Teachers often learn information about students that the students or their families may not want publicized. Suppose, for example, you have a student with an intellectual disability in your class, and you wish to study how the student learns. Observing the student work on (and possibly struggle with) academic activities may be quite consistent with a teacher's responsibilities; after all, teachers normally should pay attention to their students' academic efforts. But the student or his family may not want such observations publicized or even shared informally with other parents or teachers. They may feel that doing so would risk stigmatizing the student publicly.
To respect the student's privacy and still study his learning behavior, the teacher (alias the “action researcher”) therefore needs to disguise the student's identity whenever the research results are made public. In any written or oral report, or even in any hallway conversation about the project, the teacher/researcher would use a pseudonym for the student, and change other identifying information such as the physical description of the student or even the student's gender. There are limits, however, to how much can be disguised without changing essential information. The teacher could not, for example, hide the fact of the intellectual disability without compromising the point of the study; yet the intellectual disability might be unusual enough that it would effectively identify the student being studied.
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