Gatekeeper Engagement and the Importance of Phronesis-Praxis in School-Based Research

Autor/in	Goff, Wendy
Titel	Gatekeeper Engagement and the Importance of Phronesis-Praxis in School-Based Research
Quelle	In: New Zealand Journal of Educational Studies, 55 (2020) 2, S.321-335 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goff, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-020-00177-x
Schlagwörter	Educational Research; Praxis; Researchers; Access to Information; Barriers; Research Problems + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Researcher; Forscher; Forschungskritik
Abstract	While research that is embedded in schools is reported widely in education and psychological research literature, studies that focus on how researchers might navigate school-based gatekeepers is minimal. This study addresses this gap. The research presented in this paper reports on the recruitment process that was employed in a study that involved working in partnership with schools and teachers to refine a researcher created intervention. In this paper, gatekeepers in the research process are initially identified and the researcher-gatekeeper interaction is explicated. Clark's seven mechanisms for gatekeeper engagement are drawn on to identify the supporters and challenges to gatekeeper engagement. These supporters and challenges are then examined through the conceptual framework of phronesis-praxis to critically analyse how the researcher navigated the researcher-gatekeeper relationship. This study provides insight into the importance of phronesis (practical wisdom) and how it can be used by researchers to navigate researcher-gatekeeper interactions to access research participants situated in school-based sites. A major finding of this study is that through adopting a phronetic approach to the research process a powerful way to navigate the researcher-gatekeeper relationship and gain a better understanding of access to research participants in school-based contexts emerges. It also provides an avenue in which educators; early career researchers; and doctoral students can begin to develop their research praxis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01