1. Ethical principles in the light of Investing in Educational Success (IES) Terry Locke: Faculty of Education, University of Waikato

2. Teacher-Led Innovation Fund The purpose of the Teacher-led Innovation Fund is to provide funding for groups of teachers to develop innovative practice in order to improve learning outcomes, particularly for Māori students, Pasifika students, those with special education needs and those from low socio-economic backgrounds.

3. Locke, T., Alcorn, N., & O’Neill, J. (2013). Ethical issues in collaborative action research. Educational Action Research, 21(1), 107-123.

4. Principle of inclusivity: The action research group respects as stakeholders all those who have an interest in the focus of the research investigation.

5. Principle of maximal participant recognition: All those whose practices, knowledges, identities and constraints are part of the focus of the investigation are entitled to be considered full members of the action research group, even though roles within this group may change over time.

6. Principle of negotiation and consensus: Where practicable, the research aims and design, ownership of data and dissemination processes in relation to an investigation, should involve consultation with all stakeholders, and minimally involve negotiation and consensus building among members of the research group.

7. Principle of communicative freedom: Members of the research group have the right to withdraw or renegotiate the grounds for their participation at any time. (cf Kemmis & McTaggart (2005, p. 588)

8. Principle of plain speaking: It is the right of members of the research group and the wider interest community to be communicated with in clear language.

9. Principle of right action: Members of the research group should adjudge collaboratively whether research goals are morally right, as they see it, in relation to the circumstances they find themselves in.

10. Principle of critical self-reflexivity: Members of the research group need to be transparent in respect of the discursive assumptions they bring to the investigation.

11. The affective principle: It the right of members of the research group and the wider group of stakeholders to have their feelings respected, and it is appropriate that feelings count as research information.