States’ Codes of Ethics and Support for Vulnerable Students

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James Lane, Ed.D.

Jim Lane
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James Lane


Member for
7 years 2 months
(352) 567-7966
Current and Ongoing Research Interests: 

Lane, J. (in progress). A Synthesis of Research Describing the International Development of Professional Ethics Within the Field of Education. Research project sponsored by the University of Phoenix School of Advanced Studies Lane, J. (in progress). The Middle Level Concept and Quest for Social Justice: Struggles Matching, Privilege, Diversity, and Opportunity. Middle Grades Review, (December 2012). American Educational Research Association member affiliated with the following AERA Special Interest Groups: Administration, Organization & Leadership Constructivist Theory, Research, and Practice Leadership for Social Justice Middle Level Education Research Moral Development and Education Narrative Research Qualitative Research

The No Child Left Behind Act of 2001
The Classroom as Metaphor and Window to Democracy
Review of Romances with Schools: A Life of Education, written by John L. Goodlad & edited by Stephen J. Goodlad
Professional Bio: 
Jim Lane Professional Responsibility in Education Research Group Profile For more than 40 Jim Lane has pursued his twin passions as an educator and writer. He has served as a high school English teacher, district language arts supervisor, assistant principal, and principal. He has taught a variety of university courses in language arts, humanities, and education. He serves as UOPx dissertation chair and committee member and teaches DOC 722 and 734. He also serves as senior research fellow in the Center for Educational and Instructional Technology Research and facilitator of the Professional Responsibility in Education Research Group. As a free-lance writer he has written more than 100 articles, topics ranging from technical pieces to profiles of national celebrities. His academic research interests include ethical frameworks, ethical dilemmas, educator codes of ethics, autoethnography, narrative analysis, constructivism, school leadership, school organization, and K-12 curriculum. His summary of the No Child Left Behind Act of 2001 appears in the Encyclopedia of Middle Grades Education, 2nd edition (2016). In production is an individual chapter entitled “Narrative of a White Male Principal: An Apologia” for I Am What I Become: Constructing An Identity as a Lifelong Learner, to be published by Information Age. His academic presentations have focused on ethical dilemmas in school leadership. He is completing an analysis of the teacher codes of ethics of the 50 American states to reflect the ethical guidance that states provide their teachers. He recently completed a book review of John Goodlad’s memoir Romances with Schools, which will appear in the Fall 2017 edition of the Mid-Western Educational Researcher. He is currently conducting a narrative analysis of the experiences of beginning teachers. He has served as a peer reviewer of proposals for the American Educational Research Association Conference and serves as an Editorial Board member and peer reviewer for The Qualitative Report. He will be presenting a discussion entitled “Phenomenology of Practice: The Application of Hermeneutic Phenomenology in a Case Study of Middle School Infrastructure” at The Qualitative Report Conference in January 2018. Above all, he appreciates the opportunity to share his knowledge and skills with students and colleagues, as well as helping CEITR affiliates achieve their research, presentation, and publishing goals.
Degrees Completed: 
Doctoral Degree
Educational Leadership
University of South Florida
Masters Degree
Educational Leadership
University of South Florida
Masters Degree
University of South Florida
Bachelors Degree
English-Mass Communications Education
University of South Florida
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The purpose of this emerging study is to explore the teacher codes of ethics of the 50 American states to determine the ethical guidance that states provide their teachers.  The study seeks to discover to what extent the codes address concerns for vulnerable student populations.  These include references to gender, sexual preference, transgender, race, ethnicity, religion, or disability. The study seeks to discover which states specifically address concerns for vulnerable populations.  Next, the study seeks to describe prevailing themes regarding the ethical expectations of teacher across states. The study highlights the imperative to specifically address the needs of vulnerable and marginalized students in the U.S. by providing ethical direction to teachers through professional codes of ethics. 

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