Champions of Transparency in Education: What Journal Reviewers Can Do to Encourage Open Science Practices

• Rachel Renbarger ^[1] ; Jill L. Adelson ^[2] ; Joshua M. Rosenberg ^[3] ; Sondra M. Stegenga ^[4] ; Olivia Lowrey ^[5] ; Pamela R. Buckley ^[6] ; Qiyang Zhang ^[7]
  1. [1] FHI 360, Durham, NC, USA
  2. [2] Adelson Research & Consulting, Durham
  3. [3] University of Tennessee
  4. [4] University of Utah
  5. [5] Center for Open Science, Charlottesville
  6. [6] University of Colorado Boulder
  7. [7] Johns Hopkins University

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• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 67, Nº 4, 2023, págs. 337-351
• Idioma: inglés
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• Resumen

  • As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support to apply these in certain areas, such as qualitative research. We encourage and give guidelines to reviewers to champion open science practices by warmly influencing authors to consider applying open science practices to quantitative, qualitative, and mixed-methods research and providing ample support to produce higher-quality publications. Instead of imposing open science practices on authors, we advocate reviewers suggest small, non-threatening, specific steps to support authors without making them feel overwhelmed, judged, or punished. We believe that these small steps taken by reviewers will make a difference to create a more supportive environment for researchers to adopt more open science practices.