "consent informed" form. This procedure is prepared to be child-friendly for young children, there should be versions of this form according to the differences.
* Participants have the right to withdraw from the research at any time.
* All research must be conducted with the human rights and capabilities of all participants being give absolute respect and acknowledgement.
* All participants are the subject of the research, not the object. Therefore, GECR can never treat participants as objectified and othered/marginalized.
* GECR should aim to be inclusive and non-discriminatory in their identification and selection of research participants.
* It cannot take a biased approach such as the representation of gifted children with family groups living in the city center and at high income levels.
* In order for gifted children living in disadvantaged groups (refugees, families with low socio-economic level, twice exceptionality) to take part in research as a participant, appropriate and optional options should be used in data collection and research design.
* GECR pays attention to the use of incentives and non-exploitation of participants in its research. Incentives may increase bias in research, and may have a negative impact on the character development of gifted children. The GECR never wants to cause gifted children to be educated as opportunistic individuals, nor does it exploit behavior such as using their good intentions and creating pressure to fulfill all demands in the research.
* The characteristics of gifted children such as asynchronous development, emotional sensitivity and unique psychology should be taken into account by GECR, paying attention to minimal intrusion or not having a negative impact on them.
* The GECR should provide feedback on research results to all participants. Since gifted and creative children and individuals have serious awareness and awareness about their own research, they should be informed about the results of the research and reaching the publication during and at the end of the research.
* Author contribution is the only factor that determines the authorship order in the article.
* Authors' information such as institution and contact should be transparently visible in their publications.
* Education of the gifted and research on creativity are not studies that a single author can easily do, but research that needs institutional and financial support. Authors should clearly state all the support they have received. Conflict of interest and funder visibility should be placed at article.
* GECR should provide all the details regarding the demonstration of the research design used in its research, the validity, reliability and trustworthiness of the data collection tools and data analysis.
* In some research methods conducted with gifted children, appropriate research model selection should be made in order to remove ethical problems such as single-subject research.
* The aims and problems of the research should be clearly defined, and the clarity of framework of the research processes should be drawn.
* GECE should build its research on innovation and originality. It should not follow the way of doing research in the form of repetition of the known.
* The GECR does not do the malpractices that all other researchers have adopted; These include multiple submission, selfplagiarism, plagiarism, ghost authorship, use of research for illegal purposes, defamatory or unprofessional approaches to other research and researchers, such as data obfuscation, data fabrication, False claims, misrepresentation, fabrication, sensationalism, distortion.

Updated 19th September, 2022


Sponsorship: Journal of Gifted Education and Creativity supported by Association for Young Scientists and Talent Education and International Congress on Gifted Youth and Sustainability of the Education


Journal of Gifted Education and Creativity indexed in DOAJ since March 15, 2020. 3rd International Congress on Gifted Youth and Sustainability of the Education (ICGYSE) 15-16 December 2022 (Please click for attendance).

JGEDC was accepted to EBSCO Education Source HW Wilson Index on April 29, 2022. 25125March 2022 issue reflected at HW Wilson Database


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