Reflexive Disclosure in Qualitative Research Publications in School Psychology (2006-2021)

Autor/inn/en	Sabnis, Sujay V.; Wolgemuth, Jennifer R.
Titel	Reflexive Disclosure in Qualitative Research Publications in School Psychology (2006-2021)
Quelle	In: Psychology in the Schools, 60 (2023) 10, S.3738-3753 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sabnis, Sujay V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22965
Schlagwörter	Disclosure; Qualitative Research; Publications; School Psychology; Educational Researchers; World Views; Reflection + Suchen Sie Ihr Suchwort? Qualitative Forschung; Schulpsychologie; Erziehungswissenschaftler; Erziehungswissenschaftlerin; World view; Weltanschauung
Abstract	Qualitative researchers in school psychology are asked to reflect on how their identities, goals, and backgrounds influence their research studies, and to disclose these influences in their manuscripts. Given that reflexivity is a process and not an event, it can be challenging to decide what and how much about oneself, or selves, to disclose in a qualitative research manuscript. We, therefore, wanted to understand how school psychology researchers have communicated reflexivity in their published journal articles. We analyzed all qualitative articles published in seven school psychology journals between 2006 and 2021, focusing on the authors' written descriptions meeting the criteria of reflexive disclosure. We found an increase in the inclusion of reflexive disclosure over the years. We also found five types of disclosure researchers used to communicate reflexivity. We end with some critiques of the existing disclosure practices and make recommendations for strengthening reflexivity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01