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Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research.

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Title: Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research.
Authors: Fleming, Jesse I. (AUTHOR), Wilson, Sarah Emily (AUTHOR), Hart, Sara A. (AUTHOR), Therrien, William J. (AUTHOR), Cook, Bryan G. (AUTHOR)
Source: Educational Psychologist. Apr2021, Vol. 56 Issue 2, p110-121. 12p. 1 Diagram.
Subjects: Education research, Educational objectives, Values education, Educational benefits
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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychologist%22">Educational Psychologist</searchLink>. Apr2021, Vol. 56 Issue 2, p110-121. 12p. 1 Diagram.
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  Data: <searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Values+education%22">Values education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+benefits%22">Educational benefits</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=149940781
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              Text: Apr2021
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