Fleming JI, Wilson SE, Hart SA, Therrien WJ, Cook BG. Open Accessibility in Education Research: Enhancing the Credibility, Equity, Impact, and Efficiency of Research.
EDUCATIONAL PSYCHOLOGIST 2021;
56:110-121. [PMID:
35582472 PMCID:
PMC9109832 DOI:
10.1080/00461520.2021.1897593]
[Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Openness is a foundational principle in science. Making the tools and products of scientific research openly accessible advances core aims and values of education researchers, such as the credibility, equity, impact, and efficiency of research. The digital revolution has expanded opportunities for providing greater access to research. In this article, we examine three open-science practices-open data and code, open materials, and open access-that education researchers can use to increase accessibility to the tools and products of research in the field. For each open-science practice, we discuss what the practice is and how it works, its primary benefits, some important limitations and challenges, and two thorny issues.
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