(6.1) Gordon, W., & Sork, T.J. (2001). Ethical issues and codes of ethics: Views of adult education practitioners in Canada and the United States. Adult Education Quarterly, 51 (3), 202-218.

Abstract
Although the ethics of practice has become increasingly visible in the adult education literature over the past two decades, little empirical research has been done to inform the dialogue and debate. The purpose of this study was to examine the views of adult education practitioners in British Columbia about the need for a code of ethics and about the ethical issues, concerns, and dilemmas experienced in their practice. The study was an approximate replication of research carried out in Indiana reported by McDonald and Wood. This study was undertaken to broaden the empirical database within adult education, provide further insight into the ethics of practice, and determine similarities and differences between Canadian and American adult educators in their encounters with ethical issues and their views about codes of ethics. Major findings confirm positive practitioner views about codes of ethics and are generally consistent with the findings reported by McDonald and Wood.

(6.2) Moon, T. R. (2011). A primer on research ethics in the field of gifted education. Gifted Child Quarterly, 55, 223-229.

Abstract
Most organizations (e.g., institutions of higher education, K-12 school systems) that engage in research with human subjects have institutional review boards (IRBs; also known as research committees) responsible for the oversight of research activities to ensure the ethical treatment of participants. Professional societies such as American Educational Research Association (AERA) and the American Psychological Association (APA) have also developed ethical codes for research activities involving human subjects. Many journals, including GCQ, require that all research considered for publication is accompanied by documentation of review and approval by an IRB or other similar committee. The purpose of this Methodological Brief is to provide researchers, new and experienced, within the field of gifted education a brief introduction to the ethical principles that guide the decision making process of IRBs, to provide examples of what might be considered ethical code violations, and to offer suggestions for working through the review and approval process with IRB officials.

(6.3) Mary Brydon-Miller, Davydd Greenwood, and Olav Eikeland. Conclusion: Strategies for addressing ethical concerns in action research. Action Research, Mar 2006; vol. 4: pp. 129-131.

No Abstract