Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education

Autor/inn/en	Cook, Bryan G.; Lloyd, John Wills; Mellor, David; Nosek, Brian A.; Therrien, William J.
Titel	Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education
Quelle	In: Exceptional Children, 85 (2018) 1, S.104-118 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Bryan G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918793138
Schlagwörter	Special Education; Trust (Psychology); Educational Change; Scientific Research; Evidence Based Practice; Disabilities; Educational Research; Guidelines; Educational Practices + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsreform; Handicap; Behinderung; Bildungsforschung; Pädagogische Forschung; Richtlinien; Bildungspraxis
Abstract	Scientific evidence should guide the selection of practice for individuals with disabilities. Scientific evidence, however, must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices. Transparency, openness, and reproducibility increase the trustworthiness of evidence. We propose that researchers in special education adopt emerging open-science reforms, such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports. Adoption of these practices will require shifts in cultural norms, guidelines, and incentives. We discuss how adopting open-science practices can advance the quality of research and, consequently, policy and practice in special education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01