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

Cook, Bryan G.; Lloyd, John Wills; Mellor, David Thomas; Nosek, Brian A.; Therrien, William J.

doi:10.31219/osf.io/zqr69

Cited by 8 publications

(10 citation statements)

References 12 publications

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“…To restore this status quo, psychological science would thus need to achieve high levels of replicability. Indeed, many new methodological standards in psychology aim at increasing replicability (Cook, Lloyd, Mellor, Nosek, & Therrien, 2018; Van Bavel et al, 2016). If those standards succeed, the status quo belief that psychology is a highly replicable science might be restored.…”

Section: How Can Public Trust Be Repaired?mentioning

confidence: 99%

No Replication, No Trust? How Low Replicability Influences Trust in Psychology

Wingen

Berkessel

Englich

2019

Social Psychological and Personality Science

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In the current psychological debate, low replicability of psychological findings is a central topic. While the discussion about the replication crisis has a huge impact on psychological research, we know less about how it impacts public trust in psychology. In this article, we examine whether low replicability damages public trust and how this damage can be repaired. Studies 1–3 provide correlational and experimental evidence that low replicability reduces public trust in psychology. Additionally, Studies 3–5 evaluate the effectiveness of commonly used trust-repair strategies such as information about increased transparency (Study 3), explanations for low replicability (Study 4), or recovered replicability (Study 5). We found no evidence that these strategies significantly repair trust. However, it remains possible that they have small but potentially meaningful effects, which could be detected with larger samples. Overall, our studies highlight the importance of replicability for public trust in psychology.

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Section: How Can Public Trust Be Repaired?mentioning

confidence: 99%

No Replication, No Trust? How Low Replicability Influences Trust in Psychology

Wingen

Berkessel

Englich

2019

Social Psychological and Personality Science

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“…If we want special education to become a truly scientific field of study (Kauffman, 2011;, then this must apply to all research on disproportionality and all those who do or read the research as well. Cook, Lloyd, Mellor, Nosek, and Therrien (2018) have suggested that open science can increase the trustworthiness of evidence in special education. We suggest that open science be used in addressing the serious matter of disproportionality as well as the science of instruction in special education.…”

Section: Needed Researchmentioning

confidence: 99%

On Cultural Politics in Special Education: Is Much of It Justifiable?

Kauffman

Anastasiou

2019

Journal of Disability Policy Studies

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This article examines the nature of cultural politics in special education, specifically conceptual and methodological issues, as well as political implications related to minority disproportionate representation in disability identification rates. The implication of cultural politics is a focus on the hypothesis that minority disproportionate representation of minorities in special education is definitely a result of racial discrimination, accompanied by criticism of recently contested research suggesting their underrepresentation after controlling for confounds. Cultural politics has practical consequences, such as recently proposed policy changes that extract scarce sources from the education of students already identified as having disabilities. Special education is urged to focus on effective instruction and on three things in addressing disproportionality: (a) close adherence to facts and the best corroborating evidence; (b) explanations and theories that are testable, confirmable, and refutable on the basis of reliable data; and (c) clear and rational arguments that can be followed by policy makers. Carefully designed research to further explore this issue should recognize that (a) disproportionality is, by definition, a quantitative phenomenon and (b) replication and refinement of recent studies are needed.

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“…Several initiatives, often falling under the umbrella term of open science (https://cos.io/), have been developed across many scientific fields in reaction to the aforementioned challenges. Recently, several research teams have argued that education (van der Zee & Reich, 2018), special education (Adelson et al, 2019; Cook et al, 2018), and gifted education research (McBee et al, 2018) could benefit from greater adoption of open science practices such as preregistration, data and materials sharing, preprints, badges, and registered reports. 1 Vazire (2018) dubbed such actions as a credibility revolution in psychological research.…”

Section: Closing the Gap Between Research Aspiration And Research Actionmentioning

confidence: 99%

Collaboration in Giftedness and Talent Development Research

Makel

Smith

Miller

et al. 2020

Journal for the Education of the Gifted

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Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.

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

Cited by 8 publications

References 12 publications

No Replication, No Trust? How Low Replicability Influences Trust in Psychology

No Replication, No Trust? How Low Replicability Influences Trust in Psychology

On Cultural Politics in Special Education: Is Much of It Justifiable?

Collaboration in Giftedness and Talent Development Research

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