Open Accessibility in Education Research: Enhancing the Credibility, Equity, Impact, and Efficiency of Research

Autor/inn/en	Fleming, Jesse I.; Wilson, Sarah Emily; Hart, Sara A.; Therrien, William J.; Cook, Bryan G.
Titel	Open Accessibility in Education Research: Enhancing the Credibility, Equity, Impact, and Efficiency of Research
Quelle	In: Educational Psychologist, 56 (2021) 2, S.110-121 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleming, Jesse I.) ORCID (Wilson, Sarah Emily) ORCID (Hart, Sara A.) ORCID (Therrien, William J.) ORCID (Cook, Bryan G.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2021.1897593
Schlagwörter	Access to Information; Educational Research; Data; Problems + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Daten; Problemsituation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01